1. Lesson Plan Template Training
Negotiating the New Lesson Plan Template
Juvenile Facilities

2. Welcome Welcome to the lesson plan template online training module.
During this module we will:
Go over the components of the lesson plan template a section at a time in detail
Examine each subpart of the template specifically
View a short demo on negotiating the template

3. Enabling Content
One of the first things that you must do when opening the template is to “enable content.”
To do you this you simply click on the enable content button that is automatically parked at the top of the template.
Why do this? This allows the macros and other features to work throughout the document.

4. Click here on the “Options Tab” and this allows you to enable content.
Show me!
Click here on the “Options Tab” and this allows you to enable content.

5. Section #1
Name
Class
For the week of
Concept
Timeline

6. Show Me! For the week of Class Name Teacher Name Example: Math
How long will the lesson last?
1 week
2 weeks
3 Days, etc.
What is the concept of this lesson?

7. Section #2 Essential Question
What is the essential question? The essential question is the focus of the lesson.
In order to design an effective learning experience for all students, teachers should address the following questions:
What do I want students to know and be able to do at the end of this lesson?
What part of the core content/program of studies will students be addressing through this lesson?
What connection to real life will this learning have?
What will I do to cause this learning to occur?
What will the student do to facilitate their own learning?
How will I assess to find out if this learning occurred?

8. Sample Essential Questions
Listed are some sample essential questions to consider:
What can we learn from the past?
What are the roles and responsibilities of government?
Why do we have money?
What story do maps and globes tell?
Are modern civilizations more ‘civilized’ than ancient ones?
What is the balance between rights and responsibilities?
What is legitimate authority?
Is new technology always better than that which it will replace?

9. Show me!
Type in the essential question or essential questions that are part of the concept being presented.

10. Section #3 CSO Selection Section
Use the pull down menu to select the appropriate CSO that you are using
There are a total of 10 spaces for CSOs – if you need more than 10 simple click on the macro bar and add as many as you like
Can I cut and paste? YES you can!
Can I add space to make my items print? YES you can!

11. Use the pull down arrow to select the CSO you need for the lesson
Show me!

12. Please Note! You do not have to fill up each CSO box.
They are simply there as you need them.
If you need more than 10 CSO boxes, use the “Click here” button to add as many as you like.

13. Show me!
Click on the “Click here to add a CSO Box button to add lines that you need.
Add as many as you need
The button will not work if you have not “Enabled Content” (make sure to do that).

14. Section #4 Other CSO Section
In this box you can list the “other” CSOs that you may be using along with the main content standards.
An example might be: I am doing a math lesson, but I am integrating some technology tools into the lesson, therefore I want to list any technology CSOs that might apply.

15. Show me!
Type any ‘other’ CSOs (other than the content you are working with) in this space provided.

16. Activating
Strategies

17. Section #5 Activating Strategies
The activating strategy is what "hooks" student interest and "links" to prior knowledge. This part of the lesson focuses on activating the student's initial thinking on the topic.
Activating strategies are active and group-focused and may be connected to music, art, current events or other areas of student interest.
Examples
Graphic Organizers
Writing Activities
Fact and Opinion
Diagrams/Draw Pictures
Brainstorming
Think-Pair-Share
Word Maps/Word Walls
Anticipation/Reaction Guide
Concept Maps

18. Resources you will need for Activating Strategies:
Please take a moment to open and print out the following reference information that goes along with this module.
Locate these resources inside the OIEP online File Cabinet
Document Name
1. Activating Strategies Handout
2. Activating Strategies Quick Reference Guide
3. How do activating strategies help…
OIEP File Cabinet web address:

19. Exemplars
5 Words, 3 Words – Individually, students brainstorm five words on a particular topic.  In pairs or small groups students share and discuss the words.  Each small group selects three words to share with the entire group.
Acrostic – Students are given a word, which is listed vertically on paper, and are asked to create sentences or phrases for each letter.
Anticipation Guide – Students are given sentences related to the topic to be learned and are asked to write, “agree” or “disagree” for each sentence.  After the lesson the students may review their predications in the anticipation guide and revise their initial answers, if necessary.
Brainstorm – Students are introduced to a topic and are asked to think of as many words about the topic as possible.
Brainstorm and Categorize – Same as Brainstorm but students are then asked to put the words into separate categories.
Draw a Picture – Students are asked to use their prior knowledge of the subject to create a picture or a diagram.
Carousel Brainstorm – A question or subtopic is written on various charts around the room.  Students are divided into small groups, each with a different colored marker.  Students will have a specified amount of time at each chart, recording the information on the chart that they have brainstormed about the question or subtopic.  Each groups ends at the chart where they began and can group the ideas into categories.
Dear Teacher – Students write a brief letter to the teacher describing what they already know about a topic.
KWL – Students list what they know, what they want to know and what they learned about a subject.  The “K” and “W” portion can be completed as the activating strategy while the “L” can be completed as a summarizing strategy.
KWL Plus - This is the same as KWL with the addition of a final categorization piece.

20. Exemplars
Medium Size Circle – This is a forum to share ideas, opinions, concerns, etc. about a topic.  A group of 5 – 10 students sit in a circle and listen, non-judgmentally, to one person who is speaking.  Each person may or may not take his/her turn to share but after 5 or so responses there is a time to reflect on what has already been stated.  This continues for the time that has been allotted for this activity.
Sort Cards – The teacher creates a set of cards, one set of cards for each 4 – 5 students, that contain concepts, terms, pictures or examples associated with the topic.  Students sort the cards into categories and label each category.  Afterward, students explain why each card belongs to that category.
Think, Pair, Share  - During this activity, students will have individual time to think about a question related to the topic of study.  They will then pair up with a partner to share their thoughts.  Finally, the pairs will select one major idea to share with the entire class.
Treasure Hunt – Students are given a grid filled with statements about a topic.  Students search for other students in the class that have had certain experiences or knowledge about the topic.  When someone is found that fits the description written in the rectangle the student writes in that student’s name.
Video – Students are shown a short video on the content to be learned.  Please see the website for access to short video clips.
What’s Already in my Head?  - Students fill in a thought bubble (dialogue callout) with words and/or pictures that come to mind when they think about the topic to be studied.
Wordsplash – Selected words related to the topic are presented to students all at once in a random order.  Students are asked to write a sentence or two, using all of the words, to connect the vocabulary that has been presented.  As the students learn about the topic they are asked to go back and check their statements.

21. Activating Strategies Website Resources
ng.htm
epartments/development/resources/activa tors/index.shtm

22. Teaching
Strategies

23. Section #6 Teaching Strategies
A variety of teaching strategies are employed to help students understand the concept in depth. The best strategies require active student involvement, making the switch from a teacher-centered to a student-centered classroom. Ideally, the lesson will provide multiple opportunities for practice and collaboration. Graphic organizers are used to help students store and process information as it is learned.
Examples
Collaborative Learning
Cooperative Learning
Project Based Learning
Blending
Goal Sharing
Discovery Based Learning
Guided Practice
Demonstration/Presentation
Individualized Instruction
Debates
Hands-on/Lab
Distributed Practice/Summarizing
Lecture/Large Group Instruction
Direct Instruction
Role Play Activities

24. Resources you will need for Teaching Strategies:
Please take a moment to open and print out the following reference information that goes along with this module:
Locate these resources inside the OIEP online File Cabinet
Document Name
Cognitive Teaching Strategies Handout
Extending and Refining Handout
Summarizing Strategies
Teaching Strategies Handout
Complete Glossary of Teaching Strategies
OIEP File Cabinet web address:

25. Exemplars
Cooperative learning: a range of team based learning approaches where students work together to complete a task.
Hands-on, active participation: Designing activities so that students are actively involved in the project or experiment. Hands-on participation is as important as verbal participation in the activity.
Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher tests’ students’ independent use of it. Once students attain a score of 80% correct on two consecutive tests, instruction on the strategy stops.
Peer tutoring: Having students working pairs with one student tutoring the other student on a particular concept.
K-W-L: know, want to know, learned, routine. A form of self-monitoring where students are taught to list what they know already about a subject, what they want to know, and later what they learned.
Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc. They help students to consolidate information into meaningful whole and they are used to improve comprehension of stories, organization of writing, and understanding of difficult concepts in word problems.

26. Exemplars
Direct Instruction : This is the most widely used and most traditional teaching strategy. It is teacher centered and can be used to cover a great amount of material in the amount of time teachers have to cover what students need to learn. It is structured and is based on mastery learning.
Inquiry-based Learning: Inquiry-based learning has become very popular in teaching today. It is based on the scientific method and works very well in developing critical thinking and problem solving skills. It is student centered and requires students to conduct investigations independent of the teacher, unless otherwise directed or guided through the process of discovery.
Information Processing Strategies: Teaching students "how to" process information is a key factor in teaching students how to strategically organize, store, retrieve, and apply information presented. Such strategies include, but are not limited to, memorization, KWL, reciprocal teaching, graphic organizing, scaffolding, or webbing.

27. Teaching Strategies Website Resourcesml
ttees/FacDevCom/guidebk/teachtip/teacht ip.htm
s/coursedesign/tutorial/strategies.html

28. Resources

29. Resources for the Lesson- Ask?
What resources will be used during the lesson?
Can technology tools be integrated?
Is the textbook the only resource?
What graphic organizer could be used to make the concepts more concrete?
Will software products provide students with concept practice?

30. Section #7 Resources Textbook Technology Tools Novel/Authentic Lit
OIEP Best Practices
School Library/Media
Practice books
Audio/Visual
Handouts
Guest Speaker
Assessment Tools
Key Vocabulary
Manipulatives
Virtual Field Trips

31. Show me! A place for “other” that may not be listed on the template
Select the Activating Strategies
Select the Teaching Strategies
Select the Resources Used
Simply click on the open box and a check mark will appear. If you change your mind or click the wrong one, click the same box again and the checkmark will be removed.
These small boxes are “toggle switches”- one click on, one click off

32. Differentiated Instruction

33. Section #8 Differentiated Instruction Compacting Independent Work
Interest Centers/Groups
Remediation Groups
Tiered Assignments
Flexible Grouping
Learning Centers
Coaching
Adjusting Questions
Mentoring
Learning Contracts
One-on-one

34. What is differentiated instruction?
Differentiated Instruction is based on the following beliefs:
Students differ in their learning profiles
Classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a "one-size-fits-all" curriculum and treated as passive recipients of information 
"Covering information" takes a backseat to making meaning out of important ideas.

35. Curriculum should be differentiated in three areas:
The key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.
Curriculum should be differentiated in three areas:
Content: Multiple options for taking in information
Process: Multiple options for making sense of the ideas
Product: Multiple options for expressing what they know

36. How to Plan For Differentiate Instruction
Step 1- Know Your Students
Determine the ability level of your students.
Survey student interests.
Is behavior management a problem?
Step 2- Have a Repertoire of Teaching Strategies
Step 3- Identify a Variety of Instructional Activities
Step 4- Identify Ways to Assess or Evaluate Student Progress

37. Why is Differentiated Instruction critical today?
Enables teachers to open up learning opportunities for all students by offering varied learning experiences.
Allows teachers to put research-based best practices into a meaningful context for learning.
Helps teachers to understand and use assessment as a critical tool to drive instruction.
Adds new instructional strategies to teachers' "toolboxes" — introducing or reinforcing techniques to help teachers focus on essentials of curriculum.
Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing.
Meets curriculum requirements in a meaningful way for achieving students' success.

38. Using Technology to Differentiate
Existence of wide gaps in student experience and ability
Motivating factor of using technology
Flexibility of the medium
Preparing students for the real world
Decreases amount of time required by teachers to create differentiated content

39. Technology Examples- Differentiation Tools
WebQuests
Software
Internet Sampler
Internet Scavenger Hunt
PowerPoint
Excel
Web 2.0 Tools: Blogs, Podcasts, Wikis and more

40. Resources you will need for Differentiated Instruction:
Please take a moment to open and print out the following reference information that goes along with this module:
Locate these resources inside the OIEP online File Cabinet
Document Name
Differentiated Instruction
Differentiated Instruction Challenges
Differentiated Instructional Strategies
Student Learning Styles
OIEP File Cabinet web address:

41. Differentiated Instruction Website Resources
_instruction.htm
r/11
eeting.phtml
tml

42. 21st Century Skills

43. Section #9 21st Century Skills Information and Media Learning
Communication Skills
Self Direction Skills
Critical Thinking/Systems
Creativity/Intellectual Curiosity
Accountability/Adaptability Skills
Problem Identification/Formulation
Interpersonal/Collaborative Skills
Social Responsibility Skills

44. Six Elements of a 21st Century Education
Emphasize core subjects
Emphasize learning skills
Use 21st century tools to develop learning skills
Teach and learn in a 21st century context
Global Awareness, Financial, Economic and Business Literacy and Civic Literacy
Teach and learn 21st century content
Use 21st century assessments to measure 21st century skills

45. 21st Century Skills Are Key to Future Student Success
CHARLESTON, W.Va. _ Twenty-first Century Learning skills are part of a proactive approach to teaching higher level, analytical thinking that will help West Virginia students succeed in the global economy, West Virginia Superintendent of Schools Steve Paine said Wednesday.
Read the full article at

46. and WVDE
21st Century Learning Chronicle The Chronicle provides an overview of the journey West Virginia took on its way to become a leader in 21st century education. It covers all changes from the original idea, joining the partnership, and making radical changes to all aspects of the educational system.
What are 21st Century Learners? A 21st century learner is part of a generation that has never known a world without the Internet, without computers, without video games and without cell phones. They are digital natives who have grown up with information technology.
What are 21st Century Skills? This document provides a list of the types of 21st century skills grouped in three broad and distinct categories.
Read the full article at

47. Resources you will need for 21st Century Skills:
Please take a moment to open and print out the following reference information that goes along with this module:
Locate these resources inside the OIEP online File Cabinet
Document Name
Learning for the 21st Century Skills
21st Century Learning- Preparing Students for Their Future
OIEP File Cabinet web address:

48. 21st Century Skills Website Resources
t_is_21st_Century_Education.htm
me.aspx 3

49. Depth of Knowledge

50. Section #10 Depth of Knowledge Recall and Reproduction
Skill/Conceptual Understanding
Strategic Reasoning
Extended Reasoning

51. Why Depth of Knowledge?
Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)
Provides cognitive processing ceiling (highest level students can be assessed) for item development

52. Recall and Reproduction: Level 1
DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure.
Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

53. DOK Level 1 Examples
List animals that survive by eating other animals.
Locate or recall facts explicitly found in text
Describe physical features of places
Determine the perimeter or area of rectangles given a drawing or labels
Identify elements of music using musical terminology
Identify basic rules for participating in simple games and activities

54. Skills/Concepts: Level 2
DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
These actions imply more than one mental or cognitive process/step.

55. DOK Level 2 Examples Compare desert and tropical environments
Identify and summarize the major events, problem, solution, conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based on information in a reading selection
Explain how good work habits are important at home, school, and on the job.
Classify plane and three dimensional figures
Describe various styles of music

56. Strategic Thinking: Level 3
DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.
An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

57. DOK Level 3 Examples
Compare consumer actions and analyze how these actions impact the environment
Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)
Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

58. DOK Level 3 Examples Develop a scientific model for a complex idea
Propose and evaluate solutions for an economic problem
Explain, generalize or connect ideas, using supporting evidence from a text or source
Create a dance that represents the characteristics of a culture

59. Extended Thinking: Level 4
DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections—relate ideas within the content or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved.
Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

60. However, extended time alone is not the distinguishing factor.
Task
Thinking
Collecting data samples over several months
Recall
Organizing the data in a chart
Skills/
concepts
Using this chart to make and justify predictions
Strategic
Developing a generalized model from this data and applying it to a new situation
Extending

61. Extended Reasoning/Thinking Examples: Level 4
Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report
Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)
Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

62. Extended Reasoning/Thinking Examples: Level 4
Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures
Specify a problem, identify solution paths, solve the problem, and report the results
Write and produce an original play

63. What it is NOT
The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

64. DOK Example
DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)
DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)
DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)
Same verb—three DOK levels

65. Remember… Depth of Knowledge (DOK) is a scale of cognitive demand.
DOK requires looking at the assessment item/standard-not student work-in order to determine the level. DOK is about the item/standard-not the student.
The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen.

66. New Blooms Taxonomy

67. Section #11 New Bloom’s Taxonomy Remember Understand Apply Analyze
Evaluate
Create

68. Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

69. Higher-order thinking
BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging    Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining   Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding  
Higher-order thinking

70. Remembering
The learner is able to recall, restate and remember learned information.
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
  Can you recall information?

71. Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
  Can you explain ideas or concepts?

72. Applying
 The learner makes use of information in a context different from the one in which it was learned.
Implementing
Carrying out
Using
Executing
 Can you use the information in another familiar situation?

73. Analysing
The learner breaks learned information into its parts to best understand that information.
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore understandings and relationships?

74. Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
 Can you justify a decision or course of action?

75. Creating
The learner creates new ideas and information using what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
 Can you generate new products, ideas, or ways of viewing things?

76. Practical Bloom’s Suitable for use with the entire class
Emphasis on certain levels for different children
Extend children’s thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation)
Possible approaches with a class could be:
All children work through the remembering and understanding stages and then select at least one activity from each other level
All children work through first two levels and then select activities from any other level
Some children work at lower level while others work at higher levels
All children select activities from any level
Some activities are tagged “essential” while others are “optional”
A thinking process singled out for particular attention eg. Comparing, (done with all children, small group or individual)
Some children work through the lower levels and then design their own activities at the higher levels
All children write their own activities from the taxonomy
(Black, 1988, p. 23).

77. Resources you will want for the New Blooms
Please take a moment to open and print out the following reference information that goes along with this module:
Locate these resources inside the OIEP online File Cabinet
Document Name
Bloom (one page poster)
Bloom’s Planning Sheet for Teachers
Bloom’s Posters for your Classroom
OIEP File Cabinet web address:

78. Bloom Web Resources

79. Show me! A place for “other” that may not be listed on the template
Select the Differentiated Instruction
Select the 21st Century Skill
Select the DOK
Select the Bloom Level
Simply click on the open box and a check mark will appear. If you change your mind or click the wrong one, click the same box again and the checkmark will be removed.
These small boxes are “toggle switches”- one click on, one click off

80. Section #12 Lesson Planning Section Monday Tuesday Wednesday Thursday
Friday

81. Show me!
Type in the daily plan instructions here!

82. Assessment

83. Section #13
Assessment
After a new concept is taught, students apply that new knowledge in authentic and meaningful ways during extending and refining activities.
These activities force students to use, transfer and apply what they have learned in a new way.

84. Types of Assessment
Traditional Assessment helps determine how well students retain basic facts or concepts. Traditional Assessment has a right or wrong answer. This type of assessment usually comes in the form of standardized tests such as true or false, fill in the blank, or multiple choice.
Alternative/Performance Assessment is a performance based type of evaluating students. The student is evaluated by how they learn and solve problems. The students work out problems rather than memorize facts. It is active learning, where the students exercise higher level thinking skills.
Formative Assessment is when a teacher evaluates the students in a continuous manner, enabling the student to learn in a more efficient manner. It is an ongoing measurement designed to evaluate an individual's knowledge and skills. It evaluates critical thinking, decision making, and problem solving skills. Formative Assessment often provides the student with written or oral feedback from the teacher rather than a letter or number grade.
Summative Assessment is an attempt to summarize the student's learning all at one time. Summative Assessment is what most standardized tests are used for.
Authentic Assessment is "A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills" -- Jon Mueller

85. Samples of Assessments
Product Assessments
Bulletin Board Display
Conducting a Survey and Constructing a Data Table
Display
Newspaper Article
Nonfiction Booklet or Pamphlet
Oral Interview
Oral Presentation
Poster
Song
Web Page

86. Samples of Assessments
Process Assessments
Concept Maps
Graphic Organizers
Group Work
Student Self-Assessment
Teacher Assessment

87. Samples of Assessments
Reading/Writing Assessments
Language in Use
Responding to Literature-Analyzing Information
Responding to Literature-Locating Information
Writing to Inform, to Persuade, and for Personal Expression
Content Quizzes and Tests/Teacher Created
Rubrics, etc.

88. Section #14 Culminating Product/Project Outcomes
What will the student produce?
What will signify the end of the lesson?

89. Section #15 Re-teaching Focus and Strategy
Now that the lesson is complete what re- teaching (if any) needs to be done?
What concepts did the students struggle with?
What strategy will be deployed to assist with the re-teach?

90. Section #16
Remediation Plan
Response to Intervention

91. Section #17 Comments Notes area on lesson comments
For Teacher use as a reference
Lesson Plan is a living document to refer back to an make adjustments to teaching and instruction

92. Show me! Enter Assessment Information Enter Culminating Product Info
Re-Teach Focus
Enter Remediation Plans
Teacher Comments

93. Saving and Closing the Lesson Plan
File “Save-As”
Save the file with a good naming convention-make it easy to retrieve
Keep lesson plans in a specific file for easy reference
Make “files-within-a-file” for good organization

94. Show me!
File
Save As
Give it a file name for easy reference
Save your file in a folder for easy retrieval 1. 2. 4. 3.
Please note! The document will always save as a macro enabled workbook. Don’t change this default setting – this way the macros will always work.

95. Completion
If you have any questions, please do not hesitate to contact me
Tracy L. Chenoweth
my extension is 53252
Thank you for participating in the learning module.