CBTE

WFED Lesson Plan Template

The Pennsylvania State University
Workforce Education and Development
Competency-Based Teacher Education

Lesson Plan Template

Name of Instructor:
Justin Breen
Program Title:
Electromechanical Technology
Course Title:
Unit Title:
Electric Motor Control
Lesson Title:
Control Transformers
Lesson Objectives:
Given a lecture on control transformers utilizing E-Learning material, students will be
able to identify transformers and the operation of control transformers to setup their own
control circuit.
Time (length of lesson):
15-20
Equipment and Materials needed:
Teacher: Whiteboard, Laptop, TV, Motor Control Video
Student: Pencil, Note Taking Materials
Academic Standard(s) and Anchor(s) addressed by this lesson:
CC3.6.11-12.G Gather Relevant Information
CC3.5.11-12.I Synthesize information from a range of sources into a coherent
understanding
Technical Standard(s) or Competencies taught in this lesson:
NOCTI Practical
Introduction:
-Identify objectives.
Identify Transformer types
Know components of control circuits
Describe Function of Control Transformer
Body:
- Introduce transformers (may be a refresher)
- Have students complete first formative assessment to see what they can recall
- Describe 4 basic components of electrical control circuit: PS, I/O, Conductors
2011. Professional Personnel Development Center for Career and Technical Education.
Penn State University.

CBTE

WFED Lesson Plan Template

- Describe function of a control transformer

- Have students complete Control Transformer formative assessment, reteach problem
spots
- Describe applications of control transformers
- Describe how to size
- Describe operation of control circuit
- Have students complete Applications formative assessment, reteach problem spots
Summary:
Use questions to summarize information.
Evaluation/Student Assessment (attach student worksheets or assessments to this lesson
plan):
Questioning during lesson. The student will be asked to create a control circuit and then
wire a simple circuit up.
Special Needs Adaptations:
Student may work with teacher.
Special Needs Accommodations:
100% extended time on assignments.
100% extended time on tests
English as a Second Language (ESL) Adaptations:
Student will be allowed to demonstrate by physically addressing hazards using images
and showing understanding of dangers. Yes/No questions pertaining to topic. Student
will be given visual aids correlated to vocabulary words to help with association and
understanding. Words or items that the student doesnt understand will have native
language translation available verbally and written.

English as a Second Language (ESL) Accommodations:

2011. Professional Personnel Development Center for Career and Technical Education.
Penn State University.