Lesson Plan Exemplar- WU Template

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College of Education

Lesson Plan Guidebook

This frame is designed to help you in the construction of your lesson plan. Since many schools approach lesson design utilizing various terminologies, this framework provides a structure based upon the College of Education’s Program Competencies.  The design is structured around carefully constructed questions meant to guide your thinking as you prepare for instruction.  Although responding to each question is not essential, you should consider those that are appropriate, practical, and useful for your lesson. You do need to include the basic structures such as context for learning, lesson objectives, Delaware Standards, lesson rationale, instructional strategies, materials and technology, formative assessment, closure and summarizing strategies, summative assessment, analysis of data, reflections/modifications for future lessons.

Sample Lesson Plans (double click on the icons to display the document)
Grade 8 English/Language Arts	Grade 2 Reading/Language Arts	Grade 11 Science/Astronomy

 

College of Education

Lesson Plan Framework (with Guiding Questions)

This frame is designed to help you in the construction of your lesson plan. Since many schools approach lesson design utilizing various terminologies, this framework provides a structure based upon the College of Education’s Program Competencies.  The design is structured around carefully constructed questions meant to guide your thinking as you prepare for instruction.  Although responding to each question is not essential, you should consider those that are appropriate, practical, and useful for your lesson. You do need to include the basic structures such as context for learning, lesson objectives, Delaware Standards, lesson rationale, instructional strategies, materials and technology, formative assessment, closure and summarizing strategies, summative assessment, analysis of data, reflections/modifications for future lessons.

Lesson Title:

Subject Area/Topic/Grade Level:  English/Language Arts/ Grade 4 Author’s Name:  Steven Deakyne (DAY 2)

Context for Learning:

What is important to know about the students? ð     Gender, age, diversity, socioeconomic, cultural and ethnic backgrounds? ð     Unique characteristics of learners? ð     Academic background, prior knowledge, performance levels? ð     Student readiness, interests, learning styles? How might these factors influence your planning, teaching and assessment?

·      23 students in the class. ·      52% Male, 48% Male.  8, 9, and 19 years old.  40% Caucasian, 30% African American, and 30% Hispanic. The majority of students are low income.  ·      The students are all on different reading levels. There are a number of students on IEP’s and 504 plans.  Two students are ESL, and three students are LD. ·      Students are very outgoing and social.  They work best when they can have group discussions.  So I plan to let them discuss things as a group and as a class from time to time. ·      The period of time allotted for reading is 45 minutes long.

Delaware Standards:

ð     This should include DE Common Core Standards or DE Grade Level Expectations (GLE’s).

DE- Delaware Curriculum Standards  Subject: English  Standard 2: Students will construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading and viewing.  Grade Range: 4-5 Performance Indicator 1: select and apply efficient, effective decoding and other word recognition strategies to comprehend printed texts;  Performance Indicator 2: develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by Benchmark a: using context cues to determine the meanings of words; Benchmark b: using reference works, technology, and human resources to learn the meaning of unknown words (e.g., dictionary, thesaurus, computer software).

Lesson Objectives:
ð     Students will be able to	·      Students will be able to analyze and examine texts through listening, reading, and viewing.

Lesson Rationale:

Why are you teaching this lesson? ð     What are the major concepts, “the big ideas,” the transferrable information in this lesson that makes it worth teaching? ð     How does this lesson build on what students already know and are able to do? ð     How does this lesson fit into the curriculum? My classroom students will understand that they are learning these “big ideas” (concepts, transferrable information) because…

My student will be able to analyze and examine a text through listening, reading, and viewing in order to improve reading skills regarding vocabulary, substitutions, omissions, and comprehension.

Lesson Essential Question(s):

ð     Open-ended questions designed to guide student thinking and focus instruction on the “big ideas.”  Begin with the Delaware state standards when framing your questions to allow the learner to be thinking about what it is he/she needs to know and be able to do.  Example: DE Standard - Photosynthesis and cellular respiration are complimentary processes to the flow of energy and the cycling of matter in ecosystems.   Lesson Essential Question - What is the relationship between photosynthesis and cellular respiration?

How can you increase your reading level?

Beginning of the Lesson/Orientation:
Instructional Strategies (Anticipatory Set, Activating Strategies, Mindset or warm-up, content introduction) ð     How will you engage your students? ð     How will you connect this information to previous experiences that links the concepts to prior knowledge? ð     How will you make the lesson(s) relevant to life experiences of your students? ð     How will you hold their interest? ð     How will you provide them opportunities to think about the “big ideas” in this lesson?	To access Luis’ prior knowledge, students will complete the “Know” and “Want to Know” columns of a KWL chart on the topic of mystery and the “American Chillers” book. The teacher will then lead a discussion on what students know, and want to know about the topic of the book.
Formative Assessment (ongoing) ð     How are the students demonstrating an understanding of working toward your introductory goals? ð     What specific actions do you expect from the students? ð     What data will indicate that the students understand?	This will give me a basis to see Luis prior knowledge and understanding of the book.
Time Frame ð     (can involve from a few minutes to more than one day)	5 Minutes
Presentation of the Lesson:
Instructional Strategies (Instructional Strategies, Learning Events, Lesson Map) ð     What new vocabulary, materials, technology resources are being used? ð     What learning activities will you have the students do? ð     What specific examples will you provide for your students?  Scaffolding?  Pacing? Scope and sequence? ð     What is your estimation of time? ð     How will you engage your students? ð     What interdisciplinary connections are you addressing? ð     How will you utilize technology to enhance your lesson? ð     How will you explicitly teach/model or demonstrate the skill/concept/strategy? ð     How will you adapt procedures to meet different student learning needs – differentiated instruction, developmental levels and accommodations?	I will give a Luis a graphic organizer called a “Y Notes graphic organizer to compare the American Chillers book we will be reading. Luis has previously read the American Chillers book called “Dangerous Dolls of Delaware”. During this lesson we will read two chapters from the American Chillers book called “Kentucky Komodo Dragons”. In the upper left portion of the “Y” Luis will write unique concepts and vocabulary from the “Dangerous Dolls of Delaware.” In the upper right portion of the “Y” Luis will write unique concepts and vocabulary from the “Kentucky Komodo Dragons”. Where the “Y” comes together Luis will describe concepts and ideas that were similar in both stories.
Presentation of the Lesson (cont’d):
Formative Assessment (ongoing) (K-W-L; K-U-D; Q&A; Signaling; EPRT; Think, Pair, Share; Collaborative Pairs; etc.) ð     How will you check for understanding?  Questioning techniques?  Socratic Dialogue? ð     How will you prompt your students for assessing their learning – assessment prompts?  ð     What graphic organizers/mind mapping will you be using? ð     How will you organize your classroom learning teams/groups?  Size?  Roles? ð     What rubric(s) will you be using for this lesson?  What process will you use to ensure that the students understand the elements in the rubric? (student friendly language, student input in the design).	While Luis reads two chapters of the Kentucky Komodo Dragons aloud, I will keep a continuous dialogue with Luis to analyze the story and encourage effective reading techniques. Luis and I will discuss key characters, plot, and genre to encourage comprehension. Luis will also work on pacing while reading aloud and I will encourage Luis to work on eliminating substitutions and omissions. Luis and I will also discuss key vocabulary.
Time Frame ð     (can involve from a few minutes to more than one day)	35 Minutes

Practice:
Instructional Strategies (Learning activities, Guided Practice, Distributed Guided Practice) ð     What opportunities will you provide for students to practice this new skill? ð     What will you have the students do to discover the answers to the Lesson’s Essential Question(s)?	Luis will fill in both graphic organizers. Luis will fill in the “L” column of the graphic organizer as an exit ticket before he may rejoin class.
Formative Assessment (ongoing) ð     How will the students communicate their knowledge?  Show what you know? ð     How will you use student performance information to modify your lesson? ð     How will you gather this information during the lesson?	Luis will be able to fill in the graphic organizers using key reading skills. Luis and I will engage in discussion.
Time Frame ð     (can involve from a few minutes to more than one day)	5 Minutes

Closure and Summarizing:
Instructional Strategies (Independent Practice, Summarizing Assignment, Independent Application) ð     What opportunities will you provide for ALL learners to articulate their learning?  Differentiation? ð     How will the students reflect on their learning? ð     How will you have students answer the lesson’s big ideas/essential question(s)? ð     How will you have students show their understanding and extend thinking?	Luis will fill in the “L” column of the graphic organizer as an exit ticket before he may rejoin class. Luis will answer the question by describing the new storyline he read about in the book.  He must also write about how the book, and vocabulary terms discussed can improve him as a reader.
Summative Assessment (Exit Ticket; 3-2-1; Answer EQ) ð     What rubric(s) are you using in this lesson?  ð     How will you ensure that students have a thorough understanding of the elements in the rubric?	I collect and grade the exit, and graphic organizers.
Time Frame ð     (can involve from a few minutes to more than one day)	5 Minutes

Analysis of data, reflections/modifications for future lessons

How will you use the summative information to plan and make instructional decisions for the next lesson?

As the teacher I can use the exit ticket, graphic organizers, and K.W.L. worksheets to determine Luis’ understanding of the topic and if we met the objectives for the lesson.  If we did not meet the objectives we will spend some of the next lesson on the same topic before moving on.  If we have met the objectives we can continue reading the novels the next couple of days in class and utilize other reading materials.

Materials Needed for the Lesson:

·      Graphic Organizer: “Y Notes” Compare/Contrast. ·      K.W.L. Charts. ·      American Chillers, Dangerous Dolls of Delaware ·      American Chillers, Kentucky Komodo Dragons. ·      Exit Slip.

References

Barfield, J.S. (2009). Practicum I:  plan for classroom activity. College of Education, Wilmington University, New Castle, DE:

Danielson, C. (2008). The handbook for enhancing professional practice: using the framework for teaching in your school. Alexandria, VA:

            Association for Supervision and Curriculum Development.

Delaware model unit template  Dover, Del.: State of Delaware, Dept. of Education. Retrieved March 15, 2011 from

            http://www.doe.k12.de.us/infosuites/staff/ci/default.shtml

Gordon, T., & Burch, N. (2003). Teacher effectiveness training: the program proven to help teachers bring out the best in students of all ages. New

            York: Three Rivers Press.

Hunter, R., & Hunter, M. C. (2004). Madeline Hunter's mastery teaching: increasing instructional effectiveness in elementary and secondary

            schools. Thousand Oaks, Calif: Corwin Press.

Indian River School District. Show what you know. Retrieved March 15, 2011 from http://www.irsd.net/pages/Indian_River_School_District

Keister, K. (2010). Questions for Reflection Unit. Revised from Williamson, S. 2007, Dover, DE

Keister, K., Boyd, J. & Brewer, M. (2011). COE Lesson Plan Framework. College of Education, Wilmington University, Dover, DE

Lippincott, A., & Honnals, M. (2009). Lesson Design Frame. based on CCTC Program Standards and PACT rubrics University of California, Gevirtz

            Graduate School of Education, Teacher Education Program. Revised from Dewar, T., Kok, R., Lippincott, A. & Leffler, C. 2004

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student

            achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Palumbo, J., & Leight, J. (2007). The power of focus: more lessons learned in district and school improvement. Boston: Focus on Results.

Rose, D.H. & Gravel, J.W. (2010). Universal design for learning. In E. Baker, P. Peterson, & B. McGaw (Eds.). International encyclopedia of

            education, 3rd Ed. Oxford: Elsevier.

Thompson, M., & Thompson, J. (2008). The Learning-Focused instructional strategies model: connecting strategies notebook. Boone, NC.LFS.

Wandberg, R. & Rohwer, J. (2003). Teaching to the standards of effective practice:  a guide to becoming an effective teacher.  Boston, MA:  Pearson

            Education, Inc.

Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.

Williamson, S.C. (2007). Plan, teach,assess, and reflect template and instructional materials.  New Castle, DE: Wilmington University.

Appendix A

PROGRAM COMPETENCIES, KNOWLEDGE AND PERFORMACE CRITERIA:

The 14 Wilmington University Program Competencies (the first 12 are based on the Delaware Teaching Standards):

Competency 1:  Content Create learning experiences that make content meaningful to students and reflect an understanding of the core concepts and structure of education.

Competency 2:  Human Development and Learning Provide learning opportunities that support the intellectual, social, emotional, and physical development of students based on an understanding of childhood development and learning.

Competency 3:  Diverse Learners Adapt instruction for diverse learners based on an understanding of how students differ.

Competency 4:  Communication Demonstrate proficiency in oral and written communication

Competency 5:  Learning Environment Create a learning environment that fosters active engagement, self-motivation, and positive social interaction by understanding individual and group behavior.

Competency 6:  Planning for Instruction Design instruction based upon knowledge of the disciplines, the community, and Delaware’s student content standards to demonstrate knowledge of instructional planning.

Competency 7:  Instructional Strategies Apply a variety of instructional approaches that promote student thinking, understanding, and application of knowledge.

Competency 8:  Assessment Use multiple assessment strategies for the continuous development of students

Competency 9:  Professional Growth Pursue opportunities to improve teaching and thereby enhance professional growth.

Competency 10:  Professional Relationships Collaborate with colleagues, parents/guardians, and other members of the community to support student learning and demonstrate knowledge of the school in the community.

Competency 11:  Educational Technology Use educational technology as an instructional and management tool.

Competency 12:  Professional Conduct Understand and maintain standards of professional conduct guided by legal and ethical principles.

Competency 13:  Dispositions Exhibit enthusiasm, vigor, strength of inner self, humor, fairness, and concern for students.

Competency 14:   Employment Obtain and retain successful employment in the profession of education.

Appendix B

Delaware Professional Teaching Standards

Standard #1 Content Knowledge	The teacher understands the core concepts and structure(s) of the discipline(s) and their related content standards and creates learning experiences that make the content meaningful to students
Standard #2 Human Development and Learning	The teacher understands how children develop and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of each learner.
Standard #3 Diverse Learners	The teacher understands how students differ and adapts instruction for diverse learners.
Standard #4 Communication	The teacher understands and uses effective communication.
Standard # 5 Learning Environment	The teacher understands individual and group behavior and creates a learning environment that fosters active engagement, self-motivation, and positive social interaction.
Standard #6 Planning for Instruction	The teacher understands instructional planning and designs instruction based upon knowledge of the disciplines, students, the community, and Delaware's student content standards.
Standard # 7 Instructional Strategies	The teacher understands a variety of instructional approaches and uses them to promote student thinking, understanding, and application of knowledge.
Standard # 8 Assessment	The teacher understands multiple assessment strategies and uses them for the continuous development of students.
Standard # 9 Professional Growth	The teacher understands the importance of continuous learning and pursues opportunities to improve teaching.
Standard # 10 Professional Relationships	The teacher understands the role of the school in the community and collaborates with colleagues, parents/guardians, and other members of the community to support student learning and well-being.
Standard #11 Educational Technology	The teacher understands the role of educational technology in learning and uses educational technology as an instructional and management tool.
Standard # 12 Professional Conduct	The teacher understands and maintains standards of professional conduct guided by legal and ethical principles.

The first draft document was developed by the members of Delaware's Task Force to Develop Professional Teaching Standards.The second Draft Committee and prepared by Yvonne Harper of the Assessments and Accountability Branch of the Delaware Department of Education and William J. Thompson of TBA Consultants, Stratham, New Hampshire. Revised July 2003.