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Instructional Lesson Plan

(Coded per MA Professional


Standards for Teachers)

Lesson/Unit Title

Life and Times of Ozzy Osborne

I
Goals and Objectives
A Lesson Goals
What are the goals for this lesson?
(A1, A2, A3, A5, A8, A9, D3)
-The goal of this lesson is to use the life of Ozzy Osborne
as an example of the effects of the use of drugs and
alcohol on a person.
How to the lesson goals integrate with unit goals?
-The overarching unit this lesson would fit in would be
one on the effects of drugs on mental cognition, and this
would be a semi-case study
Why are the lesson goals suitable for this group of
students?
- The lesson goals are suitable for the students I am
trying to teach, as the students will be mature enough to
learn about these types of things, as well as the students
being able to understand the topic based on previous
learnings.
B Lesson Objectives
(A5, B1, B2, B3, B4)

C Curriculum
Frameworks
Standards
Addressed*
(List # and text of stds.)

What are specific behavioral objectives that meet lesson


goals?
- Students will be able to complete an end-of-lesson test
based on the subject. In this case, students will be given
a Ticket to Leave, as well as a pre-quiz and actual quiz to
complete.

CONTENT STANDARD 3: Categories of psychoactive


drugs and their effects Students are able to (performance
standards): 3.1 Characterize the major categories of
psychoactive drugs and their effects 3.2 Describe how
psychoactive drugs act at the synaptic level 3.3 Evaluate
the biological and psychological effects of psychoactive
drugs 3.4 Explain how culture and expectations
influence the use and experience of drug

D Technology/Resourc
es Needed
(A3, A6, A7, B2f)

Content Resources (books,


articles, speakers,
handouts, community
resources, etc.)

Software/Web Resources
(CD-ROMs, DVDs, URLs,
etc.)

Signs

Prezi.com
In-Presentation Video

Hardware (computers, TV,


DVD player, etc.)

Other media, video,


satellite, etc.

Computer and Projector


E Levels of Critical
Thinking
(A1, A2, A3, A5, B2e, D1,
D2)

21st Century
Learning and
Innovation Skills**

Check all that apply


___ Remembering
Evaluating
___ Understanding
Creating

___ Applying

___

___ Analyzing

___

Check all that apply


_X_ Creativity and Innovation

(D1, D2, D4)

_X_ Critical Thinking and Problem Solving


_X_ Communication and Collaboration
_X_ Information, Media, and Technology Skills
II
Instructional Plan
A Pre-Instruction
(A4, A9, B1, D1-3,, E1-2 )

What student needs/interests/prior learning will be a


foundation for this lesson?
-Students will need previous knowledge of class topics
concerning the study of drugs on the brain. An interest in
Ozzy Osborne will be beneficial, but not required.
How will you engage students in lesson content?
-Students will be actively moving around the classroom to
begin with, then will be working in pairs to analyze the
effects of consumed materials.
What curriculum connections can you make to broader
content area knowledge?
- The use of drugs and alcohol would be the previous
topic covered, and as such, the students would have just
learned about it, and could connect them to the broader
effects of substances on the brain.

Instruction
(B2, D3)

Presentation of new
material teacher role

Student role

-I, as the teacher, will be


observing the students and
directing there learning,
letting them teach
themselves and one
another rather than having
myself lecturing them.

-The students will be


tasked with self-guided
learning and following
directions to gain the most
from the lesson.

Application (moving from


guided, scaffolded practice
to increasingly independent
practice/gradual release of
responsibility) teacher
role

Student role

- This lesson will occur later


in the year, when the
students will be responsible
for guiding their own
learning. I will simply be
guiding and instructing
things such as the opening
round robin and passing
out papers.

C Closure
(B3)

D Assessment

- Students will be
preforming the majority of
the work, guiding their
learning and creating
artistic pieces to represent
the subjects I give them.

How will you wrap up the lesson and anticipate future


learning in the unit?
-The unit wrap-up will be the students presenting what
they learned to their fellow students, and assigning
homework for the next class.
How will you know students reached lesson goals?

(A2, A3, B3b, B4)

-Students will be able to create an accurate artistic


piece based on the topic I give them, as well as relay
correct information to their fellow classmates.
What formative and/or summative assessment strategies
will you use?
-The students will be required to send me a copy of their

notes and send them to me for my assessment of their


work.
How will students be involved in ongoing assessment?
- My observation of the students as they work will assure
that they maintain focus and stay on-task.
How will students assess themselves?
- Students will be asked, as part of the work, to complete
the sheets given to their fellow students, to make sure
they followed the proper information

III
Strategic Analysis of Instruction
A Management
What strategies will you employ to successfully manage
(C1-4)
student learning and behavior during this lesson?
- Students should be well-trained and well-behaved at
this point in the semester, having studied the rules
thoroughly throughout the semester. Should a student
break the rules, proper punishment shall be delivered.
For example, should a student talk out of turn, they will
be scolded. Repeated offence will lead to disciplinary
action.

How will the learning environment support planned


activities?
-The classroom environment should be well-adjusted at
this point. The students should be quiet and respectful
of/for other students, and the students should be diligent
on their work. In this case, extra computers would be
available for students having difficulty with smartphone
technology.
B Options for
Differentiation

How will you provide for students with special needs


and/or English Language Learners?

(A3, A8, A9, B2b, B2d, B3b,


D2)

-Special Needs and ELL students will be granted any


extra benefits as granted by their ISP. On top of this,
working with partners may be beneficial to these
students, depending on their preference of social
settings.

How will you modify lesson for individual learning needs?


- This lesson would be easy to modify for individual
needs. If a special needs student prefers to work alone,
they will be able to. If a student needs to be pushed a bit
harder, extra questions can be granted to them to allow
them to look deeper into the topic.
How will you integrate additional resources to extend
lesson?
-The space of the room will be the biggest benefit.
Students that require more or less time can be assigned
to a specific part of the room to work together, so that the
class will not disrupt them, and vice versa.

C Reflections on
Lesson

What are next steps for student learning related to


lesson/unit goals?

(E6)

-The next step on this path would be a lesson on


recovery from drugs and addiction, followed by an end of
unit test, followed most likely by a lesson on career paths
in psychology, as this would be near the end of the year.
What is your self-assessment of your instructional
practice and effectiveness in this lesson?
-My self-assessment would be the quality of the work of
the students. It will be clear by the information given by
the students not only their understanding of the topic, but
their interest on the material and method in which I
created this lesson.

* Massachusetts Curriculum Frameworks found at


http://www.doe.mass.edu/frameworks/current.html
** Partnership for 21st Century Skills, P21 Framework Definitions found at
http://www.21stcenturyskills.org/documents/P21_Framework_Definitions.pdf
Massachusetts Technology Literacy Standards and Expectations found at
http://www.doe.mass.edu/edtech/standards/itstand.pdf

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