Lesson Plan Assignments

Lesson Planning Assignment

Goals of this assignment:

Demonstrate your understanding of the following:

  1. how students learn and develop (provide learning opportunities that support a student's intellectual, social, and personal development)
  2. how students differ in their approaches to learning (create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities)
  3. how to use a variety of instructional strategies to encourage student development of critical thinking, problem solving, & performance skills. 
  4. individual & group motivation & behavior (create learning environments that encourage positive social interaction, active engagement in learning, & self-motivation)
  5. how to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals 
  6. how to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student

Assignment objectives:

  • Part 1: Develop a lesson plan using the UBD format , following the scope and sequence of your cooperating teacher's curriculum [Note: You can download as Word doc (a) the description of UBD format (b) UBD blank outline for use when you type up your plan (c) Lesson plan assignment rubric that you will print and turn in with your plan]
  • Part 2: Teach the lesson at your apprenticeship site
  • Part 3: Reflect on the effectiveness of your plan and your teaching of the lesson.

Assignment directions:

Part 1: Write the Lesson Plan

  1. On your own or working with 1 or 2 others in our 3204 class who are at your same apprenticeship site and class (in your same subject area or you can plan an interdisciplinary lesson), develop a detailed UBD lesson plan. As you do this you should meet with your cooperating teacher to identify a lesson that you will be able to plan and teach during your apprenticeship. Be sure to discuss with him/her the subject standards, essential questions and goals s/he has set out for the unit from which this lesson comes. You will need these in order to plan your lesson using the UBD framework.
  2. Begin by identifying one or more MN standards. Write your plan incorporating all parts contained in the template (Stage 1, 2, and 3 of the UBD plan). Be sure to include a detailed outline of the learning activities in Stage 3 (learning plan).
    [Download the Word document of the UBD blank outline and use this to type up your plan. Follow closely the guidelines provided in the UBD format description].
  3. Include a variety of resources that you used in preparing the lesson (e.g., similar lesson plans that you found on the Internet, information from cooperating teacher, textbook, etc.). Attach these to your lesson plan.
  4. Along with the lesson plan you should also attach all handouts you would provide students (this includes directions, worksheets, overheads, etc.).
  5. For Stage Two we do not expect full development of an assessment. However, you should include a brief description of the performance task and other evidence (formative and summative assessment) that your cooperating teacher plans to use. For example, if you are teaching one day of a unit, be sure to put what assessment your cooperating teacher plans to use for the unit under "Performance Task." Under "Other Evidence" you need to put the kind of assessment you plan to use for your lesson (e.g., at end of hour have students write down 1-2 things they learned, etc.).
  6. Outline the learning plan (teaching & learning activities). This plan should be aligned clearly with the desired results (i.e., geared towards having students meet the objectives, answer the essential questions, and be able to complete the assessment activities). The plan should include all of the following components:
    1. List of instructional materials & resources
    2. Timeline: next to each step, indicate approximate length of time you expect each step to take.
    3. Introductory activities: hook/capture student interest, set the stage, relate to previous learning (review), how this fits into what is to follow (preview), tell students what they will learn and be expected to do as a result of the lesson.
    4. Developmental activities: outline the content and outline the instructional strategies & learning activities. Include details what you will do, how you will organize/prepare students for tasks, and what students will do. If you plan to involve students in discussion, list key/stem questions that you might ask to generate discussion.
    5. Closing activities: list activities that you & students will do to summarize the lesson, reinforce what was covered, and tie everything together so students see how the lesson fits into the context of the rest of the course (what they have already done and what is coming next).

Part 2: Teach the lesson

  1. Teach the lesson at your apprenticeship site.
  2. Ask your cooperating teacher to observe you teach the lesson, providing him/her with a typed copy of your lesson plan in advance along with the questions that you would like to discuss with him/her following the observation (see Part 3 section 1 below).

Part 3: Reflecting on the lesson plan and your teaching of the lesson

Analyze the effectiveness of your lesson plan and your teaching using the Lesson Plan Rubric as a guide. Use the following to guide you in developing this analysis.

  1. After teaching the lesson take some time to talk with your cooperating teacher. Find out how s/he thought the lesson went. In your discussion with your teacher explore the following questions and any others on which you would like feedback.
    1. Did I plan and teach the lesson so that the students were able to achieve the objectives of the lesson?
    2. Did I assess my students' achievement of the objectives in the lesson (for many of you this will be informal - such as "name two things we learned.")?
    3. Were the steps to the lesson and instructions (a) clear in my plan (b) clear to the students when I explained these to them?
    4. Was I able to manage the students well? Did the lesson plan motivate the students?
    5. What did I do well? What can I improve upon?
  2. Then summarize your findings, reflecting in depth as you ask yourself the following more in-depth questions. Note: You do not have to have succeeded in achieving all of these areas in your planning and teaching (after all, for most of you this is your first time teaching!). However, what is important for you to be successful in this assignment is for you to (a) recognize where you are in your progress towards mastery of these and (b) explain where and how you still need to improve.
    1. Did I plan for and provide learning opportunities that supported the students' intellectual, social, and personal development?
    2. Did I create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities?
    3. Did I plan and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, & performance skills?
    4. Did I plan and create a learning environment that encouraged positive social interaction, active engagement in learning, & self-motivation?
    5. Did I plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals?
    6. To what extent did my plan and my teaching reflect by ability to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student?

Turn In:

  1. Lesson Plan
  2. List of resources (you should have at least 2-3)
  3. Student handouts, instructions, copies of any visuals (e.g. copies of overhead transparencies, PowerPoint slides)
  4. Reflection on all areas identified in Part 2 (these are the same as the domain in the lesson plan rubric) along with a copy of the lesson plan rubric on which you have circled your self-assessment for each domain (print a Word version of the lesson plan rubric).

Resources:

  1. Lesson plan assignment rubric: (a) view as html (b) download as Microsoft Word document
  2. Understanding by design (UBD) framework: (a) view as html (b) download as Microsoft Word document
  3. UBD blank outline (a) view as html (b) download as Microsoft Word document
  4. Madeleine Hunter elements of lesson design

Alignment of assignment with MN Standards

Lesson plan:

  • 2A. know how to use instructional strategies that promote student learning
  • 2F. provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks;
  • 3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
  • 4A.  understand Minnesota's graduation standards and how to implement them;
  • 4E.  nurture the development of student critical thinking, independent problem solving, and performance capabilities;
  • 4G. design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;
  • 5M.  engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;
  • 7C.  plan instructional programs that accommodate individual student learning styles and performance modes
  • 7F.  design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;
  • 7G.  implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired
  • 8I.  implement students' self-assessment activities to help them identify their own strengths and needs and to encourage them to set personal goals for learning

Reflection on lesson plan:

  • 2A. know how to use instructional strategies that promote student learning
  • 2F.  link new ideas to familiar ideas; make connections to a student's experiences
  • 3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
  • 3H.  understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;
  • 3O.  use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences;
  • 3O.  use information about students' families, cultures, and communities as the basis for connecting instruction to students' experiences;
  • 4C.  understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;
  • 4D.  enhance learning through the use of a wide variety of materials and human and technological resources;
  • 4F.  demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;
  • 4J.  vary the instructional process to address the content and purposes of instruction and the needs of students
  • 7B.  plan instruction using contextual considerations that bridge curriculum and student experiences;
  • 8B.  understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work
  • E.  select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

 

EdSe 3204 - General Instructional Methods Spring 2005: Dr. Helen Mongan-Rallis

|Syllabus|Schedule|Assignments l SpEd|

Lesson Plan 1 Assignment

Ideally this lesson plan should be done with 1-2 others from our EdSe 3204 class. You do not have to be in the same discipline. Your plan can be an interdisciplinary plan that incorporates elements of each of your subject areas or it may be from just one of your subject areas. If you work in groups, submit only one copy of the assignment with all of your names listed on this. See Checklist of assignment elements.

Examples:

INTASC Standard 7- Planning Instruction:The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Purpose:

Develop basic skills on lesson planning using the Understanding By Design (UBD) framework, content standards, & Internet resources.

Outcomes:

  1. Plan using the Understanding By Design (UBD) framework
  2. Design lesson plans that are geared towards meeting content area standards
  3. Use Internet lesson planning resources as sources of lesson plan ideas
  4. Structure learning plans using the most common components of lesson plans

Task:

  1. Review the the Understanding By Design (UBD) framework and download the UBD blank template (use either the web based format in html or download the MS Word Template. You should develop your lesson plan using this framework as a template.
  2. Go to MN Department of Education standards web site and pick a portion of a standard from your subject area (if no state standards in your area, go to the national level and/or ask your cooperating teacher what standards s/he is assigned by the district). Place this standard in the template under "Content standard." (Example: Geography Grades 9-12 content standard C states, " The student will understand the regional distribution of the human population at local to global scales and its patterns of change."
  3. From the standards, determine desired results:
    • Understanding(s)/goals
    • Essential question(s)
    • What students should know and be able to do (objectives) [note: the Benchmarks for each content standard can be used as unit objectives, but you will typically develop other lesson objectives that go into more depth. Example of Benchmark 1 for Geog 9-12 Content Standard C is, " Students will describe the pattern of human population density in the United States and major regions of the world."]
  4. Identify what assessment evidence you will ask students to produce to demonstrate their achievement of the standards.
  5. Locate 2-3 lesson plans or learning activities on the Internet that you could use as resources for ideas in developing your own lesson plan. Print these and include at the end of your assignment.
  6. Outline the learning plan (teaching & learning activities). This plan should be aligned clearly with the desired results (ie: geared towards having students meet the objectives, answer the essential questions, and be able to complete the assessment activities). The plan should include all of the following components:
    • a. List of instructional materials & resources
    • b. Timeline: next to each step, indicate approximate length of time you expect each step to take.
    • c. Introductory activities: hook/capture student interest, set the stage, relate to previous learning (review), how this fits into what is to follow (preview), tell students what they will learn and be expected to do as a result of the lesson.
    • d. Developmental activities: outline the content and outline the instructional strategies & learning activities. Include details what you will do, how you will organize/prepare students for tasks, and what students will do. If you plan to involve students in discussion, list key/stem questions that you might ask to generate discussion.
    • e. Closing activities: list activities that you & students will do to summarize the lesson, reinforce what was covered, and tie everything together so students see how the lesson fits into the context of the rest of the course (what they have already done and what is coming next).

What you should turn in:

  1. UBD format as your framework: your plan should include all the parts contained within this template (i). desired results: content standard; understanding(s)/goals; essential question(s); lesson objectives (ii). assessment evidence (iii). learning plan with all parts a-e above.
  2. Three different Internet lesson plans or other resources that you have used in helping you prepare this lesson.
  3. I do need to have this assignment turned in as a paper copy, but you should be sure to have it electronically to put in your portfolio.

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