LESSON PLANS

A Starting Point
Madeline Hunter lesson plan format:

Anticipatory Set (setting the stage)--attention-getter and focuser

Statement of Objectives--tell students what they'll be able to do as a result of the lesson 

Modeling--demonstrate, show what you tell

Check for Understanding--watch faces, ask questions

Guided Practice--help students start practicing new skills, applying new knowledge

Independent Practice--turn them loose to work on their own, homework assignment, etc.

NAME:
TOPIC:
GRADE LEVEL:
LESSON: (# 1 or 2 or 3 or 4 or 5 or 6 or 7)

OBJECTIVES:

• Develop clear, measurable objectives to guide what will be taught, how learners will be evaluated. Communicate objectives to students at the beginning of class so the purpose of the lesson is clear
• Identify 1 - 3 objectives outlining what learners will be able to know/do as a result of the lesson

ASSESSMENT:

• Use to plan and adjust for what will be taught in following lessons, and provide feedback to learners.
• Must directly measure whether each learning objective was met, and/or how well it was met.
• Use a variety of assessment methods to capture learning, allow students with different learning styles to shine, and also so learners may monitor their own progress

STATE STANDARD: 

• copy and paste the state standard for the lesson

PLANNING AND PREPARATION:

• list materials and things you need to do before you can present the lesson

MATERIALS:

• list materials you will use in the lesson

ANTICIPATORY SET:

• Use an introductory activity to get students engaged in the topic and connect to and assess their prior experience, and use that information to adjust the lesson if necessary
• a way to lead into the lesson plan and develop the students' interest in learning what is about to be taught. A good example deals with a lesson on fractions. The teacher could start by asking the students how they would divide up a pizza to make sure each of their 5 friends got an equal amount of pizza, and tell them that they can do this if they know how to work with fractions. Show them a picture of a pizza.

PROCEDURE:

• 1.
  2.
  3.
  etc.

• Determine the steps of the activity and how long the activity(ies) will take
• Create activities that are clear in focus, engaging and relate to learner interests
• Manage "teacher talk" time so learners are active participants throughout the learning process
• Make adjustments as needed for students' varied learning styles, learning issues/disabilities, or learners that may have greater knowledge/skill than classmates

INDEPENDENT PRACTICE OR HOMEWORK:

CLOSURE:

• Devise a way for learners to capture the high points (e.g., what is the goal for learners to take away from the lesson?)
• Build in discussion time and ask learners to summarize what they learned or apply what they learned to other contexts in their life. Ask learners to evaluate the class or activities; ask for ideas for the next lesson. Make sure to allow time for students to process questions and their responses

INTERNET SITES USED:

MULTIPLE INTELLIGENCES USED:
Example: Visual/Spatial: Working with maps

LESSON ACCOMMODATIONS: Adaptations should also be made for students with learning disabilities and extensions for others

• ELL:

• GIFTED:

• LOWER LEVEL LEARNER:

Reflections on Lesson:

• Did your students master the objectives of the lesson? How do you know?

• If the students had difficulty, what was the probable cause?

• What comes next? Will you re-teach, or move on?

• What are you learning about yourself as a teacher?