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Madeline Hunter Lesson Plan Template

Name: _______________________Subject : _______________________
Grade: _______________________Unit: _______________________

 

Lesson Title: ________________________

 

Objectives

 

 

Materials & Resources

 

 

Anticipatory Set

 

 

Objective

 

 

 

Input (What students already know.)

 

 

Model (How will you demonstarte
skills?)
 
Check for Understanding

 

 

 

Guided Practice

 

 

Closure

 

 

Independent Practice

 

 

From
The Lesson
Plans Center At ( www.teach-nology.com )

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

| Syllabus | Schedule | Assignments l SpEd |

Madeline Hunter Direct Instruction Lesson Plan Format

Lesson Topic:__________________ Grade level_________________

Materials/Equipment Needed:


  • List any audiovisual equipment, handouts, readings,student supplies that
    you will use in the lesson
  • Attach to the back of your lesson plan copies of any worksheets, handouts,
    transparencies and if possible, pictures, that you plan to use in the lesson.

Objectives: (no need to include here if you are using the Understanding By Design template and this have already listed them)

List all lesson outcomes/behavioral objectives.


Follow the format:



The student will be able to:


Introduction:

This part of the lesson is very important in setting the scene for what students
will learn in this lesson. Your role is to create a context for their learning
and to help them connect what they are about to learn with what they already
know (fundamental principle of learning theory).



  • Entry/Daily Review/Anticipatory Set: Through these elements you inspire
    motivation, focus attention, review (link to past learning), and preview
    (tell them what they are going to learn and what your objectives are).
  • Give lesson rationale: Outline why students should learn this material.
    Your explanation should be aimed at convincing the students who will be taught
    this lesson that what they are to learn is relevant to their lives. Remember
    to relate you rationale to the developmental level and interests of the students.
    If you can convince them now that "this stuff" is worth their attention,
    then the rest of the lesson will be considerably more successful!
  • State approximate time expected for this part of the lesson.

Body

This usually occupies most of the lesson. Although it is broadly seen as one
segment of the lesson, it should include a variety of different activities,
incorporating various multiple intelligences. In the body student learn concepts
and skills guided by you, another person in the role of teacher, or by some
other medium that presents the concepts. It includes not only the "show
and tell" part of the lesson, but even more importantly, provides opportunities
for students to interact with you, each other, and the material being learned;
while they apply what they have learned they should receive feedback on their
progress, helping them fine tune until they are ready to go it alone and practice.
For each part of the lesson body, state approximate time expected for this part of the lesson. The steps to follow are:



  • Input/Presentation/Modeling: Include here a relatively detailed outline
    of the content that you will present in the lesson. Think of this part as
    your "teaching notes."
  • Guided practice/Monitoring and Adjusting/Checking Understanding: describe
    what you will do to guide the students in practicing the skills you taught
    them through your input. Guided practice involves you working with them step-by-step,
    listening to or watching their performance, finding out where they are having
    problems (so this is a form of formative assessment). As you do this, or
    after you have monitored their progress:
  • Feedback and Correction: what you or the students do to provide feedback
    as they work through the guided practice. Only once you are reasonably certain
    (based on your formative evaluation) that they have grasped the necessary
    skills/concepts should you then go on to:
  • Independent Practice/Opportunities for Practice: this is where they work
    on their own or in groups to implement their learning.

Conclusion

This part of a lesson plan is fundamental in helping ensure that students
synthesize what they have learned so far and make connections between today’s
lesson, the past, and, if applicable, what they are going to be learning next.
It puts their learning back into context in a similar way in which you helped
them create a learning context in your lesson introduction. The key elements
to include here are:



  • State approximate time expected for this part of the lesson.
  • Review/Summary: wrap up what has been learned and accomplished in the lesson
    (even if they are in the middle of an exercise, it is still important to
    summarize to the point where they are now). Ideally involve students in this
    synthesis.
  • Preview for next lesson: link what they did to day with where they are
    going next.
  • Explain or remind them of any upcoming assignments.

Assessment: (as for objectives, no need to include here if you are using the Understanding By Design template and this have already listed them)

Describe how you will assess if students have achieved the lesson objectives
(list all assessment methods you will use during and after the lesson).

| Syllabus | Schedule | Assignments l SpEd |