Lesson Plan Template

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ED 310
-
Direct and Indirect Lesson Plan Guideline
These guidelines are for
all
lesson plans. Please use
the headings provided.
With the exception
of maps and Everyday Mathematics materials
(which many teachers are required to use
),
please
use no commercially prepared material
s without checking with me first.
Please address these
before outlining your actual lesson plan
1.
Long-term objective
Michigan benchmark
Place of your lesson objective wi
thin the instructional unit
2.
Lesson objective
Primary domain
Level of Bloom’s taxonomy
Primary multiple intelligence
Multiple intelligence extensions
Brief description of how you will address visu
al and auditory experiences in the lesson
3.
Rationale
4.
Justification
for choice of teaching model based on
students’ developmental readiness,
relevance to content, etc.
5.
Brain-body compatibility elements
6.
Life skills and lifelong guidelines stressed
7.
Prerequisite knowledge
and skills
(
social and academic
)
8.
Annotation of lesson
Teaching model stages
Questions
Modeling modes
Classroom management / transitions
Sponge activities
9.
Outline of lesson
Transition into lesson
Setting behavioral expectations
Lesson stages
Closure
Transition out of lesson
10.
Instructional modifications for special needs students
Use the charts given in class to
help you consider ways to modify your lesso
n to address the needs of diverse learners.
Check items in each category which might work.
Consider special preparations for st
udents who are physically challenged.
Consider assistive technology to modify instruction.
Choose a student from your Field Placement class who does need
instructional modifications and decide
what you will actually do when you
teach this lesson.
11.
Technology
A. For each lesson in 310, research both software and appropriate websites
which will enhance
either
this specific lesson
or
your unit. While you do not have to use the
technology during the actual lesson--although
you might choose to build the lesson around
it--you must research what will enhance stude
nt learning. You might be able to use
software, a
CD-ROM,
or a task at a specific website as an
additional or ‘‘early finishers”
activity -or when the students are in the computer lab.
What software or website will help to
reinforce
the concepts taught’?
What software or website will
extend
lessons for children ready for more of a
challenge’?
What software or website may help child
ren with specific lear
ning difficulties’?
What software or website
may help teachers prepar
e for the lesson/unit’?
If you do use websites. I need the addresses and print-outs of the pages to be
used.
All websites for use by children
must be developmentally appropriate!
B. Consider what other forms of techno
logy may he used to reinforce, extend,
or elaborate the content and skills
in your lessons and units in a
meaningful
way?
(Smart Board, digital camera, assistive tec
hnologies for special needs students, etc.
12.
Materials
13.
Assessment criteria
14.
Centers
15.
Attachments
16.
Lesson prompts
17.
Self-analysis essay