Lesson Plan Format:
Objective
(State the observable skill that you want your
students to learn.)
Materials
(List the materials and equipment that you
use in the lesson.)
Set
(Use a hook to engage the learner, and relate
the learning to the learner.)
Process
(State step by step what the learner will do to
master the objective.)
Questioning
List at least four questions you plan to
incorporate into your lesson, each on a
different level of Bloom's Taxonomy. Label
each of the questions to indicate the level of
Bloom’s Taxonomy
Accommodations
● Provide for students with physical,
social or personal challenges (if any
are known).
● Provide for at least two of the three:
visual, auditory, kinesthetic learners.
(state the ones for which you
planned.)
● Provide for at least two of the Multiple
Intelligences. (State the ones for
which you planned.)
Closure
(Provide a logical ending for your lesson -
perhaps summarizing or talking about the use
of the skill. Involve the learners in this
closing.)
Assessment
(create a means by which you can see the
learners have met the objective. Evaluating
the learner's’ work.)
For students to be able to develop stronger
paraphrasing skills.
Microphone.
Using celebrity mean tweets and student’s
experience with social media to relate to the
learner and make the lesson more fun.
Students will use their experience in social
media and quote from To Kill a Mockingbird
to be able to paraphrase these quotes and
transition them from quotes into mean tweets
or posts.
“How can we transform the quotes in the text
into our own words?”
“Why is paraphrasing important when you’re
reading?”
“What is the likelihood that the rumors about
Boo Radley are true?”
“How do the rumors that people spread about
Boo contribute to his characterization?”
Stand next to unwieldy students.
For a student with a physical disability,
position her directly in front of a screen so
that she does not need to adjust her chair.
Kinesthetic - Using their computers to adhere
to the students who benefit from kinesthetic
learning.
Visual - I gave examples of posts that I
created to show students what was expected
from them.
We closed with a discussion about the
likelihood of the truth of the rumors and the
significance of them.
We talked before and after and based on the
discussion, I was able to partially assess the
students. Also, my host teacher said that their
paraphrasing was much stronger than she
had seen previously in the year.
Lesson Plan Format: