LESSON PLANS



Tangipahoa Parish School System

Lesson Plan Guide

Goal: Improve student achievement

In an effort to clarify procedures for designing and submitting lesson plans, the Tangipahoa Parish School System has developed this guide. The School Board requires that lesson plans are developed by each teacher on a daily basis (TPSS Policy Manual, IKI). Additionally, Component A of the Louisiana Components of Effective Teaching states, “An effective teacher plans for instruction” (see Attachment 1). A Tangipahoa Parish School System teacher’s formal observation and evaluation reflect this component. In order to provide teachers with the resources needed to meet these requirements, the Academic Team has developed this guide.

Lesson Plan Design: Components of an Effective Lesson

The components of an effective lesson listed below should be addressed in a teacher’s written plan. Although each component may not be evident every day for lessons that continue over several days, the highlighted components should appear in each day’s lesson.

GLE/Standard/Strand/Benchmark

Objective(s)

Materials

Technology

Thinking Maps

Kagan Cooperative Learning

Lesson Procedures

Anticipatory Set / Bell Ringer

Instructional Input

Modeling**

Guided Practice**

Independent Practice**

Closure

Assessment of lesson objective

Homework

*Boldfaced items should appear each day in every lesson.

**Modeling, guided practice, and independent practice may occur in one day’s lesson, over the course of several days, or several times in one lesson depending on the subject and grade level taught.

For a detailed description of each item above as well as specific examples, see Attachment 2.

Format for Submission: OnCourse Lesson Planner

The Tangipahoa Parish School System is requiring that all teachers use the OnCourse lesson plan program to enter lesson plans. Templates will be developed to make the program as easy to use as possible. If you need help using the program, please contact the technology department.

Expectations for Stakeholders:

Teachers:

• Teachers will use the OnCourse lesson plan program to submit their lesson plans.

• Plans will reflect the components of an effective lesson defined by Dr. Madeline Hunter (See Attachment 2).

• Teachers will document the grade-level expectation (GLE) or the content standard/ benchmark covered during each lesson. GLEs may be documented by using the “link” feature of the OnCourse program. Only the GLE specifically being addressed in that lesson should be selected. If there are no GLEs for a course, the content standards for that subject should be documented.

• The plans will be submitted no later than 8:00 A.M. Monday morning of the week of the plans. At the discretion of the principal, plans may be submitted earlier.

• Teachers are expected to use the written plan to guide the teaching that is going on in the classroom. Plans will be printed at the discretion of the principal.

• Teachers will document homework assignments using the homework section of the OnCourse program. This will allow parents to access homework assignments using the homework calendar.

Principals:

• Principals/designee will check that the lesson plans of their teachers have been submitted weekly.

• The principal/designee will review the plans and offer feedback on the lesson components using the OnCourse program.

• Principals will monitor the implementation of written plans through classroom observations.

• Principals will request assistance for teachers who need additional instruction on effective lesson design or use of the OnCourse program.

District Academic Team:

• Members of the Academic Team will provide written feedback on the lesson plan components.

• Members of the Academic Team will monitor implementation of the lesson plan through informal classroom observations.

• Members of the Academic Team will provide assistance as needed to help teachers use and understand the lesson components.

Attachment 1

Louisiana Components of Effective Teaching (LCET)

The State Board of Elementary and Secondary Education (SBESE) approved the Louisiana Components of Effective Teaching in September 1992.

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DOMAIN I. PLANNING

Component A. The teacher plans effectively for instruction.

Attributes:

1. Specifies learner outcomes in clear, concise objectives

2. Includes activity/activities that develop objectives

3. Identifies and plans for individual differences

4. Identifies materials, other than standard classroom materials, as needed for lesson

5. States method(s) of evaluation to measure learner outcomes

6. Develops an Individualized Education Program (IEP) and/or Individualized Family Service Plan (IFSP) as needed for the lesson. *For special education teachers only.

For a description of the remaining Domains, Components, and Attributes of the Louisiana Components of Effective Teaching, see:

Attachment 2

The Madeline Hunter Lesson Design Model

1.  Anticipatory Set (focus)

Description: A short activity or prompt that focuses the students' attention before the actual lesson begins.

Purposes:

• Focus student attention

• Develop readiness for instruction to follow

Examples:

• Have students give synonyms for common words when current objective is improvement in descriptive writing.

• Review the main ideas of yesterday’s lesson which will be extended today.

• State ways that new material might be useful in daily life, etc.

Bell work can sometimes be used as an anticipatory set, if it directly relates to the lesson objective and meets the purposes stated above.

Example of bell work used as an anticipatory set:

• A hand-out given to students at the door, review question written on the board, "two problems" on the overhead – with each addressing previously achieved and related learning

Bell work

• Bell work is a posted assignment for the students to begin working on immediately when they enter the classroom. Bell work should be used when students enter the room, but may also be used in a transition. Bell work provides very brief practice (no more than 3-5 minutes) on previous achieved and related learning.

2.  The objective and its purpose (stated and written)

Description: The purpose of today's lesson, why the students need to learn it, what they will be able to "do," and how they will show learning as a result are made clear by the teacher.

Purpose: Teacher communication which informs the student what he will be able to do by the end of instruction and why that accomplishment is important, useful, and relevant to present and future life situations.

Examples:

• The learner will be able to write for various purposes, including business letters.

• The learner will be able to debate a position on an environmental issue involving

conservation or use of natural resources.

• The learner will be able to classify changes in matter as physical or chemical.

An objective is a clear and unambiguous description of your educational expectations for students. In most cases the objective should be a GLE, content standard, or benchmark. It is also recommended that teachers write the objective(s) for the lesson on the board.

3.  Instructional Input

Description: The vocabulary, skills, and concepts the teacher will impart to the students.

Two Stages:

• Determine what information (new or already processed) is needed by the student in order to accomplish the present objective.

• Select the means for presenting the information to the students.

• Examples: teacher presentation of information (lecture, PowerPoint, textbook, etc.)

4.  Modeling (show)

Description: The teacher shows in graphic form or demonstrates what the finished product looks like; a picture is worth a thousand words.

Purposes:

• It helps student not only to know about, but also to see examples of an acceptable finished product or a process.

o Examples: sample story, poem, diagram, graph; demonstration of how to identify the main idea, how to weave, how to kick a ball, etc.

• It is important that the visual input of modeling be accompanied by the verbal impact of labeling the critical elements of what is happening or has happened.

o Examples: “I am going to use my thumb to work the clay in here like this so…”; “Notice that this story has a provocative introductory paragraph that catches your interest by the first question the author asks.”

5.  Guided Practice (follow me)

Description: The teacher leads the students through the steps necessary to perform the skill using the tri-modal approach - hear/see/do.

Purpose: To give careful guidance of students’ initial attempts in new learning.

Example: Having instructed, teacher should circulate among students to make sure that students understand the instruction before students practice independently. Clarify and remediate immediately as needed.

6.  Checking For Understanding (CFU)

Description: The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?

Purpose: Check for student possession of essential information and observe student performance to make sure he exhibits the skills necessary to achieve the instructional objective.

Methods:

• Sampling – posing questions to total group to focus them on the problem and develop readiness to hear answer; then get answers from representative group members.

• Signaled responses – from each member of total group.

• Individual private responses – written in notebook, etc.

7.  Independent Practice

Description: The teacher releases students to practice on their own based on items 3 - 6.

Purpose: Once a student can perform without major errors, discomfort, or confusion, he is ready to develop fluency by practicing without the teacher.

Examples: workbook pages, teacher made worksheets, homework assignments, quizzes, tests, etc.

8.  Closure

Description: A review or wrap-up of the lesson - "Tell me/show me what you have learned today."

Purpose: Bringing the lesson to a logical conclusion; should be planned.

Examples: summarizing, questioning, projecting future activities, etc.

Other parts of the lesson plan:

9. Evaluation / Assessment

Purpose: Method used to determine if students have mastered the objective.

Examples: teacher observation (be sure to indicate what you are observing), quiz, tests, activity, questioning, etc.

10. Materials

Purpose: Help you organize yourself to prepare for the activities included in the lesson. (only list material(s) that you will need for that lesson)

Examples: textbooks, workbooks, worksheets, hands-on materials, audio-visual resources, equipment needed, etc.

11. Homework:

Homework should be for the purpose of practice, extending and reinforcing a lesson. New instructional material should be presented in class before it is required as homework.

Components of Effective Teaching

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