Microteaching #2: Unit & Lesson Plan

Introduction: You will be divided into groups of approximately five for this microteaching
experience. This assignment has 4 parts: A. B. C. D. Planning a unit 12-15 days One developed and detailed lesson plan Teaching the set induction & closure for that lesson to your peers (30 minutes) Peer assessments

A. Plan a Unit
Pick a unit topic that you want to teach. You can define unit however you like; a topic, a chapter, or a specific skill. For the unit plan, you will use the template found in this document. While you will have to describe what would be accomplished each day you do NOT have to write lesson plans for each day of the unit.

The Unit Plan Check List:

Description for 12-15 days total Indicate what days points will be earned, and how many points (remember you must have at least 2 grades per week for eligibility purposes!). Work into your unit plan points for: o participation (be specific on how you will determine participationBOHA, exit slips, two contributions to discussion, class/seat work) o homework/classwork o quiz and/or test o (and if it works for your unit) presentation or project Description of what will be done each day (see sample) o Lessons planned should show variety! Some teacher-centered, some student centered. o Try reaching as many learning styles as possibleand indicate these in the comments column. Include materials and resources that will be needed for activities/labs

Using your Resources Wisely Feel free to access online teacher lesson plan databases to get
ideas for your unit. While you may get some really great ideas, often times the lessons need serious tweaking to be usable for you. While you dont have to do that for this assignment, you might want to print out the lesson plan and using post it notes, write out notes to yourself reminding you of what changes you would want to make before using it in your own classroom. Then include these printouts with notes with your unit plan.

Organizing your Unit Plan

See the unit example included in this file. The unit template is organized into 3 columns, days, activities & comments. Here is the information that each should contain. Microteaching #2

Days: Put the number of days that activity will be occurring. Note: You shouldnt use the same methods for more than 2 days in a row. Homework: Give HW its own line Activities: Give a brief description of what you will do that day. Underline the major method of teaching. (Lecture w/ guided notes, co-learning, discussion, direct instruction, lab day, fieldtrip, skype in a speaker, computer lab work day, etc..) Comments: Any points that are associated with that day should be listed List materials and/or resources that are needed for that day o Projector o Lab materials Learning Style(s) that will benefit most from that class period

Resources: At the bottom of the page.

List any resources you want to use when you REALLY teach the unit. If this includes we links, give the title of the website and the URL. Attach any printouts that will be helpful for you teaching the unit in the future.

Notice in the Sample Unit Plan (on the next page): The underlined word describes what is going on that day. The underlined words could be Discussion, Cooperative Learning Activity, Lab, Lecure, etc Point values Materials for activities are written out in the comments column. Multiple Intelligence learning styles are listed in comments column.

Microteaching #2

Immunity Unit Plan for Advanced Biology

Shortened Example of a Unit Plan (This is only 7 days, yours will be 12-15 days)

Days
HW 1

Activity
Read Infectious Disease Lab: Do pre-lab questions

Comments

HW 1

HW 1 HW 1 1

HW 1 1

Verbal-Linguistic 5 points Infectious Disease Lab Day: (see print out from Materials: small paper cups, Access Excellence) phenothylene,& baking powder Bodily-Kinesthetic, Existential, Interpersonal, Logical Mathematical, Naturalist Post-Lab Questions 25 points Verbal-Linguistic, Logical Mathematical, Intrapersonal Read excerpt from The Hot Zone by Richard 5 points (participation) Preston. Discussion of disease from the infections Each student has 3x5 cards with point of view: (Sample Questions) his/her name on it. When they participate, they turn in a card. What qualities must an infection have to be Goal for everyone to participate successful? What do some infections have that allow them at least twice. Interpersonal, Verbal-Linguistic, to linger in a population longer than others? Read Chapter 40:1 Intro to Immunity and take notes 8 points (spot check) using the prompt sheet provided, draw pictures for Visual, Verbal-Linguistic notes is that is helpful to you. Lecture: Using overheads discuss Germ Theory, Visual, Verbal-Linguistic Kochs Postulates, pathogens, vectors & antibodies. Read Chapter 40:2 Immunity and take notes using 15 points (collected & graded) the prompt sheet provided. Lecture/Discussion: Difference between Hummoral Visual, Verbal-Linguistic, & Cell Mediated Immunity; Activity/Game interpersonal, bodily kinesthetic comparing the two types of immunity Seatwork: C3 (Content, compare & contrast) Using 20 points handout (that I made) explain how to do these questions. Do one together, and have them work with Logical Mathematical, a partner to finish the additional problems. Intrapersonal 3 Finish Immunology C worksheet, and study for test. (same as above) Exchange C3 papers, grade and discuss questions as a review for test. Give students 5 possible essay questions to study for the test. Chapter 40 Test (only over sections 1 & 2): Vocabulary matching, 5 - C3 questions (some using graphics), & 2 essay. Verbal-Linguistic, interpersonal, 80 points Verbal-Linguistic, logical mathematical, visual

Resources: Access Excellence Microteaching #2

B. Written Lesson Plan (1 day)

Although you will not teach your entire lesson, you will prepare a single lesson from your unit. This lesson CANNOT be a lesson you already developed for U-high teaching or for another class. You will write the lesson as if you were going to teach the entire lesson, but you do NOT have to develop all the additional resources (like teacher resources, handouts, ppts, quizzes etc.). You will be teaching ONLY the Set Induction/closure to your peers, so pick a lesson that is conducive to something really amazing! How to write the lesson plan: For how to do the individual parts of the lesson plan. The content portion of the lesson must be detailed. You dont have to write out every word you will be saying, but explain what content will be taught, HOW it will be taught, and what you and the students will be doing throughout the class time. Include enough Teacher Notes in the content section that it will be easy to understand. Remember Teacher notes include the content you plan on getting across to the students AS you teach the lesson. What goes into the content section of the lesson plan depends on the teaching methods youve chosen. For example, if you will be conducting a class discussion, you must include the discussion questions you will use. If you will be using direct instruction you must include the examples you will do with the students as well as the ones they will do during guided and independent practice. For whatever teaching methods you choose, be sure to use your C&I 216 notes to make sure you are planning correctly and using the correct educational terms within your lesson plan. Write out all Transitions & Directions: All lesson plans should have the word-for-word transitions between one activity to another (for example; when you move from the teacher-centered part of the lesson to the student-centered). But transitions are also important between different ideas of the lesson. Write out all verbal directions for putting students into groups, for an activity, for independent practice and homework assignments. Remember too to set up any multi-media clips you show in class by letting students know what they should be doing as they watch. Give them clues what to be looking for and maybe give them the question that youll be discussing afterwards!

B. Teaching the Lesson Plan

The only part of your written lesson plan that you will be teaching is the set induction and/or closure. You have 30 minutes. You can choose to introduce the lesson, then pretend you taught the entire lesson, and end with a cool closure. Or if you have a great set induction activity that will take 30 minutes, you can just do that. Long set inductions like that make more sense if they are introducing a unitnot just a lesson idea.

D. Peer Assessments
When teaching your lesson, you must print off enough copies of the MT Peer Assessment Form (included in this file) for each member of your group. Fill out the top portion of the form before handing them out to your peers. You will collect the completed forms after teaching your lesson and then give them to me so I Microteaching #2

can see what your peers said about your teaching. See MT #1 for more description of how the peer evaluations should be completed.

What do I turn in? The following is due the SAME class session you teach your lesson. Clip or Staple the following together in this order (with #1 on top):
1. 2. 3. 4. 5.

Rubric with top line filled in Unit Plan Internet & other resources Lesson Plan Peer Assessments

Microteaching #2

Name

Roll #

216 section #

Expert Group Color

Unit/Lesson Plan & Microteaching #2 Rubric

Unit Plan
Description for 12-15 days total Activities o Underlined the methods of teaching. (Lecture, co-learning, discussion, direct instruction etc..) o Describes what will be done each day o Lessons planned should show variety! Some teacher-centered, some student centered. o Learning Styles indicated In the Comments section: o List materials and/or resources that are needed for that day o Learning Style(s) that will benefit most from that class period o Include materials and resources that will be needed for activities/labs o Points (remember you must have at least 2 grades per week for eligibility purposes!). Internet resources turned in as well- and referenced in the unit plan (so you remember to use it!)

20 pts

One Lesson Plan & Teaching the Lesson

Complete typed lesson plan; All parts of the lesson plan present & correct 3-part behavioral objectives directly link to classroom activities and informal assessments Detailed lesson Contentbasic content included; Methods clearly labeled (left hand column) Method of teaching appropriate for the content of lesson Transitions between shifts in ideas as well as transitions between different activities are written out word-for-word Directions are written out word-for-word Teaching of Set Induction/Conclusion Appropriate for the topic at hand Gets students attention and raises their interest in what is to come Directions & transitions are executed well Teacher presence and teacher voice is strong

30 pts

Dressed professionally (no gum)

Dr. Harlands Comments:

Score ______/50

Microteaching #2

216 Lesson Plan Template (change title include your name & lesson title)
Date Housekeeping Stuff Student/Classroom Description

Description/Rationale

Illinois State Learning Standards

Materials & Equipment

Lesson Objectives

Lesson Content

Set Induction

Content/Activities Teaching Methods Utilized

Microteaching #2

Assessment

Closure

Homework/Independent Practice/Guided Practice

Plan B

Adaptations for an Inclusive environment

Microteaching #2

Unit Plan
change title to describe the unit and tell what class it would be taught in.

Days

Activity

Comments

Microteaching #2

Days

Activity

Comments

Microteaching #2

Microteaching Peer Assessment Form

Student teacher ____________________________ Roll #______ C&I 216 section # _____ Lesson Subject & Topic ___________________________________________________ Student assessor ____________________________ Roll # _____ C&I 216 section # _____

Impressive: List 2 areas that were impressive in the lesson.

1.

2.

Improvement: List 2 areas that could use improvement in the lesson.

1.

2.

Microteaching #2

Microteaching #2