1. Writing a Lesson Plan September 2, 2015 * Stanley Teacher Preparation Program * Sarah Baird Glover

2. Objectives *Interns will be able to define the purpose of a lesson plan. *Interns will be able to create a standards- based (Colorado Academic Standards) lesson plan.

3. Overview * Getting grounded in the “why” of lesson planning planning * Lesson plan labeling activity * Lesson plan creation * Lesson plan assignment

4. Teacher Quality Standards Standard I : Standard I : Teachers demonstrate mastery of and pedagogical expertise in the content they teach. ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students. ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening. ELEMENT E: Teachers develop lessons that reflect the intercon- nectedness of content areas/disciplines.

5. Teacher Quality Standards (Continued) Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.

6. If you fail to plan, you plan to fail. ~ Benjamin Franklin

7. What is the purpose of writing a lesson plan? On sticky note, answer this question: What is the purpose of a lesson plan?

8. Let’s identify the pieces of a lesson plan Cut up the pieces (they are not in order) of a lesson plan titled Cut up the pieces (they are not in order) of a lesson plan titled The Declaration of Independence- Greatest Break-Up Letter Ever With a partner, read over the slips of paper and label each section. Use the descriptions of each section on the lesson planning format document (handbook page 44) to help. You will label: Lesson/activity titlestandardspurpose Learning objectivegoals for learnersmaterials/prep Learning principlessettingActivity procedure differentiationassessment extensions

9. Writing a lesson plan

10. Standards-Inspired Lesson Planning Educational standards help teachers ensure their students have the skills and knowledge they need to be on course toward college or career readiness by providing clear goals for student learning at each grade level. Standards establish what students need to learn, but they do not dictate how teachers should teach. Instead, schools and teachers decide how best to help students reach the standards. ( http://www.cde.state.co.us/sites/default/files/documents/communications/download/fa ctsheets/standardsfaq.pd f )

11. Let’s start with a standard We’re going to write a lesson plan based on this Colorado Academic Standard: Grade 1 Reading Standard 2: Reading for all purposes

12. 1 st grade read aloud lesson plan Text: “Owl and the Moon” from Owl at Home by Arnold Lobel

13. Learning Objectives Students will be able to… or I can… Observable and measurable description of student learning linked to the standards addressed in the lesson/activity. Observable and measurable description of student learning linked to the standards addressed in the lesson/activity. Use the Bloom’s Taxonomy chart on page 46 for inspiration. Use the Bloom’s Taxonomy chart on page 46 for inspiration. Do not use “learn” “remember,” or “understand” as your measurable objective—be more specific. Think: How will you know that students have learned, remembered or understood? Do not use “learn” “remember,” or “understand” as your measurable objective—be more specific. Think: How will you know that students have learned, remembered or understood? I recommend writing 2 objectives maximum—it will help you stay focused. I recommend writing 2 objectives maximum—it will help you stay focused. Think: What do students know or what are students able to do as a result of this lesson? Think: What do students know or what are students able to do as a result of this lesson?

14. Lets write a learning objective Use the CDE standards document to inspire your objective. Use the CDE standards document to inspire your objective. Make sure your objective is observable and measurable. Make sure your objective is observable and measurable. Think: What do students know or what are students able to do as a result of this lesson? Think: What do students know or what are students able to do as a result of this lesson? Example objective sentence starters: Students will be able to identify … Students will be able to describe … I can write … I can explain … I can create …

15. Assessment How will you know your students met the learning objective? (The assessment needs to align directly with each learning objective). How will you know your students met the learning objective? (The assessment needs to align directly with each learning objective). What criteria will you use to evaluate student learning? (work samples, rubrics, checklists) What criteria will you use to evaluate student learning? (work samples, rubrics, checklists) Document how you will record observations and results in order to monitor progress and use assessment for future planning. Document how you will record observations and results in order to monitor progress and use assessment for future planning. If appropriate, how will students reflect upon and self- assess their learning? If appropriate, how will students reflect upon and self- assess their learning?

16. How will you assess your students’ learning? Think evidence…How do you know what your students know? Think evidence…How do you know what your students know? Make sure it’s tied to your objective Make sure it’s tied to your objective If you have more than one objective, make sure you have a way of assessing each objective If you have more than one objective, make sure you have a way of assessing each objective

17. Purpose Answers the question: “Why are you teaching the lesson?” Answers the question: “Why are you teaching the lesson?” Show or describe how the lesson fits within the larger curriculum unit (webbing, essential questions, etc.) Show or describe how the lesson fits within the larger curriculum unit (webbing, essential questions, etc.) Make a plan for how you will communicate the purpose to your students. Make a plan for how you will communicate the purpose to your students.

18. Setting Describe the situation in which the lesson will be taught—location, setup, number of students and adults, size of group. Describe the situation in which the lesson will be taught—location, setup, number of students and adults, size of group.

19. Materials and Preparation Make a list of resources and materials prepared and collected before the lesson/activity begins; tasks to complete prior to the actual lesson/activity. Make a list of resources and materials prepared and collected before the lesson/activity begins; tasks to complete prior to the actual lesson/activity. How will you present the materials in an aesthetic manner? How will you present the materials in an aesthetic manner? Think: How will you distribute the materials efficiently and effectively? Think: How will you distribute the materials efficiently and effectively?

20. Activity Procedure Introduction Introduction Think : How will you engage and/or motivate students? How will you articulate your learning objective? How will you communicate how the lesson/activity is connect to prior learning or their lives—establish relevance How long will you need for the introduction? (Keep in mind what is developmentally appropriate)

21. Activity Procedure (Continued) Procedure Procedure What is the sequence of how the lesson proceeds? How will the teacher support and interact with students during the lesson (modeling, scaffolding, facilitating, coaching…) How will the teacher promote active engagement and how will students practice/apply the skill in their learning? How long will each part take?

22. Activity Procedure (Continued) Closure Closure How will students share what they have learned and make their thinking public? How will the teacher summarize students’ learning? How will you revisit the objective? How will you celebrate/highlight student learning and/or mastery of the objective? THE CLOSURE IS VERY IMPORTANT AND IS OFTEN OVERLOOKED—BE SURE TO PACE YOUR LESSON SO THAT YOU HAVE TIME FOR CLOSURE!

23. Activity Procedure (Continued) Clean up Clean up How will the students clean up? How long will clean up take? Transition Transition How will students transition to the next activity?

24. Differentiation How will you accommodate differences in learning modalities, skill level, and special needs of the students. How will you accommodate differences in learning modalities, skill level, and special needs of the students. What variations will there be in presentation, materials, setting, etc. based on individual or small group needs. What variations will there be in presentation, materials, setting, etc. based on individual or small group needs. How will all students be able to access the learning objective? How will all students be able to access the learning objective?

25. Extensions How can the learning be extended or continued from this activity? How can the learning be extended or continued from this activity?

26. Closing Reflection: Let’s revisit the question of purpose What is the purpose of a lesson plan?

27. And because even the best laid plans may go awry…