Personal Lesson Plan Template

Teacher: Johnathan Harvell Date: 11/28/2022

School: Hinkley High School Grade Level: 9th-12th

Content Area: Best Instructional Practices (UIP)

Title: “Hook it & Book it!” - The Art of Content Notebooking Lesson #: 1 of 1

Colorado RANDA Quality Standards:

Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The secondary teacher
has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
● 1a - Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of
instruction
● 1b - Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy
and mathematical practices
● 1c - Teachers demonstrate knowledge of the content, central concepts, disciplinary inquiry, appropriate evidence-based
instructional practices and specialized characteristics of the disciplines being taught

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
● 2a - Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of
time in which each student has a positive, nurturing relationship with caring adults and peers.
● 2c - Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability
levels by adapting their teaching for the benefit of all students.

Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.
● 3a - Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual,
physical, social and emotional development of their students
● 3d - Teachers establish and communicate high expectations and use processes, such as questioning, to support the
development of critical thinking and problem-solving skills.

Colorado English Language Proficiency Standards:

English Learners communicate information, ideas, and concepts necessary for academic success in the [content area]

Colorado Essential Skills:

● Communicator
● Problem Solver
● Community Member
● Empowered individual

21st Century Skills:

● Critical Thinking & Reasoning
● Information Literacy
● Self Direction
● Invention

SWBAT:

Teachers will be able to apply a calibrated heuristic to investigate and implement content notebooking by creating notebook skill
pages of content of their particular choice.

Big Idea / Essential Question:

How can content notebooking be applied to various content areas?

Personal Lesson Plan Template
Evidence Outcomes: Inquiry Outcomes:
● Teachers will create a content skill notebook ● How does the notebooking process support a predictable
page based on an upcoming lesson or unit. environment?
● Teachers will be able to calibrate their ● How does the notebooking process support students’ access to
notebook pages in their PLTs using the the curriculum?
heuristic rubric ● How does the notebooking process support students’ with IEPs &
504s?
List of Assessments:
● Types of Reactions Exit Ticket - Teachers will use the given notebook page to assess their new knowledge on types of
chemical reactions as a model of what students would do in the classroom.

● PLT Created Notebook Page - Teachers will use the rubric and notebook example to create their own content notebooking
page according to an upcoming lesson or unit that they would like to implement it into.

Time of Activity: 60 mins total

● 1 min - Review learning objectives & target for lesson
● 5-10 min - Pass out content notebook page to teachers, and materials necessary to fill out notebook page.
● 2 min - “I Do” of Notebook Page Skill on screen/board
● 2 min - “We Do” of Notebook Page Skill on screen/board
● 5 min - “You Do” of Notebook Page Skill on screen/board
● 2 min - Reconvene with class to address any questions of skill practiced
● 1 min - Review learning objectives & target for lesson
● 1 min - Transition to PLT work on notebooking, and review deliverable
● 35 min - PLTs work on creating a notebooking process and pages for lesson/unit.

Materials Needed:
● Example student notebooks for teachers to view
● Printed copies of content notebooking heuristic rubric
● Printed copies of Types of Reactions notebook page and set-up powerpoint
● Computer
● Projector Screen or T.V.

OPENING- Developing background knowledge or accessing prior knowledge (Content and Language): “hook students”
Describe the task students will be engaged in:
What background knowledge will teachers need to access to be successful? How will you help them access the content and
language objective?

Based on the professional nature of the lesson, it is assumed that teachers will be experts in their various content areas, but
not necessarily or specifically in chemistry; thus, the selected notebook page for the model lesson of the notebooking process was
chosen to be specifically within the chemistry content area. The notebook page will provide models and additional information for
the teachers to access the content for the assessments given, which would be similar to the same assessment mode given to
students within a chemistry classroom.

Once the model lesson is complete, I will provide the heuristic to each teacher/PLT to begin the creation and calibration
process of their own content notebooking process & skill pages that they would like to implement in an upcoming lesson/unit. As the
teams calibrate, I will be working around to support using inquiry style questioning and provide additional input & resources for what
teachers are trying to accomplish.

BODY– teacher models (I Do), teacher/students practice together (We Do), students practice independently (You Do)
*Be sure to include at least one Structured Language Practice within your Instructional Sequence (I do/We do/You do)

Due to the nature of the professional development and the outcomes listed, the language practice will be limited to one
particular use of content and sentence structure for the purpose of modeling a content notebooking lesson. The sentence frame will
be used during the evaluation of the “You Do” process. The sentence frame that will be used is: “I believe that it is a [type of reaction
here] reaction because _________________.” The vocabulary and reasoning teachers will use for their answers will come from the
notebook page that they perform in the beginning of the lesson.
Personal Lesson Plan Template
After the teachers complete filling out the notebook page on “Types of Reactions,” I will quickly perform an “I Do” of a
chemical reaction given in the powerpoint that will be presented on the screen. I will utilize the information on the notebooking page
to specifically demonstrate the right answers. The “We Do” will be of a similar format to the “I Do” and I will use popsicle sticks to
choose teachers to support in evaluating the correct answer using their notebook pages. The “You Do” will be performed through a
Google Form. I will then present the data from the form to go over the least correct answer as review.

The “You Do” will shift from the model lesson to work time for teachers to investigate the use of the rubric and how to
implement it into creating their own content notebook pages and process. I will provide current student examples of scientific
notebooks that are used in my chemistry classrooms as examples for teachers to ask questions, formulate ideas, and model their
own PLT’s page/process off of.

Closing/Wrap up – Review key ideas/language- connect back to objectives

Describe the task students will be engaged in: How will you review/synthesize the learning?

In closing, I will review the learning objective for the PD and ask teachers to quickly fill out a Google Form survey to
complete to receive feedback from. I will also encourage teachers to send me links to their PLT’s notebooking page and/or process,
so that I can provide some feedback of my own. I will also encourage PLTs for me to visit to provide additional support moving
forward if they would like to more deeply integrate this process into their classes.