- Title of Your Lesson
- Date:
- Time:
- Grade Level:
- Number of Students:
- Location:
- Coordinating Teacher:
- * Meditation
- Brainstorm key words, key concepts, ideas …
- Concept/Topic/Theme
- In one sentence or two, highlight one of the themes that comprise the unit's "big idea," or the "big idea" if this lesson stands alone.
- Learning Objectives or Expressive Outcomes:
- The academic expectations for your students. For example, what students will do, achieve or express.
- - Cognitive
- - Psychomoter/technical
- - Dispositional/Affective
- Standards of Education:
- Visual Arts:
- - Natioinal standards
- - State standards
- Technology:
- - Natioinal standards
- - State standards
- Interdisciplines:
- Inclusive Classroom: Consider Special Needs
- Caution, Special needs, Accommondations, etc.
- Safety Check: Classroom, tools, materials, etc.
- Safety Check:
- - Classroom
- - Tools
- - Materials
- - etc.
- Resources:
- Reference books, artworks, videos, maps, charts, guests, etc.
- Materials and Materials Management:
- Itemize Materials for each student, each group of students, the class, etc.
- Number of copies, sets …
- Materials for coordinating teacher, supervisor, self, etc.
- Note any particular care in handling or distribution
- Vocabulary/Key terms/Names
- Motivation/Anticipation/Conceptual initiation/Connection/Cues:
- What is the focus and connecting theme/s?
- What will the teacher do to get the students' attention and connect the new information to students' lives or experiences?
- What questions will you ask to engage student interest?
- Time allotment:
- Number of sessions, length of each session
- Prepare, in-class activity/s, review, clean-up
- Getting the Classroom Environment Ready:
- Planning for a start ...
- Procedure:
- Include both teacher activities-- presentation, demonstration, and so on-- and student activities, step-by-step, e.g., 1) … 2) … 3) …
Consider: - - Motivation and explanations
- - Questioning Cues/Discussion
- - Demonstration/Guided practice
- - Student independent practice/activity
- - Checking for understanding
- - Transitions between separate parts of the lesson
- - Wrapping up the activity
- Closure and Review:
- The main point(s) to review, who will lead and what the structure of the review will be, what to expect next lesson, and/or a closing question for the next session.
- Assessment Questions:
- Tie these exactly to your objectives so you can determine if desired outcomes were met by all students.
- Assessment Instrument/s:
- Create in an age appropriate format. Use content- and product-focused, as well as self-evaluative, questions in separate or combined instruments. Plan time in your lesson scheduling for students to complete the evaluation.
- * Reflection
- This section is your intellectual and instructional diary, where you develop yourself. As we grow from making mistakes, identify mistakes, recognize inappropriate or awkward dispositions, and analyze why and how they are mistakes, so that you can avoid making the same mistake again and find better way to handle the similar situation in the future.
* Note: Separate the session with a star from other sessions. Make it an expandable area for the future addition.
Copyright © 2006 Rita Chu.