Extended Lesson Plan Example

Athens State University 2010 1

The ASU College of Education lesson plan framework enables the pre-service teacher to turn theory into practice. The format incorporates what

research tells us about learners and practical implementation of the basic concepts of pedagogy to address the needs of the students that will be

in our classrooms. Strategically planning instruction is vital to effective teaching and student-centered learning. Implementation of the lesson

should include a focus on the outcomes, instructional processes, the structure of a lesson, explicit instruction, and active engagement. The UDL

Lesson Plan provides a framework to ensure that these components are part of your planning.

When you have your own classroom, each you should write on the board an "agenda". This agenda serves three purposes.

1. The students will know what to expect.

2. It will keep you focused and pacing the lesson.

3. Visitors will always know what great things you and your students are doing!

Daily Outcome: You will be

able to identify the jobs and

important parts of the

brain.

Before: Interview Response

During: Reciprocal Teaching

After: Collecting Carousel

Extended Lesson Plan Example

Athens State University 2010 2

PRE-PLANNING THE DAILY LESSON

Name: Jane Canread Lesson Topic: The Brain Content Area Focus: Science

Step 1: Gather Facts about the Learners (Choose three areas from which to gather facts. Explain the reasoning for each choice.)

Interest Inventories I want to know the science topics my students are interest so that I can engage them in learning and make real life connections to their

interests.

Multiple Intelligences I need to know the strengths of my students so that I can provide instruction that optimizes learning. My planning will try to include at

least three formats to address MI: verbal linguistic (Keepers Chart), Visual/Spatial (Clay Sculpture), and Interpersonal (Cooperative learning).

Data-based observations Observing my students will help know the areas in which they excel and they struggle. Since I want to teach to their strengths, I

should include learning opportunities based on the observations. I will pay particular attention to language, social interaction, and persistence.

Step 2: Content

Alabama Course of Study Standard (s): 5th

Grade Course of Study Standard #8: Identify major body systems and their functions, including the circulatory

system, respiratory system, nervous system, excretory systems, and reproductive system.

Instructional Objective (Daily Outcome): The student will identify the important parts of the brain and the jobs of each part.

Step 3: Assessment: Groups create a Keepers chart of key points and details; individual students create a brain sculpture with the five parts of the brain.

Step 4: Processes of Instruction (This in an abbreviated version of the implementation of the lesson.)

Resources Needed: (Textbooks, trade books, articles, hands-on supplies etc.) Alternative text from Health.org about the brain in the following formats:

English/Spanish on two reading levels (instructional and below grade level).

Technology Utilized: (Internet sources, software, Smart Board, etc.) computer, projector, Power Point; Health.org (rotating picture of brain and facts)

Instructional Formats Group Investigation Mini-lectures Computer-based assistive technology

Instructional Arrangements

Cooperative Learning

Instructional Strategies

Social/Physical Environments

Scaffolding Chunking of Text I Do Introduction We Do The Cerebrum Yall Do The Brain Stem and Pituitary Gland , Hypothalamus You Do You Got Some Nerve

Grouping

Partners Listening Partners

Small Groups Reciprocal teaching

Whole Group Interview Response

Individual Clay Sculpture

Structure

Before: Interview Response

During: Reciprocal Teaching

After: Collectors Carousel

Extend: Clay Sculpture

Active Engagement

Read Your Brain & Nervous System

Write tasks on Reciprocal teaching cards

Talk interview peers, share RT responses

Listen to peers in interview; collaboration

listen to text on the computer

Investigate the brain

View rotating brain on Health.org

Extended Lesson Plan Example

Athens State University 2010 3

STEP 5: IMPLEMENTING THE DAILY LESSON PLAN

BEFORE ENGAGE How will you open your lesson and quickly engage your students in the lesson? Include how you will make connections between past and present learning and

focus students thinking on the learning outcomes of current activities.

Strategy (What) Interview Response

Purpose (Why)

Build background knowledge; summarize

Procedures (How) 1. Ask the students the following question (write it on the board): What does the brain do for you?

2. Students interview three people. The student asks the question, writes the answer on a note card, and then moves to

the next person.

3. After the student has interviewed three people, return to desk and summarize the findings on the back of the note

card.

4. Teacher collects in order to discern the summarization skills of each student.

5. Show the rotating brain on Health.org. Point to the Instructional Objective (Daily Outcome) written on the board, read,

and state this is what we are going to learn about today.

Extended Lesson Plan Example

Athens State University 2010 4

DURING EXPLAIN (I DO, WE DO)

Strategy (What) Reciprocal Teaching

Purpose (Why)

Engage with text; identify vocabulary; summarize; generate questions; identify main ideas

Procedures (How)

1. Divide the class into groups of four. Hand out the text based on individual need.

2. Divide the text into five chunks. Students put a post it note by each chunk, numbering the note.

3. Explain the jobs of word builder, keeper, summarizer, and questioner. Post on a chart that is visible to the students. (I have

attached the Student Friendly directions. Assign roles.

4. Model the task of each job using the Introductory paragraph. (I Do) by reading and then writing the response.

5. As a whole class, the teacher guides the reading and responses for Chunk #1: The Cerebrum (We Do). Equity cards will be used to

ensure participation.

EXPLORE (Yall Do, You Do)

How will you provide scaffolded(explicit) instruction in moving students to independent activities? Include how you will incorporate practice in

groups (yall do) and independent practice (you do).

Strategy (What): Reciprocal teaching

Purpose (Why) Engage with text; identify vocabulary; summarize; generate questions; identify main ideas

Procedures (How) 1. Students read Chunk #2: The Brain Stem. Individually they record the response needed of the assigned task. Students that need help with the reading can listen to the text on the computer, in English or Spanish and then record responses. Responses can be drawn or written.

2. They share what they have written down within their groups. They discuss with the group their responses. 3. The teacher mini-lectures (2 minutes) about The Brain Stem. Ensuring and giving opportunity for the students to adjust any of their responses. 4. Students pass their cards to the right and repeat with Chunk #3: The Pituitary Gland. Continue process with Chunk #4: Hypothalamus. Students that need help with the reading can listen to the text on the computer, in English or Spanish, then record responses. Responses can be drawn or written. 5. Independently, students read the last Chunk #5: You Got Some Nerve and complete the task of their choice.

Extended Lesson Plan Example

Athens State University 2010 5

AFTER EVALUATE

How will students demonstrate their learning of this lesson? Evaluation will be based upon products designated in Step #3 of your lesson plan.

How will you wrap up the lesson?

Strategy (What) Collectors Carousel

Purpose (Why) Analyze and evaluate key information

Procedures (How) 1. Group One writes down the Questions from their tasks cards on a large sheet of chart paper.

2. Group Two writes down the Keepers from their tasks cards on a large sheet of chart paper.

3. Group Three writes down the Word Builders from their tasks cards on a large sheet of chart paper.

4. Group Four writes down the Summaries from their tasks cards on a large sheet of chart paper.

(Tell the students you expect to see four types of writing.)

6. The groups go to each chart, adding and revising any information.

7. The teacher summarizes the lesson by reviewing the student generated notes; adding and revising any information

as needed.

EXTEND How you will connect this lesson to the next lesson?

The students will be given a baggie that has five different colors of Play Dough. Using the text, they are to create a brain

with the Play Dough. The parts of the brain are denoted by the following colors: the cerebrum is purple, the cerebellum is

green, the brain stem is orange, the pituitary gland is red, and the hypothalamus is yellow.

Extended Lesson Plan Example

Athens State University 2010 6

PAUSE AND REFLECT

REFLECTION

Think about the lesson you have just written. Reflect on the following questions.

1. How is the lesson differentiated? I differentiated using text in two languages, two different levels of text, different types of grouping, providing two forms of

assessment (one written and one hands-on activity), and provided a recorded text (from the website) as an additional support in reading the text.

2. Is the instructional objective (daily outcome) observable and stated in student friendly terms? Yes, I would write the daily outcome on the board so they

would know what they will learn that day. The students will identify the important parts of the brain and the job of each part. I will be able to observe learning

by assessing the Reciprocal Teaching cards and the clay sculpture of the brain.

3. What daily instructional processes are embedded in the lesson? I chunked the text into five sections and mini-lecture in between each chunck of text. The

student discussion was a part of the lesson during the interview response, the reciprocal teaching, and the collecting carousel strategy.

4. How does the lesson structure include before, during, and after strategies that are connected to the outcome? The daily outcome stated that The students

will identify important parts of the brain and the job of each part. The before reading strategy, Interview Response, helped the student gain background

knowledge about jobs of the brain. The during reading strategy provided opportunity and accessible material to read in order to learn about parts and jobs of

the brain. The after strategy reviewed the content and gave the students the opportunity to summarize their learning about parts and jobs of the brain.

5. How will you know if you met the instructional objective (daily outcome)? I will access if I met the daily outcomes for each by informal evaluation:

summaries on the Interview Response cards, the Task cards for Reciprocal Teaching, listening to the student discussions during collaboration and recording

anecdotal notes, and the accuracy of the clay sculptures.

6. How is explicit instruction applied in the lesson? I modeled the Reciprocal Teaching tasks for Chunk #1:The Introduction (I Do). I guided reading and

completing each task with the whole group for Chunk #2: The Cerebrum (We Do). The students continued the process with their group for Chunk #3 and #4.

Individually, the students practiced with the last section You Got Some Nerve.

7. How did the strategies promote active engagement through reading, writing, talking, listening, investigating, and/or viewing? The Interview Response

enabled the students to talk and listen to each other as they wrote down the responses about what the brain did. Reciprocal Teaching allowed the students to

read and investigate text, talk and listen to each other, and write down their responses. Collecting Carousel allowed students to read what other had written,

make revisions in writing, talk and listen as they discussed the parts of the brain and its jobs.