Secondary Lesson Plan Template

Name of class:
Work Problem Solving
Length of class:
45 Min
LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning
goals will I address?):

Learn from mistakes and accept feedback.
Learn to work effectively in a climate of ambiguity and changing priorities.
Learn to assess the situation and identify the necessary actions to be taken.
Learn to communicate and work productively with others and incorporate different
perspectives.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
REMEMBER, UNDERSTAND, APPLY, ANALYZE, EVALUATE, CREATE

After Reviewing work situations students will be able to appraise and give an appropriate
response to a work scenario that will be determined by a rubric.

RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):

Short Video
Cards with Work Scenarios on them
Task Analysis Worksheet with 4 step process to hand situation
Blackboard to write responses to discussion

ASSESSMENT (How will I know if students achieve the learning goals/objectives?):
WRITTEN RESPONSE? PERFORMANCE ASSESSMENT? PERSONAL COMMUNICATION? TEST/QUIZ?

Personal Communication: Through oral answers to the scenarios I will assess the responses that
will be an appropriate response.

LEARNING PLAN (How will you organize student learning? What instructional strategies
will you use? How will you scaffold for student learning?):

1. Start by showing a couple short funny videos of work situations. After the video
share a personal experience of my own of a stressful work experience.

2. Then will ask the following 3 questions and let students discuss after each
question before asking the next question. Hopefully the students will build off of
the responses as the questions progress. Write all answers on the board.
What are some situations at work that can be stressful or be a possible problem?
What are some explanations for why these situations would be a problem?
What are some positive and negative outcomes that may happen depending on how you
react to the situation?
3. After the questions are done pass out worksheet and model how to use task
analysis for some of the situations that were discussed. Modeling will be done by
first providing an example on the board that of a situation and I will then use task
analysis to form a task analysis for the situation. While doing it on the board I will
also verbally explain my thinking process that I use to do the assignment. After
this scenario I will the use another example to have the students do with me to
use task analysis on the situation. Using an informal assessment of our discussion
as a group to do the task analysis I will use this to determine if we do another
example together or if we move on to having the students work independently.
Once the students work independently I will move around the room assisting
students as needed but acting more as a guide. I will monitor as the students
finish and begin having them get into pairs for the next activity.

4. Then pair students up and have them develop a response to the cards with a work
scenario on them.

5. After hearing the group answers. Ask the final question: How would you handle
and appraise the situation?
Start with the first situation and work our way through all of the cards letting the
students change or build off of the answers already given.


LESSON PLAN CHECKLIST:

Did I hook my students by getting them excited about the topic?
Did I introduce my learning objectives to the students (even if I just posted them
in the room)?
Are my learning objectives aligned with my state standards?
Did I choose an instructional strategy/activity appropriate to the purpose(s) of
the lesson?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Did I model or provide guided practice (if necessary)?
Did I scaffold student learning (if necessary)?
Did I assess my students learning (formative or summative)?
Did I successfully bring the lesson to a close within the allotted time?
Did I provide a bridge to the next lesson in my unit sequence?
Did I provide anchor/enrichment activities for students who complete the
lesson early (if necessary)?
Did I differentiate for my individual students needs?