|February 14th, 2018|
Essentially, we use a modified Madeline Hunter lesson plan format. Dr. Hunter argued that lesson plans, regardless of grade level or subject, have 8 elements that must be present.
With this, remember that this is not a formula that is written in stone. All steps are not necessary in every lesson, and some lessons will use some elements more than once.
Step 1: Subject
Exactly what it sounds like. Be as specific as possible (Label an assignment “Biology” rather than “Science,” for example)
Step 2: Topic
Here, we will list the precise skill being taught. By way of example:
ELA: Reading – Symbolism
Math: Algebraic Reasoning – One-Step Equations
SS: Government – Executive Branch
SCI: Earth – Tornados
Essentially, we need to know specifically the broad and narrow skill that you are teaching.
Step 3: Grade Level
For what grade level or grade band is the assignment intended?
Step 4: Teacher
Insert your name, user name, or enter it as “Teacher’s Partners Content Development Team.” Note: with option 3 we cannot pay you for your idea.
Step 5: Lesson Title
Give the lesson a name. It should describe the content of the lesson. For Example:
Step 6: Objectives
This is what you expect the student to know at the end of the lesson. Typically, this is described in terms of Bloom’s Taxonomy (modified 2001). These are preceded by the Phrase “The student is expected to…
Inflect these words as necessary to make your sentence grammatically correct. This list is not all inclusive. Numbers represent the 6 primary forms of knowledge; letters are subcategories
Step 7: Standards
Leave this section blank. We will provide access to individual state standards/Common Core, so this can be filled in by individual users.
Step 8: Materials Used
This is a comprehensive lest of everything that is needed to teach the lesson. This includes any multimedia or textual needs, plus, guided notes, worksheets, or anything else handed out. If it is a lab, it would include a list of physical equipment needs. If an assignment requires a ruler or calculator or anything beyond pen and paper, it must be listed here
On the subject of related content: Whatever you use to help students understand this lesson should be developed. If, for example, you’ve created tipsheet handouts to explain natural selection, include it as related materials.
Briefly, suggested related material includes, but is not limited to:
This list is not conclusive. Basically, anything that you use to teach the lesson needs to be created and added.
Step 9: Duration
This is the amount of time needed to complete a lesson. Note: If a lesson will take longer than 5 60-minute sessions, use the scope and sequence form rather than the lesson plan form.
Step 10: Anticipatory Set
This typically uses the first 5 minutes of the lesson. Here, you attempt to either “hook” the student’s attention or to relate a student’s prior experience to the current lesson.
This is perhaps the most complex part of developing a lesson plan. At least, it is the hardest part to do right. It definitely stretches a teacher’s creativity.
One way to handle it is to think of teasers for a movie. Enough info is provided to build interest, but no so much that it makes actually watching the movie unnecessary.
Just keep in mind that it needs to be short and it needs to make the students do something.
We like discussion here, but do what feels comfortable to you. There are literally limitless possibilities.
Step 11: Input
This explains how you will impart the info to the students. It may be lecture, discussion, PowerPoint, video, pictures, or whatever you choose.
Step 12: Modeling
Use your materials to show what is expected of students in their own work. This is a walk-through of the material in the lesson. Show students exactly what is expected in their own work.
Step 13: Check for Understanding
Students must understand what is expected of them before they can practice it. The only way to check for understanding is to ask questions.
Use Bloom qualifiers to form questions
Step 14: Guided Practice
Let your student’s demonstrate their work while you watch (and help). This can be done alone, in groups, or as a class. This is an easy portion to skip, but it is important. It allows errors to be corrected before they become ingrained.
Try to work this in to your lessons even if it requires an extra day.
Step 15: Closure
The book end of the anticipatory set. It brings the lesson to an end.
This can be as simple as asking students to explain what they learned. Just use your imagination to come up with creative ways to send students on their way.
Step 16: Independent Practice
Can be done for homework or seatwork. Regardless, each student works on his/her own, using the skill they’ve been taught.
These can range from additional worksheets, to extension, to full blown projects.
Some General Notes