McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Madeline Keever Date: 9/06 and 9/07

Title of Lesson: Goal Setting Cooperating Teacher: Mrs. Stacey Luck

Core Components
Subject, Content Area, or Topic
8th Grade Civics and Economics

Student Population
1A: 23 1B: 23
5A: 26 5B: 25
Learning Objectives
N/A
Building Relationships
Establishing Norms and Procedures
Goal Setting and Monitoring
Virginia Essential Knowledge and Skills (SOL)
N/A Building Relationships/ Get to know you
VDOE Technology Standards
N/A
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Power Point, Paper, Pencils, Strips of Paper with Events Written
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
X Demonstration 30%
Audio Visual 20%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Reading 10%
Lecture 05%
Safety (if applicable)

Time
Process Components
(min.)
10 *Anticipatory Set
min. TTW place historical events on the projector in random order.
TSW be tasked with noting what event they recognize or are familiar with and in
what chronological order they happened.
TSW not write anything down although they can if they want to.
2 *State the Objectives (grade-level terms)
min. I can navigate the classroom to find needed resources or materials.
I can explain classroom procedures.

15 *Instructional Input or Procedure

min.
Goal Setting and Monitoring
Each student will complete goal setting and monitoring every 4.5 weeks this year
at progress report and progress report days. TSW receive their form and complete
their baseline information, strengths, areas of improvement, and set goals for the
first 9 weeks in social studies. TTW project the form on the promethean so TT can
demonstrate how this should be done.

*Modeling
N/A

5 *Check for Understanding

min. TTW observe TS as they place themselves, as part of the Human Timeline, and
check for accuracy.

*Guided Practice
N/A

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
100 *Independent Practice
m 1. Goal Setting
in TSW receive their Goal Setting and Monitoring form, which they will use all year.
. TSW complete the portions that TT has shown them and they’ve been instructed
to complete. TSW will return their Goal Sheets when finished.

1. Human Timeline
TSW be placed into three groups of roughly seven to eight students. Each group
will receive one event on a piece of paper for each group member. The groups
must place themselves in chronological order as if the students became their
event, without using any resources. TSW have five minutes to arrange themselves
within their groups. Once the time is complete, TTW check each group for
accuracy. Input from other groups/students will be allowed. Together with the
teacher, the class will use consensus to determine if the class is in the correct
order. Then the class will create a human timeline with all students in the class.
The adults in the room will each pull out an event and the students will place them
in the timeline.

10 Assessment
min. TTW give an informal Q & A of where/how to find information or materials. For
example TTW ask what is today’s daily learning goal, what the second the item on
our agenda, what’s our homework?
*Closure

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).
N/A
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015