Madeline Hunters

EEI Instructional
Model
Darlene Laguna

Standards and Objectives

What, specifically, should the student be able to do,
understand, and care about as a result of learning

This is where you state what the students will be

learning. This can also be written on the board.

Ex: Today you will be able to identify the parts of the

digestive tract and what their function is.

Purpose
The Rationale for the lesson
Relevancy to student life
Real life application
Ex: You use your digestive tract everyday

Anticipatory Set
This is an introduction to your lesson
It has a hook that engages the students
It activates the students prior knowledge
Ex: You can start the lesson by providing an
apple for each student ( can be one slice) and
have them eat it, then ask if they know where
that apple goes from start to finish and what
happens to it

Active Participation
Students should be actively participating
Ex: Have a body model on the board and each
student comes up and places the parts of the
tract in the correct place

Students can share with each other what they

think each part does

Teaching Input/ Modeling

Use strategies that are effective and varied to
provide the information for your students to gain
the concept or skill

Ex: Show a video of what happens from start to

finish of food in your body

Show what happens on a body outline on the

board, explaining what each organs purpose is of
the digestive tract

If possible, have a body model that students can

place the parts in

Check For Understanding

Make sure your students are understanding the
lesson

Ex: they can give you a thumbs up or thumbs

down

You can ask questions and have them answer

Guided Practice
Students demonstrate they understand the new
learning with guidance from the teacher and/or
peers

Ex: Students can work in a group to identify the

parts of the digestive tract while you walk
around the group and check on them and see if
they need any help

Closure
Teacher and Students summarize the lesson
objectives

Ex: The teacher can point at an organ and have

the students tell her what it is and what it does
from start to finish

Independent Practice
Students apply their new knowledge on their
own

Ex: Each student is given an outline of a body

and lables it

References
Pennsbury School District, PA: Best Practices of EEI Lesson
Design

Queens University: Madeline Hunters Lesson Plan Format

Weebly: Madeline Hunter Lesson Plan Cycle: Anticipatory Set