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