| This guide is not meant to be the one and
| |
| | list the relevant actions that the
|
| only way to develop a lesson plan;
| |
| | teacher needs in order to perform them.
|
| however, it is going to provide you with
| |
| | For the adding 1 + 3 lesson, you may have
|
| at least some good methods to start with.
| |
| | procedures such as:
|
| A general overview highlights the key
| |
| | A. The teacher will give each child 2
|
| points of creating a useful and working
| |
| | cubes.
|
| lesson plan.
| |
| | B. The teacher will ask the kids to write
|
| Below is a list of the steps that are
| |
| | down how many cubes they have.
|
| usually involved in developing a quality
| |
| | C. The students should then write a +
|
| lesson plan as well as a description of
| |
| | sign below the number 2.
|
| what each component should be. They will
| |
| | D. The teacher will now pass out 3 more
|
| be listed in 10 of the best points.
| |
| | cubes to each student.
|
| 1. The first thing that you will have to
| |
| | E. The students will be asked to write
|
| consider, obviously, is what you want to
| |
| | down how many cubes they were handed.
|
| teach. This should be developed based
| |
| | They should write this number below the
|
| upon your state or local school
| |
| | number 2 that they just wrote,
|
| standards. You also need to be aware of
| |
| | F. Students should now be told to draw a
|
| what grade level you are developing the
| |
| | line under their 3.
|
| lesson plan for. Record a time estimate
| |
| | G. Now the students need to count how
|
| for your lesson plan to help you to
| |
| | many cubes they have and write this
|
| better budget your time.
| |
| | number just below the 3
|
| Once you have chosen your topic, you can
| |
| | H. Ask students how many cubes they had
|
| begin choosing how you want to teach the
| |
| | to start with, how many they were given
|
| topic in general. If you didn't use the
| |
| | to add to that, and how many they have
|
| state standards to help in developing
| |
| | after the teacher gave them the 3 cubes.
|
| your topic, you will want to refer to
| |
| | 6. After these procedures have been
|
| them now to see what specific standards
| |
| | completed, you may want to provide your
|
| your lesson plan can fulfill.
| |
| | students with time for independent
|
| Having your lesson plan properly set up
| |
| | practice. For the example of above,
|
| with state standards, helps to prove its
| |
| | students could have some time to add
|
| worthiness and necessity later. It also
| |
| | different numbers of cubes together that
|
| helps to assuring that your students are
| |
| | a partner would provide them with.
|
| being taught what the state requires.
| |
| | 7. Just before you start moving on to the
|
| If you are able to blend your lesson plan
| |
| | assessment phase, you should be prepared
|
| with the local school standards, record
| |
| | to create some sort of closure for the
|
| links to those standards in your lesson
| |
| | lesson plan. A good idea for this is to
|
| plan in writing for reference later. If
| |
| | return to your anticipatory set, for
|
| you are however, writing this lesson plan
| |
| | example, you can ask students how they
|
| for a website, you will want to be sure
| |
| | would divide that pie now that they know
|
| that you include a title that properly
| |
| | how to work with fractions (check step
|
| reflects your topic.
| |
| | 4).
|
| 2. Develop clear, specific objectives to
| |
| | 8. Now you want to write your assessment
|
| be sure that your lesson plan will teach
| |
| | evaluation. Many lesson plans don't
|
| exactly what you want it to. You must
| |
| | really need them, but most of them should
|
| note that these objectives should not be
| |
| | have some sort of evaluation of whether
|
| activities that will be used in the
| |
| | or not the objectives were met. The key
|
| lesson plan. Rather, they should be the
| |
| | to doing this is to make sure that the
|
| learning outcomes of those activities.
| |
| | assessment specifically measures whether
|
| As an example, if you wanted to teach
| |
| | the objectives were reached or not.
|
| your class how to add 1 + 3, the
| |
| | Because of this, there should be a direct
|
| objective may be that ?the students will
| |
| | correlation between the objectives and
|
| know how to add 1 + 3? or more
| |
| | the assessments. This is of course,
|
| specifically ?the students will
| |
| | assuming that the objective were able to
|
| demonstrate how to add 1 + 3.?
| |
| | add two single digit numbers together, an
|
| Your objectives should also be directly
| |
| | example would be to have students
|
| measurable. What this means is that you
| |
| | approach the teacher and add two single
|
| need to make sure that you will be able
| |
| | digit numbers on paper using cubes as a
|
| to tell whether these objectives were met
| |
| | guide.
|
| or not. You can certainly have more than
| |
| | 9. You should make different directions
|
| one objective for a lesson plan if you
| |
| | for students with learning disabilities
|
| feel that this would be more useful.
| |
| | and extensions for others. Examples of
|
| In order for you to be able to make
| |
| | this would be adding 1 cube to 1 cube for
|
| objectives more meaningful, you may want
| |
| | students with learning disabilities and
|
| to include both wide and narrow
| |
| | adding 9 cubes to 13 cubes for the more
|
| objectives. The wide objectives would be
| |
| | advanced students and somewhere in
|
| more like ambitions and they would
| |
| | between for everyone else.
|
| include the overall goal of the lesson
| |
| | This is most effective when you use
|
| plan, for example, in order for you to
| |
| | specific adaptations for specific
|
| gain familiarity with adding two numbers
| |
| | students and take into account their
|
| together.
| |
| | individual differences.
|
| The specific objectives would be more
| |
| | 10. It's a good idea for you to include a
|
| like the one listed above, in such a
| |
| | ?Connections? section, which really shows
|
| manner, as ?the students will demonstrate
| |
| | how the lesson plan could be integrated
|
| how to add the numbers 2 and 3 together.?
| |
| | with other subjects. An example of this
|
| 3. You would probably find out exactly
| |
| | would be to have students paint 2
|
| what materials you are going to use
| |
| | oranges, then 3 more oranges below them,
|
| later, however, they should be shown
| |
| | etc. so that they can learn how to
|
| early in your lesson plan. This way if
| |
| | integrate Art into the lesson plan.
|
| someone else decided to start using your
| |
| | A better way to do this would involve
|
| lesson plan, they would know in advance
| |
| | creating 2 or 3 different types of
|
| what materials would be required.
| |
| | textures on those oranges for example
|
| 4. You may also want to write out an
| |
| | using newspaper with different textures.
|
| Anticipatory Set, which would be a great
| |
| | Putting a lot of work into this can
|
| way to lead into the lesson plan and
| |
| | really help to develop complete thematic
|
| develop the students' interest in
| |
| | units that would integrate related topics
|
| learning what you are getting ready to
| |
| | into many different subjects.
|
| teach. A good example deals with a lesson
| |
| | That's really all there is to creating a
|
| on fractions. The teacher could start by
| |
| | lesson plan! If you followed all the
|
| asking the students how they would divide
| |
| | instructions above, you've successfully
|
| a pizza to make sure each of their 3
| |
| | written a very thorough lesson plan that
|
| friends got an equal amount of pie, and
| |
| | will be useful for any other teachers
|
| tell them that they can do this if they
| |
| | wanting to teach a subject like math or
|
| know how to work with fractions.
| |
| | whatever.
|
| 5. At this point you need to write the
| |
| | One of the most helpful tips in writing
|
| systematic procedures that will be
| |
| | your first lesson plans would be for you
|
| performed to reach each of the above
| |
| | to look at lesson plans that are already
|
| mentioned objectives. These don't have to
| |
| | completely developed to get a better idea
|
| involve every little thing that the
| |
| | of what needs to be in the lesson plan.
|
| teacher will say and do, but they should
| |
| |
|