ESSENTIAL ELEMENTS OF AN EFFECTIVE LESSON PLAN BP 378

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ESSENTIAL ELEMENTS OF AN EFFECTIVE LESSON PLANBP
378
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Lesson Plan Components

• Board Policy 378
• Teaching to the Objective
• A. Educational Objectives/Curriculum
  Alignment
• (PTEP Standard I)
• B. Task Analysis (Standard I)
• C. Active Participation ( Standard IX
  and X)
• D. Checking for Understanding (Standard
  VIII)
• E. Anticipatory Set (Standard III)
• F. Teaching to the Objective (II, IV,
  VI)
• F. Closure (Standard VIII)

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Objectives

• All of us need to know where we are going
• and how well we must perform to get
• there. Students are no different.
• Objectives that are clear in behavior
• expectations will stimulate students to do
• better knowing how well they must
• perform.

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Instructional Objective

• Definition A statement describing what
• is to be learned, the thought process
• involved, what the learner will do
• to demonstrate that he/she had
• acquired the learning, and an attainable
• standard of performance.

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Instructional Objective

• Components
• Audience- who is the lesson aimed at?
• Behavior an activity the students do to show
• an understanding of the learning
• Condition prescribes the circumstances under
• which the learner must perform (materials,
  time)
• Performance Level the realistic expectation
• standard of achievement for students
  (criterion)

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Examples of Objectives

• The learner will recall and list the three
  branches of government with 100 accuracy.
• The learner will comprehend the types of poems by
  identifying and writing the definitions for each
  type of poem
• with 95 accuracy.
• The learner will recall the definition of a noun
• by orally defining a noun with 95 accuracy.
• The learner will understand percentages by
  writing
• numbers in fractions and decimals correctly.

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Anticipatory Set

• Definition An opportunity for the students to
  focus on the learning.
• Components
• All Students are involved.
• Past learning or experience is used to relate to
  the new objective

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Anticipatory Set

• Characteristics
• Link past experience or learning
• Involve all students to think and respond
• Relevant to the new objective
• Teacher Actions To Involve Students Using Phrases
• Visualize 3. Imagine
• Picture in your mind 4. Reflect
• Questions used to rate the Anticipatory Set?
• Are all students involved?
• What past experience or previous learning did you
  tap into?
• Is the past experience/learning connected
  (congruent) and relevant to the new experience?
• Did you provide enough wait time for the students
  to process the question/scenario posed

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Anticipatory Set

• Typhoon Preparations
• How many of you have experienced a
• Typhoon/hurricane or storm?
• How many of you remember Typhoon
• Pong Songwa on Guam? (sample)
• A lot of residents experience water and
  power outages for a long period of time.
• Think about the things your family and
  yourself did to
• prepare for the storm/typhoon? (Wait time)
• Share it with a partner sitting next to you
  and be prepared
• to share it with the class.
• Today, we are going to discuss ways to
  prepare for a
• storm/typhoon (objective)

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Checking for Understanding

• Definition A way to acquire immediate feedback
  from
• students.
• Attributes
• It can be used throughout the lesson.
• Informal
• Effects on Learning
• It provides immediate feedback by students.
• All students are involved.
• It provides accountability for the teacher that
  the information is processed and understood.

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Checking for Understanding

• Ways to Check for Understanding
• Choral
• 1. Students respond verbally.
• 2. Pose a question, provide wait time,
  
• all students will respond.
• Sampling Random selection of students.
• Signal Usage of appropriate symbols /
• kinesthetic relevant to the content.

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Checking for Understanding

• Social Studies Branches of Government
• (E) Executive enforces out the laws
• (L) Legislative makes the laws
• (J) Judicial interprets the laws
• Pre- Algebra Fractions using colored
• Candies (MMs, Skittles, Jellybeans)
• Red 1 Yellow ¼ Green 1/3
• Orange ½ Blue 1/6

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Closure

• Definition
• An activity placed anywhere in the lesson in
  which the students have an opportunity to
  consolidate or organize
• what has been learned.
• Closure is done by the students, not the
• Teacher. The students summarize the
• learning for themselves what they have just
• learned.

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Closure

• Before we end our lesson today, take 30
• seconds and think about 2 things you
• learned about the plates of the earth.
• Before we go on, think about how you
• would describe or define the alarm stage
• of stress. Now, write your own definition of this
  
• stage of stress.
• Reflect on the Elements of Instruction reviewed
  today,
• Identify 2 elements of instruction
• Identify the teacher actions when teaching to the
• objective

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Prioritizing SAT10 Skills

• 1. Using the SAT 10 School Report,
• Rank five of the Standards with the highest
  number
• of students who scored below average.
• 2. List the Content Clusters and Process
  Clusters.
• 3. Using the SAT 10 Task Analysis, rank the
  skills with
• the highest number of students who scored
  below
• average.
• 4. For each academic quarter, identify the SAT
  10
• skills, teaching strategies, and types of
  assessments
• used to improve student achievement.
• 5. Specify the SAT10 skills and teaching
  objectives
• in the daily lesson plan.