1. Academic Seminar – Week 6
Lesson Plans
&
Formative Assessment Graphs

2. Agenda: Announcements Today This Week at Placement Presentations
Lesson Plan Section of Work Sample Binder
This Week at Placement
Begin teaching Work Sample unit once approved (If you start tomorrow you have 3 weeks to complete the work sample)
Bring a copy of one student’s IEP for next week’s class.

3. Questions about Lesson Planning?
How many lessons ahead should I write and plan for?
Calendar overview or outline of the unit
Detailed lesson plans for 3 days at a time
Should every lesson be scripted?
No – you may partially script but bullets may be more easy for you to follow as you teach
What do I do if I don’t finish a lesson?
Go into your word document and insert a note that the lesson ran over – indicate your stopping point …. Indicate your review and closing activity
Revise the next days lesson to begin with an opening activity, review etc… and pick up where the previous day’s lesson left off as appropriate
Your work sample lesson plans must reflect what you have done.
How often must I do a reflection?
You must complete a daily reflection for every lesson taught in your work sample unit
In addition, you must send your supervisor a weekly reflection

4. Lesson Planning Review: Evidenced based Instruction
Before – During – After Reading Activities
Writing Daily Lesson Objective
Writing & Executing Lesson Plans
Materials
Model – Prompt - Check
Data based Decision Making
Progress monitoring with formative graphs

5. Lesson Plan Rubric To meet criteria, lesson plans must:
❑ correspond to steps in the unit plan sequence,
❑ begin with a correctly written lesson objective,
❑ reflect instructionally sound ideas that are clearly linked to the objective,
❑ include descriptions of modeling and prompted practice when new skills are introduced

6. Critical Questions
How do I know if my lesson plan matches the unit objective?
What are research-based instructional strategies that should be included in my lesson plans?
How will I indicate those research based strategies are being used?

7. A. Strategies & Skills to teach students BEFORE reading
Preview the passage
Connect to prior knowledge
Set a purpose for reading
Pre-teach difficult to decode words
Preteach vocabulary

8. Strategies to teach students During Reading
Active Engagement During Reading
Fast Mapping of Difficult Vocabulary
Monitoring comprehension
Use graphic and semantic organizers
Generate questions

9. Strategies to teach students After Reading
Discuss with others (cooperative learning)
Finish K-W-L
Probes!
Have students write a summary
Have students do a reading response

10. Lesson Planning IEP Goals IEP Objectives Unit Objective
Sequence Step Objective
Daily Lesson Plan Objective

11. Lesson Planning Establishing a Lesson Topic
Writing a correct lesson objective
Materials
Routines
Entrance procedure / Expectations
Gaining attention
Review
Previous lesson
Pre skills

12. Lesson Plan Materials
To meet criteria, lesson materials must  be clearly linked to lesson objectives,
 be age-appropriate,
 include a description of how the material is used (including directions to the students).

13. Lesson Planning Opening Gain Attention Review Prior Knowledge
State the Goal

14. Lesson Planning Body of the Lesson
Clearly Label model – prompt – check
Procedures & Activities
Specific Examples & Questions

15. Lesson Planning
Remember to label the following parts of each Activity:
Model “I do it!” (Teach by thinking aloud)
Prompt “We do it!” (Guided Practice)
Check “You do it!” (Independent Practice)

16. Lesson Planning
Closing / Transition
Review
Preview
Independent Work

17. Lesson Plan Reflections
To meet criteria, lesson reflections must:
❑ be included for each lesson,
❑ address students’ response to instruction using data and criteria specified in lesson objective,
❑ indicate recommendations for instructional changes that are consistent with data, include an appraisal of own teaching skills and methods, and
❑ indicate changes to be made in future lessons when needed.

18. I’m cleared to teach – Now What?
Work Sample Requirements
Schedule a formal observation of one or more lessons
Video tape one lesson for your final presentation
Daily Expectations:
Write a Daily Lesson Plan (model-lead-test)
Collect copies of your materials & student work
Administer & record daily probes
Graph Each student’s data (individual form)
Write a Daily Lesson Reflection (form)
Adapt the next day’s Lesson Plan
Weekly Expectations
Weekly Interpretation of Learning Gains (Individual forms)
Weekly Journal Reflection to Supervisor (attach a lesson plan
and a lesson plan reflection for feedback)

19. Your Turn: Instructions: Look at your pre-test data,
Check to make sure it matches your unit objective
Your rationale should directly address performance on the pre-test
Look at your objectives,
Make sure they are written with a condition, behavior, criteria
Work on polishing the language to make sure it’s clear and easy to read
Look at your sequence steps
The sequence steps should directly support learning the unit objective
You should have approximately 3-5 sequence steps per unit objective
Begin working on lesson plans – specify your lesson objective (condition, behavior, criteria), which may correspond directly to your sequence step
Share drafts of your formative graphs from your work sample unit with your peers if you have them.