Professional Documents
Culture Documents
Basics
Understanding lesson plan
components and their
applications
Pre-planning: Have a Vision
While not part of the lesson plan,
the planning requires some I will be teaching a young adult novel, Where
thinking about how the teacher Things Come Back, in a 9th grade English class.
My vision for the first day of this unit includes
wants the lesson to play out. A group brainstorming/research and having the
vision statement helps clarify these students rely on their previous knowledge and
goals. observations. My ideal class would include
starting with some music playing (Sufjan
The vision also serves as a
Stevens inspired the author) to let the students
summary of the class for the know this is a new unit and something good is
mentor teacher. going to happen. The class would unfold as
follows: I would have them pick up the book
This sample vision describes the and a handout upon entering the class, so they
lesson that this PowerPoint will can have the book in their hands immediately. I
analyze. The goal of the class was to would play two YouTube videos made by teens
about the book to introduce the unit, instead of
have students call on their previous me trying to sell it. Then I want the students to
knowledge and to make the students rely on their knowledge of the topics presented
see that this text is relevant to their on the videos to create a list, so they can see
lives. from the start that novels relate to real human
happenings; they aren't just boring things that
do not have anything to do with them.
Lesson Plan Components
A lesson plan has different parts which need to be
designed (and redesigned) so that the class is
successful in meeting the teacher’s goal for the
class.
Think of the plan as a puzzle. All the parts have to
fit together or the puzzle just doesn’t work.
And yes, lesson planning is part of the work of
every teacher. It’s not very glamorous, but it’s very
important.
Lesson Plan Components
Teacher’s name, InterestBuilder
Subject, Grade Procedure
Content Standards and
Closure
Objectives (CSOs) Evaluation of Students’
Specific Lesson
Learning
Objectives Assignments
Technology Integration
Modifications
Materials Needed for
Reflection
class
Now that the parts
are listed, let’s go The Unit is titled
through a lesson plan Finding Hope in Fiction:
to see how the Second Chances in
different parts work Literary Realism.
together.
ELA.9.L.C15.1
demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
use parallel structure.
use various types of phrases (noun, verb, adjectival, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
ELA.9.SL.C14.1
present information, findings and supporting evidence clearly, concisely and logically such that listeners
can follow the line of reasoning and the organization, development, substance and style are appropriate to
purpose, audience and task. (CCSS SL.9-10.4)
On to Objectives
The objectives are the Here are the sample lesson
students’ learning goals for
the day.
plan objectives
It helps to think of them as Students will have introductory understanding of
“Students will be able to….” subject matter in Where Things Come Back by
Or SWBAT as it was taught John Corey Whaley.
at Kansas State University.
Students will be able to call on prior knowledge of
In this example, the objectives
subjects in the novel.
are based on what the students
will be learning and doing:
Students will be able to work collaboratively to
researching, speaking, and
research and compile information based on
working collaboratively.
personal experience and observation.
Keeping students active is a
productive use of class
Students will be able to orally present their
instruction.
research using conventions of standard English.
Technology Integration and Materials
Tech
In the sample plan
Integration is just that. A
Technology Integration: laptop
section on the plan where the
and class screen
teacher lists what tech will be
included in the plan, if any. Materials needed:
Materials are the supplies
needed in order to teach the 1. Where Things Come Back
class. 2. Pen/pencil/paper
In the sample, the tech is 3. Chalk
4. Links to review and trailer on
needed for the interest builder
YouTube
and supplies are listed. The bag 5. Bag with subjects of novel written
of topics adds an element of on slips of paper: Woodpecker,
surprise to the class. Hope, Small town life, Angels,
Brothers, Friendship, Extinction.
Interest Builder
This section details how the Interest Builder in sample
teacher will create interest, lesson: Students will watch
even excitement, in class.
a YouTube video made by
How will you sell the class to
the students?
teenagers. One is a book
It’s always a good idea to tie
trailer and one is a book
the topic to something in real review. This should create
life and/or something they care interest because another teen
about. is giving their opinion on the
A bellringer question, one that book, rather than being told
gets them thinking, can also to be interested by a teacher.
work.
Procedures
These are the step-by-step directions of the lesson.
Clear directions without too many details seem to
work best.
After you have written this section, you could ask
someone else to read it to see if the directions are
clear.
The sample procedure aims to be easy to follow.
Take a look!
Sample procedure with CSOs
1. Have class watch these videos
https://www.youtube.com/watch?v=6cakm2R7fgc
https://www.youtube.com/watch?v=6cakm2R7fgc
2.Ask students what subjects/topics they think will be covered in novel based on the
information found in the review and the trailer
3.Write these topics on the board, discuss why they think these topics will be
included
4. Pass out paper already divided into thirds with K-W-L marked atop each section
5. Explain the concept of Know, Want to Know, and Learned that the students will
be using in this unit
6 Explain to students that they will research in groups of three one topic that they
will pick from a bag I have that includes topics from the text. Some of these will be ones that they have cited
after listening to the review and book trailer
7.Put students in groups of three and have them brainstorm and list information on
the topic that they pick from bag.
8. Assist groups with listing information in topic, only if they are having trouble; give positive reinforcement for students
who are doing well. ( ELA.9.W.C11.1)
9. Have students give findings of topic orally while I write them on the board under the letter “K”. Students are also
encouraged to write this information under the K column on their papers. (ELA.9.L.C15.1) (ELA.9.SL.C14.1)
10. Once information is on the board, have students predict how the narrative might begin. Will we find comparisons to
anything they have experienced in their life? Remind students to be looking for comparisons and differences in their own
lives and that of the main character’s, Cullen Witter. This will build an introduction of literary realism in next class.
The CSOs are in bold. Please refer back to slide 8 to compare the lesson with the CSOs.
The teacher should be able to point to specific sections of her plan as the places where the CSOs are being taught in the
class.
Sample closure
I will end class by telling the