Transcript Those Who Can, Teach 10th Edition Kevin Ryan and James M

Lesson Planning
Collin College
EDUC 1301
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Identify interests, TEKS
Brainstorm (What do you wonder or What would you
like to know about) using a web format (see coming
slide)
Identify curricular areas and create a curriculum web
Develop Activities and Put into lesson plan
Locate materials
Conduct activities
Evaluate unit
Keep the Ideas and materials that worked!
Using Books to lesson plan!
Brainstorming
Brainstorming
Web
CurriculumPlanning
Web
Curriculum Web
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TEKS
Objective/Outcomes
(TSW)
Rationale
Lesson Plan
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Anticipatory Set or Introduction
Process
• Instructional strategies you
will use to teach the lesson
• Questions (based on
various levels of Bloom’s
Taxonomy)
• Closure
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Practice
Materials/Equipment
Area of Development
Physical
Social
Emotional Intellectual
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Accomodations
Differentiated Learning
Styles
Classroom Strategies
Curriculum Integration
Assessment/Evaluation
Resources (APA)
Bloom’s Taxonomy
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First do a brainstorming web (see next slide)
 Use your ideas from webbing
 Determine your basic curricula areas, such as
math, science, etc…
 Create a curriculum web putting in specific
activities under each curricula area (use your
brainstorming web for ideas)
 Create your lesson plan
 Detail your activities:
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• Materials needed
• Time needed
• Domains of development covered
A
lesson is the smallest individual piece of a
concept, theme, or topic to be taught
 A lesson should only include one element to
avoid confusion or overload
 Once students have mastered a lesson, the
teacher can move on to the next piece
 A lesson is NOT necessarily what can be
covered in 45 minutes or bell-to-bell
 Individual lessons make up a unit
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 The “what” for
the lesson. What is(are) the
expectation(s) for the student. What will
they learn or be able to do as a result of the
lesson?
 Daily/Lesson objectives should align with
your long-range goals and district
curriculum and the TEKS
 Example: The student will be able to
correctly identify at least 45 of the 50 U.S.
State Capitals on the unit exam.
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 TEKS
(Objective)
 In Texas, you must list the TEKS addressed in
the lesson alongside the objective(s).
 If you can’t find a corresponding TEKS for your
objective, then DON’T teach it.
 Cite your TEKS as below:
6th Grade Mathematics: 111.22(b)(9)(B) – “Find
the probability of a simple event and it’s
compliment and describe the relationship
between the two.”
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 Parts
of a Good Objective
Conditions – under which the behavior is to be
performed
 Behavioral Verb – action word that connotes an
observable student behavior
 Criteria – specifies how well the student must
perform the behavior
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 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 (See
handout in back of Lab Manual)
.
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 Cooperative
Groups
 Technology
 Independent
Activities
 Charts/Graphs/Maps
 Problem Solving
 Peer tutoring
 Hand-On
Centers
 Simulation
 Lecture
 Whole-group Activity
 Pairing
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reserved.
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 An
activity where the teacher formally
determines that students learned the
knowledge or skills outlines in the lesson
objective(s)
 Lesson assessments should directly
measure the objectives (TEKS)
 Examples:
• Test or exam, project, term paper, presentation,
rubric, written or verbal report, performance of
understanding, activity
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reserved.
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 Citation Machine
 http://citationmachine.net/index2.php
 Include
at least two resources – include
one article or book and one on-line
resource
Copyright by Houghton Mifflin Company. All rights
reserved.
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