Powerful Lesson Plans
NCATE 1, 4; INTASC 1-8

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Lesson plans typically have three parts: statements that indicate what students will be able to do after a lesson (target or objective), brief descriptions indicating what teachers and students will be doing (activities or procedures), and statements which show how students will demonstrate they have learned the concepts or material. A lesson plan format can be found at this site. 

Sample lesson plans for a variety of levels and subjects can be found at these recently reviewed lesson plan sites. Lesson plans have different structures because they have different purposes but they all require your thinking about those three main parts. Varying instructional strategy is one variable that can relate to increased student achievement. 

Different lesson structures can help teachers vary their lessons, maintain student interest, and maximize student learning. Below are outlines to prepare different lessons. Some of these models are described in detail in Models of Teaching by Joyce and Weil.

     Sample Lesson Plan Formats
(INTASC 1-8)
for each plan you would include statement of topic, grade level(s), curriculum standards met
Opening

Techniques used                Outline of content

                         Picture Prompt
Introduction to photo or painting, with series of questions designed to develop comprehension or generate writing

Bubonic Plague Picture used to stimulate discussion

Direct Instruction Lesson Design
Anticipatory Set (Opening)    
Learning Objective (Opening)
Purpose (Opening)                
Input (Direct Instruction)
Modeling (Direct Instruction)   
Check for Understanding
Guided practice                     
Closure
Independent Practice
Use a good visual/prop as you present.

                   Direct Instruction Examples
            Physical,Mental and Social Health (math pie charts)
            Coping with Loss (English)
            Noise Pollution (math)
            Hazards of Smoking (English)
            Fossil Fuels (math line graphs)

                                    Reading for Meaning
Using copy of brief literary selection or photo or painting you want your students to read/analyze and create 3 
questions for each level of thinking

Mastery (knowledge level)
            Understanding Questions (reasoning, inference) 
            Synthesis (significance of the reading, overall meaning,      
            application, creativity)

                               Reading for Meaning Examples
            Math Word Problem
            Math Ratios

Comparison Contrast  

Concepts: provide brief reading, picture, editorial cartoon, drawing, chart, pieces of music, etc. that shows material you want students to compare and contrast (data from two computer programs; two characters; two poems; amphibians and reptiles; sedimentary and metamorphic rocks, in math give students a set of problems and have them describe processes to solve them--give them a second set and ask them to select those problems that require that they use the same process)

Criteria for comparison (on what  features or characteristics will your students compare and contrast concepts)

Create visual organizer (for you to fill in as students compare and contrast information)

Math--Measurement

Role Playing

Select topic and warm-up: how will you prepare group

Select roles: who will play what roles

Train audience to view with specific aims: what will nonparticipants do; what will they observe for?

Present role-play: enact situation

Analysis of role-play: how realistic was portrayal? other alternatives?

Reenactment of role-play: replay situation with new or same students playing roles

Evaluate implications for behavior in similar situations: make generalizations
                           Role-Playing Examples
Custody Case
Baseball Ratio

Cooperative Learning

Task (what does need to accomplish)

Criteria for success (how much/ how good does the work have to be)

Group interdependence (how are they compelled to work together)

Individual accountability (how will you know each person learned material)

Expected social behaviors (how they are to behave as they work together)

Monitoring (who will observe the groups at work and how)

Feedback (how will students know they were successful in completing task and working well together)

Inquiry

Present a puzzling situation in 1-3 paragraphs

Present process

Place sample responses in Yes or No categories on board

Seek generalizations  

Analyze pattern in responses

Sample Inquiry Lessons
Historical election
Wordplay
Math Circle
Chimney Sweep

Synectics

Identify objects, ideas, concepts, topics to be compared

List descriptions of each item

Provide several samples of how a ______ is like a _______

Complete several examples of this phrase: As _____ I feel like ______because

Provide samples of how ______ is not like a _______. How are they different?

Make new analogies for concept you are teaching

Webquest (INTASC 4; ISTE III.A, III.C)
Format from

http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

Introduction
Task
Process
Resources
Evaluation
Conclusion

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