C.

Wood ISTC 301/501

Practical Teaching Experience

Lesson Planning Template
This document is to be completed and submitted before you are scheduled to teach your lesson. Only one copy per
student pair (with both names on the template) need be submitted
Student Pair Names: Dan Staab

PLANNING FOR TEACHING

Lesson Content Area (i.e. math, language, science) Technology Education
Grade Level 9
Title of Lesson Identifying Effective Logos
In this area, list the applicable Common Core Standard (http://mdk12.org/instruction/commoncore/index.html) that
applies to your lesson: Clear, understandable, and consistent
In this area list the applicable Essential Skills/Knowledge within the Common Core Standard (what the student needs
to learn to be able to meet the standard) [*note that some content areas are not aligned with CCSs] that are ALIGNED
with your lesson plans. (http://mdk12.org/instruction/commoncore/index.html) (for your lesson - you may copy and
paste this to this section): The Essential Skills/Knowledge should be visible to students and reviewed before you
begin your lesson. They can be displayed on the white board or via the projector: Demonstrate knowledge of and
apply the engineering design and development process
What materials will you need include manipulatives and/or technology (hardware and software) ActivInspire
Technology Integration (Specific description of how you will use hardware, software and/or online resources in the
lesson.) What technology skills will students need to know to successfully complete this lesson? List applicable
Maryland Technology Literacy Standards for Students (one or two are sufficient) Students must be able to effectively be
able to interpret incorporated flipcharts into this specific lesson. Use keyboard and mouse efficiently and effectively
(http://mdk12.org/instruction/curriculum/technology_literacy/vsc_technology_literacy_standards.pdf ) that will be
included in your lesson - find one or two that may apply to what youre doing/teaching
TEACHING THE LESSON
Introducing the Lesson: (Your lesson objective(s) MUST be visible to students before you begin teaching)
Describe how you will warm up - Will you do a KWL chart? Will you employ discussion prompts to engage students in
the lesson? Remember that this is an important part of helping students with their Recognition Network as you are
linking prior knowledge to the current content. If you are using discussion prompts (questions) remember to list them on
the board AND to read them aloud (multiple methods of presentation).
The warm up will include the reading of both objectives followed by warm up questions. Warm up questions
are discussion based and will give students an idea of what to expect from the lesson.
Plans for Differentiation- Specify the activities you will use to teach the content and address the needs of auditory,
visual, and kinesthetic learners. Refer to the UDL Solutions document (attached in the assignment folder) to
incorporate varied strategies for learners.
Plans for differentiation include direct instruction for vocabulary activity, gallery walk for the logo activity,
and in-class discussions for review of logo activity
Procedures for teaching the Content - Describe (in steps) how you will teach the lesson. Remember that both
individuals in the team should present so pace yourselves accordingly. Include in this section your plans for
integrating principles of Universal Design for Learning (UDL). How will students demonstrate what they have
learned? Describe some options (even if you are unable to do the activities due to time constraints)

C. Wood ISTC 301/501

This lesson aims to familiarize students with essential vocabulary used throughout logo identification and
design process. They will begin by coming up with examples of each element of art after being given the
definition through direct instruction by myself. Students will then be given a worksheet to be filled out during a
logo critiquing gallery walk. Students will be regrouped to spurt in-class discussion on the review of the paper
they just filled out. Based on discussion, we will identify at least 5 things that makes a companys logo
effective in drawing consumers to that product or service. This will be followed up by a closure question.
Summary and Lesson Closure Describe how you plan to end the lesson and prepare students for further learning.
(example: discuss what comes next in the unit or the next step in learning). This step is important because it allows
you to sum up the lesson and preview the next lesson.
The last slide of the flipchart re-highlights the objective to summarize what we accomplished as a class today.
There is a closure question on this slide which students are expected to contribute answers to.
Formative Assessment - How will you conduct a quick assessment to determine who needs review or if this lesson needs to
be taught again in a different method. This need not be a test or quiz it can be a worksheet or other activity or an opportunity for
students to reflect on their learning (this could be oral, written, art, etc.)
The formative assessment I will be using for this activity is the Name That Logo worksheet, to be completed during the
gallery walk portion of the class.

Extension of learning- describe activities students can do (homework, online sites with games/tests) to practice their
skills? What would the next step be in the lesson/content? This will probably NOT be done in your lesson, but needs to
be present to encourage students to continue their learning.
After being able to identify what makes an effective logo, students will then be prompted to use Adobe
Illustrator to design their own logo for a made up company using effective Elements of Art.

C. Wood ISTC 301/501

Definition of Terms
Differentiating Instruction: To differentiate instruction is to recognize students varying background knowledge, readiness,
language, preferences in learning, interests, and to react responsively.
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Formative Assessment: Measurements which allow one to determine the degree to which students know or are able to do
a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes
suggest future steps for teaching and learning www.journeytoexcellence.org/practice/assessment/glossary.phtml