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