Major Divisions of the Lesson Plan

Objectives Lesson Overview

Methods

Assessment

Marywood University

Lesson Plan
Lesson Overview

Name: Subject: Grade Level(s) Date/Duration:

Date of lesson and length of time of the class period

Big Ideas
Resources
http://e3t.org/page 41/createUDLlesson

s/53.html

Big Ideas Big Idea (s) List the concepts or principles central to this lesson that anchor or connect the smaller ideas. Examples:
Highlight or emphasize key elements in text, graphics, diagrams. Use outlines, graphic organizers, concept organizer routines and concept mastery routines to emphasize key ideas and relationships Use cues and prompts to draw attention to critical features

http://www.cast.or

g/library/UDLguidel
ines/version1.html# go

Essential Questions
Resources Generating Essential Questions http://www.k12.hi.us/~dtisdell/ata/01 -02/standards/essques.htm

Essential Questions

Essential Questions:
List questions that help students probe for deeper meaning. Essential questions relate to major issues, problems, concerns, interests, or themes relevant to students' lives and set the stage for further questioning.

Essential Question Rubric http://nausetschools.org/pdf/essential questions.pdf

Essential Question Resources http://region6.mainelearns.org/essential questions.html

Example
What is the difference between listening and hearing, and what can be gained from listening that cannot from simply hearing?

Concepts (Key Knowledge): Competencies (Key Skills):

Cite the major concepts you plan to cover in the lesson Cite the competencies or skills students will have by the end of the lesson. Make sure the new knowledge and skills are connected to the objectives. Cite the Standard Number(s) and the complete standard(s) on which you will build the lesson. The Standards should be the launching pad for the lesson.

PSSA/Common Core/ National Standards: http://www.pdesas.org/Standa rd/StandardsDownloads

Assessment Anchors: Cite the anchors you will use in the lesson. http://www.portal.state.pa.us/ portal/server.pt?open=514&obj Anchors do no replace the Standards, they ID=507590&mode=2 are one of the tools that better align curriculum, instruction, assessment practices throughout the state.

Objectives:
Objectives:

Cite two-to-four learning targets that reflect the understandings or insights students are expected to develop by the end of the lesson.

Key concepts regarding objectives: State them in measurable and observable terms use action words to describe what students will do.
They become criterion for assessing the outcome of the lesson. An objective well implemented becomes a planned outcome. They are the glue of the lesson. Activities and assessments are directly tied to them. Sharing objectives with students can help make them explicitly aware of what they are expected to learn.

When writing objectives use strong, action-oriented verbs Identify Show Demonstrate Describe Interpret Use Prove Apply Explain Synthesize and analyze Create Design

Methods
Anticipatory Set Describe the manner in which you will engage students affective network and get them interested in and focused on the lesson. As you begin the lesson, it is essential for you to explain the relevance of the lesson: why students are learning it; how it will be useful to them; how the lesson is connected to what they already know; how the material is related to what they will learn tomorrow.

Initiation of an anticipatory set

Connecting information

Demonstrating

Posing a question

Key Vocabulary

Present vocabulary specific to the lesson and check for any gaps in students understanding of the words. Connect the new vocabulary to what students have previously learned. Define the steps you will take in your lesson to: present and model new knowledge through teacher-directed and inquiry-based methods.

Introduce and Model New Knowledge

Tie the information to what students have previously learned.

Attend to any skill gaps you note. Activate background knowledge through discussion, activity, and writing. Model the skill you are teaching. Show relevant examples through self-talk or unpacking thinking. Select appropriate and relevant technology to enhance student learning. Anticipate possible areas of difficulty and modify the lesson as appropriate.

Provide Guided Practice

Describe the manner of guided practice students will engage in during the lesson as well as the materials that will be used. Give students the opportunity to practice new skills with support.
Provide assistance through scaffolding

Use cooperative group work and activities that actively engage students in learning.
Provide specific feedback on student performance to guide students to mastery.

Provide Independent Practice

Describe the extended practice activities that will help deepen understanding and provide for greater fluency and accurate use of the new skills.
Practice should provide opportunities that have a clear purpose that is shared with the students. Activities should be authentic and include multiple ways for students to practice new concepts and demonstrate their grasp of the concepts. During this segment of the lesson, monitor student performance and provide feedback. Offer scaffolding supports as needed for student success. Make adaptations for the students as appropriate.

Assessment
Closure/ Check for Understanding
Adapted from: Planning Effective Instruction (Price, Nelson 2007) Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak

Describe how you will determine the students level of understanding as it relates to the big idea, essential questions and learning objectives. Be sure to include multiple means for students to demonstrate their understanding. Include methods that assess all learners and describe the next steps you will take based on the assessment results.

Include a check to ensure that students: understood the concepts and skills achieved the objectives of the lesson are able to demonstrate what they learned Provide an opportunity for students to have any misunderstandings clarified Make sure that students understand how the learning will continue, e.g. homework, projects, future lessons.

Formative/ Ongoing Assessment

Describe how you will attend to student learning during the lesson, e.g., observation of student response to questions, participation in small and large group discussions, observation of student work during the lesson, guided practice and extended practice.
Objective 1: Objective 2:

Summative/End Of Lesson Assessment:

Describe the final assessment used to provide evidence that students have met the learning objective. Be sure to provide choice related to interest and multiple, flexible means for completion that support learning preferences. Include an explicit description of the criteria for quality work. http://e3t.org/page41/createUDLlessons/ 53.html

Checklist:
Make expectations (objectives, rubrics, grading) explicit from the start Include multiple ways to engage students

Include multiple means of representing the big ideas

Include alternatives to the text e.g. website, article, video, audio summary, or lower reading level text Include checks for understanding to shape instruction

 Include methods that require

students' active

participation Include a choice of learning options that provide greater support or challenge Include options to help students learn from the text and classroom materials e.g., text-reader, comprehension supports Provide step by step instructions for using learning strategies

Provide access to class notes in various formats e.g., outline, graphic, studycast Include multiple ways for students to show what they know (formative and summative assessment)

References for material included in this presentation

http://e3t.org/page41/createUDLlessons/53.html

http://www.cast.org/library/UDLguidelines/version1.
html#go

http://lessonbuilder.cast.org
http://www.greekforme.com/writing.html