Howard County Generic Lesson Plan Format
|Howard County Generic Lesson Plan Format |
|“Tell students what you’re going to teach, teach it to them, then ask them to say, show, or apply what they’ve learned.” |
|Unit: (Taken from the HCPSS Essential Curriculum) |Teaching Strategies |
| |Designate appropriate strategies/areas |
|Lesson Title: |___Scaffolded Questioning |
| |___ Independent Reading |
|Objectives: (Taken from the HCPSS Essential Curriculum, which is based on Maryland Content |___ Interpretation of Graphics |
|Standards/Voluntary State Curriculum). Objectives: |(maps, graphs, cartoons, tables…) |
|Must be written in behaviorally measurable terms |___ Concept Attainment |
|Must inform students about exactly what they are expected to know and be able to do at the completion of this|___ Cooperative Learning |
|lesson |___ Think-Pair-Share |
|Must match assessment expectations and be reflected in rubrics, tests, and all other formative and summative |___ Roundtable |
|authentic and alternative assessments. |___ Jigsaw |
| |___ Pairs Check/Review |
|Time required: Estimated number of minutes required for the lesson |___ Independent/Group Project |
| |___ Integration of Technology |
| |___ Print alternatives, i.e., E-text |
| |___ Use of Audio Clip/Music |
| |___ Interactive Student Notebook® |
| |___ Formal Writing |
| |___ Informal Writing |
| |___ Graphic/Visual Organizers |
| |___ Modeling/Demonstration |
| |___Think Aloud |
| |___ Reciprocal Teaching |
| |___ Group Activities |
| |___ Simulation |
| |___ Use of Video Clip |
| |___ Lecture “bursts” |
| |___ 3-minute pause |
| |___ Different purposes for |
| |viewing/reading |
| |___ Cross-Curricular Connections |
| |Other___________________ |
|Materials: (List of all materials that will be needed for the lesson) | |
|Include planning for cleanup and reorganization of materials for subsequent classes, e.g. science labs, | |
|mathematics manipulatives, art, P.E. supplies, etc. | |
|Include pertinent equipment/lab safety rules in plans. | |
|Have backup plans and materials when technology is used in the event that website access is interrupted or | |
|problems occur. | |
|Pre-Assessment of Prior Knowledge: [Drill; Warm-up; Anticipation Guide; KWL; Pre-test) |Differentiation Strategies |
|...provides a review of previous knowledge learned in class or in the “real world” and a connection to what|(Differentiate Content, Product, Process) |
|will be learned in this lesson. |___ Tiered assignments |
|Allows the teacher to connect formerly experienced knowledge to new information. |___ Flexible grouping |
|Prevents repetition of ideas previously mastered by students. |___ Learning centers |
|Reinforces students’ metacognitive skills and network to connect prior knowledge to new concepts and |___ Curriculum compacting |
|constructs. |___ Varying questions |
| |___ Independent Projects |
| |___ Brain Compatible Instruction |
| |___ Cultural Context |
| |___ Multiple Intelligences |
|Engagement: (Anticipatory Set, Motivation) |Learning Modalities |
|...provides a “hook” to focus students’ attention and excite them to learn. |___ Visual |
|Focuses student attention |___ Auditory |
|Provides an organizing framework for new ideas or information which will follow |___Tactile/Kinesthetic |
|Assists in understanding abstract ideas using analogies, examples, non-examples, and discrepant events. | |
| |General Accommodations to |
| |Access Curriculum |
| |___Adapt the skill level |
| |___ Adapt the number of items |
| |___ Adapt materials |
| |___ Provide learning strategy |
| |___ Provide audio/video/digital access |
| |___ Increase personal assistance |
|Lesson Development/Procedures: (Body of the Lesson) |Co-Teaching Model |
|Activity |___ One lead/one support |
|Design at least two 10 to 20 minute lesson segments and structure transitions. (Segment length should reflect|___ Station Teaching |
|attention span of students.) |___ Two Groups |
|Considerations… |___ Alternative Teaching |
|Be sure activity matches objectives. |___ Multiple Groups |
|Explicitly teach skills (including thinking skills and interpersonal skills) that students need to complete |___ Team Teaching |
|the activity successfully. | |
|Be sure roles and responsibilities are clear for group assignments. |IEP Goals/Accommodations |
|Be sure students understand what they are expected to do and what product(s), if any, they are to prepare. |(Based on Students’ IEP/504 Plan) |
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|Transition | |
|Plan a structured way to end one activity and give directions for connecting it to the next activity. | |
|Activity |Reading Strategies |
|Considerations… |Text |
|Present new information in multiple ways to reach all learners (video clip, reading, visual images, |___Literary |
|PowerPoint presentation, lecture “bursts”). |___Informational |
|Connect new information to previously learned knowledge or skills. |Before |
|Relate new information to real-world scenarios. |___ Purpose |
| |___ Prior knowledge |
| |___ Preview |
| |___ Vocabulary/Concepts |
| |___ Predict |
| | |
| |During |
| |___ Chunking |
| |___ Self-monitoring through clarifying |
| |questions and notations on text |
| |___ Reread |
| |___ Metacognitive conversation |
| | |
| |After |
| |___ Summarize or paraphrase |
| |___ Write BCRs in response to reading |
| |questions |
| |___ Use rubrics |
|Transition | |
|Plan a structured way to end one activity and give directions for connecting it to the next activity. | |
|Activity | |
|Considerations… | |
|Be sure students have the opportunity to practice new knowledge and skills individually and with the teacher | |
|present. | |
|Provide opportunities for enrichment, as well as re-teaching and addressing IEP/SSP goals. | |
|Be sure activities require students to use higher order thinking skills (i.e., application of knowledge, | |
|analysis and synthesis of information, evaluation of processes and products.) | |
|Transition |General Reading Processes |
|Plan a structured way to end last activity. Be sure there is time for students to clean up and give full |___ Decoding |
|attention to lesson closure. |___ Vocabulary |
| |___ Fluency |
| |___ Comprehension |
| |(Clarifying, Visualizing, Questioning, |
| |Predicting, Accessing Prior Knowledge, |
| |Summarizing, Making Inferences, and Determining |
| |Main Idea) |
| | |
| |Approaches to Reading in the Content Area |
| |___ Reading Apprenticeship® |
| |___ Other |
|Closure: (Summary; Exit questions; Silent exit slips, etc.) | |
|…brings students back to the lesson objectives to discern if they learned the material, i.e., “Show me or | |
|tell me what new information you learned in today’s lesson and how you will use it in your life.” | |
|Cues students that they are at the end of today’s lesson | |
|Helps students organize their learning | |
|Provides opportunity for varied ways for students to show learning | |
|Reinforces main points and unites them in a coherent whole | |
|Connects to the real world to enhance retention and meaning | |
|Reinforces metacognition | |
|Checking for Understanding throughout the Lesson (EPR; Structured Questions) |Every Pupil Response (EPR) Strategies |
|…checks to see if students “got it correctly” before proceeding to new concept or skill or to the next |___ Choral Answer |
|segment of the lesson. |___ Thumbs Up/Thumbs Down |
|Plan specific questions and how students will answer. Use these throughout the lesson to be sure that |___ 1, 2, 3 Flash |
|students understand the information taught in each lesson segment. |___ Written Answers on Wipe Boards |
|Use EPR strategies frequently to be sure EACH student understands lesson content. |___ Show of Hands |
|Use higher levels of Bloom’s Taxonomy to develop questions that ensure transfer and retention of new |___ Cue Cards |
|information. |___ Think, Pair, Share |
|Guides the teacher in knowing whether to continue the lesson or to STOP and re-teach before proceeding to the| |
|next activity. | |
|Assessment: (Review of Anticipation Guides; Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance |ASSESSMENT |
|Assessments, etc.) |___ Collect and Grade |
|…allows the students to demonstrate what they have learned and what they need to have re-presented in another|___ Check for Completion |
|more effective way. |___ In-Class Check |
|…allows the teacher to see what was learned successfully and what must be re-taught. |___ Rubric |
|Links directly to the stated Objective(s) |___ Checklist |
|Is ongoing and is in alternative forms |___ Peer/Self Assessment |
|Provides a roadmap for individual and whole class learning and achievement |___ Journal/Learning Log |
|Drives future instruction |___ Portfolio |
| |___ Constructed Response |
| |___ Quiz |
| |___ Test |
| |___ Presentation |
| |___ Performance Assessment |
| |___ Informal Assessment |
| |___ Exit Slip |
| |___ Other |
|Homework/Enrichment: (Integrated Reading and/or Writing Assignments; Reflective Journals; Projects) | |
|…takes the learning out into the real world and provides opportunities for additional practice and | |
|connections at home and with families | |
|Is practice of learned material, not new material. | |
|Is designed to be completed in a reasonable amount of time. | |
|Warrants immediate feedback to be meaningful. | |
|Requires home and school support (particularly for young children). | |
|Links to recent learning context. | |
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