2017 2018 R-MC Lesson Planning Education Department

2017 2018 R-MC Lesson Planning Education Department

R-MC Lesson Planning Education Department 2017 - 2018 Creating effective lesson plans is a primary responsibility of classroom teachers. During your journey through the Education minor, creating an effective lesson plan will be a work in progress. When you are in the first required course, Profession of Teaching, you will learn the components of a detailed and effective lesson plan. As you continue with the Education minor, your professors will elaborate on the components, so by the time you are ready to student teach, your lesson planning, as a pre-service teacher, will mirror the requirements of a first-year teacher.

Lesson planning takes time! Your lesson plans will be detailed and lengthy. When you are creating your lesson plans, be sure that you have scheduled enough time to answer and identify the critical components. Lesson plans are divided into three parts: I. Planning II. Delivery of the Lesson III. Reflection Components of the R-MC Lesson Plan instructional model are consistent with recommendations by educational researcher, Madeline Hunter (1982) and John Hattie (2008). Attached to this introduction are the following documents: 1. A formatted lesson plan with a detailed description for each component to help guide you in writing effective lesson plans 2.

The rubric that your Education professors will use to grade your lesson plan 3. A template of the lesson plan R-MC Education Department, Revised September 2017

Student: Cooperating Teacher: Grade: Subject: Lesson Topic: Date: Fill in all of this information at the top of plan I. Planning SOL State the SOL objective from the Virginia Standards of Learning, connected to the Curriculum Framework. Student Learning Learning intentions communicate clearly what the student will accomplish during the Intention given lesson based on the SOL and Curriculum Framework. Write concise statements which answer the following three questions: 1) What are students learning? 2) Why are they learning it? 3) How will the teacher know that students learned it? Aligned Assessment Formative Assessment needs to align with the learning intentions.

How will the teacher measure student learning?  Create an assessment tool that aligns to the verbs in the student learning intention.

This may be included in either the “connecting with content” or “closure” section. Key Terms/ Vocabulary Identify and define key terms/vocabulary that are essential and will influence student understandings. Resources Identify ALL resources needed to execute the lesson. Attach any worksheets, lists, special groupings, page numbers in text, etc. II. Delivery of the Lesson Anticipatory Set Engage and Connect: Write a script of how will you introduce the lesson and connect to previous learning. Provide relevance/meaning to the students.

Statement of Learning Intention: State the student learning intention.

For example, “Today you will learn how to . ” Explicit/ Direct Instruction Teach the new material. How will you explain, model, explore, and assess new learning? Write a detailed script which supports the learning intention. Include bolded questions and activities that check for student understanding and match the level of rigor of the learning intention.  If using a PowerPoint/Prezi/etc., list all information from the slides here with anecdotal information and questions.

Be sure to include elements of Universal Design, including differentiation, as appropriate. For example, there should be multiple means of engagement and/or representation for everyone in the class. R-MC Education Department, Revised September 2017

Connecting with Content Students need to be able to connect with the learning intention.  Design an assessment/task/activity for students to interact and engage with the content.  Write a detailed script of how the teacher will introduce and carry out the task/assessment/activity.  Describe what the teacher is doing during this time.

Describe what the students are doing during this time.  This aligned assessment could take place during this section or with closure.  Be sure to include elements of Universal Design, including differentiation, as appropriate. For example, there should be multiple means of engagement and/or action/expression for everyone in the class.

NOTE Both components of “Explicit/Direct Instruction” AND “Connecting with Content” may be repeated in one lesson, as appropriate. Closure Closure needs to restate the three questions of the learning intention.  Write a detailed script of how the teacher and/or students will summarize what was taught and learned.  This aligned assessment could take place during this section or with connecting with content. III. Reflection Reflection Effective teachers routinely reflect on their teaching while teaching (in-action) and after teaching (on-action). Our goal is to continuously improve to impact student learning.

At minimum, teachers typically ask themselves questions, such as:  What worked well?

What would I do differently? Professors will provide course-specific questions related to the reflection requirement. R-MC Education Department, Revised September 2017

LESSON PLAN RUBRIC Part I: Planning Student _ Professor _ Course _ Date _ _ Exemplary (4) Proficient (3) Developing (2) Unacceptable (0) Not Applicable SOL SOL objective from the Virginia Standards of Learning is listed. Attached is the related SOL objective from the Virginia Standards of Learning is listed. SOL objective is listed, but Curriculum Framework is missing. SOL objective is not listed or does not relate to the content being taught.

(Points x 1) Curriculum Framework page, with relevant lesson elements highlighted. Attached is the related Curriculum Framework page. Student Concise statements are Concise statements Learning Intentions Learning Intentions Learning written which answer the following three are written which answer the following are present, but they are not written are missing. Intention questions: 1) What are students learning?

question: What are students learning? clearly. (Points x 4) 2) Why are students learning it? 3) How will the teacher know students learned it? Other pieces are underdeveloped. Please see your professor. Aligned Identifies multiple Identifies formative Includes an attempt Formative assessment Assessment formative assessment tools that align with learning intentions which measure student learning. Identifies assessment tools that align with learning intentions which measure student learning. Identifies identifying formative assessment tools that align with learning intentions which measure student is missing altogether and no attempt to gain understanding of student learning is evident.

(Points x 4) criteria for evaluating performance (evidence that students understand the new content). criteria for evaluating performance (evidence that students understand the new content). learning. Please see your professor. Key Terms/ Identify and define all Identify and define Key terms/vocabulary Key terms may be **Key Vocabulary key terms/vocabulary that are essential and will influence student most key terms/vocabulary that are essential and will listed, but may not influence student understanding, be missing, or may be a simple list of random terms. Significant vocabulary identified in tiers for (Points x 1) understandings.

Key vocabulary partially identified in tiers in reading classes.

influence student understandings. **Key vocabulary partially identified in tiers in reading classes. relevant, or be defined. **Key vocabulary not well identified in tiers in reading classes. lack of linkage to the lesson exists. Please see your professor. Reading Courses, EDUC 225 and 230 Resources Identify ALL resources needed to execute the lesson. Attach any Identify most resources needed to execute the lesson. Attach any Many resources are not listed. Some supporting documents are Minimal attention to the list of resources and/or the supporting documents.

(Points x 1) worksheets, lists, special groupings, page numbers in text, etc.

worksheets, lists, special groupings, page numbers in text, etc. underdeveloped or missing. Significantly underdeveloped. Please see your professor. TOTAL _ _ R-MC Education Department, Revised September 2017

LESSON PLAN RUBRIC Part II: Delivery of the Lesson Exemplary (4) Proficient (3) Developing (2) Unacceptable (0) Not Applicable Anticipatory The Anticipatory Set The Anticipatory Set The Anticipatory Set No attempt made Set includes a detailed script of how the lesson is introduced and connects to includes a script and statement of learning intention but is missing one of the following: includes a script and statement of learning intention but is missing two or more of the to introduce the lesson can be clearly discerned. (Points x 2) previous learning and students’ experiences and interests.

Strong engagement is evident to provide relevance and meaning to the students. The learning intention is clearly stated.

A connection to previous learning -Engagement of students -Evidence of an attempt to provide relevance or meaning to the students following: -A connection to previous learning -Engagement of students -Evidence of an attempt to provide relevance or meaning to the students Please see your professor. Explicit/ A detailed script is A script is written A script is written Significantly Direct written which supports the learning intention. which supports the learning intention. which supports the learning intention. underdeveloped. No steps are Instruction Questions are written in bold print.

Activities are included which both check for One of the following components is missing: -Questions are written Two or more of the following components are missing: -Questions are written present.

Please see your professor. (Points x 4) student understanding and match the level of rigor of the learning intention. Elements of Universal Design, including differentiation, as appropriate, are presented. -If a PowerPoint/Prezi/etc. is used, all information on the slides is included in the script with anecdotal information and questions.

in bold print. -Activities are included that check for student understanding. -Elements of Universal Design, including differentiation, as appropriate. -If a PowerPoint/Prezi/etc. is used, all information on the slides is included in the script with anecdotal information and questions. in bold print. -Activities are included that check for student understanding. -Elements of Universal Design, including differentiation, as appropriate. -If a PowerPoint/Prezi/etc. is used, all information on the slides is included in the script with anecdotal information and questions.

Connecting A detailed script of A detailed script of A detailed script of Overall, with how the teacher will introduce and carry out how the teacher will introduce and carry out how the teacher will introduce and carry out unacceptable.

There is little Content an appropriate task, activity, or assessment, which measures student learning. -Includes students interacting and an appropriate task, activity, or assessment, which measures student learning. One of the following components is an appropriate task, activity, or assessment, which measures student learning. Two or more of the following components attempt to include necessary components of the lesson in this section of the (Points x 4) engaging with the content.

Includes description of what teacher and students are doing. missing: -Includes students interacting and engaging with the content. -Includes description of what teacher and students are doing. are missing: -Includes students interacting and engaging with the content. -Includes description of what teacher and students are doing. lesson plan. Please see your professor. R-MC Education Department, Revised September 2017

Closure (Points x 2) A detailed script includes restating three questions of the learning intention in addition to how the teacher and/or students will summarize what was taught and learned.

A script includes restating two of the three questions of the learning intention in addition to how the teacher and/or students will summarize what was taught and learned. A script includes restating one of the questions of the learning intention. Closure is considerably underdeveloped. Please see your professor. TOTAL _ _ R-MC Education Department, Revised September 2017

Student: Cooperating Teacher: Grade: Subject: Lesson Topic: Date: I. Planning SOL Student Learning Intention Aligned Assessment Key Terms/ Vocabulary Resources II. Delivery of the Lesson Anticipatory Set Explicit/ Direct Instruction Connecting with Content Closure R-MC Education Department, Revised September 2017 TEMPLATE

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