A Framework For Developing

Lesson Plans
The Six Step Lesson Plan

Step 1 Goals and Objectives
What are the essential questions that will be
covered in this lesson?
What are the skills or knowledge conveyed?
What are the inferences drawn from facts
Refer to your Unit backward design and add
the specific goals and objectives for this
lesson

Step 2
Motivation = Set the Stage
The Motivation activities will provide a necessary
plan toward a basic understanding of the issues
involved in lesson plan. Before beginning a unit of
material, ascertain what the student knows about t
he subject matter to be covered. This should be
done in a non-graded, non-judgmental, non-
threatening manner. After determining what the
student knows, introduce the major concepts that
will be covered.

Step 3 The Presentation
Presentation activities are designed to further
enhance understanding. In addition to lecturing, the
teacher contributes by utilizing manipulatives,
visuals, graphic organizers, and various modes of
interaction between students. In addition to reading
the text and listening to the teacher's lecture, the
student takes responsibility for his learning by
participating in group-work and sharing his
understanding with others.

Step 4 Application
Application activities will lead the students to
appreciate the overall themes and ideas in lesson. In
order to create further understanding, the student
must go beyond rote memorization and demonstrate
real-world application of the newly-learned
information. This process requires "higher-level
critical-thinking skills" which result in ideas
generated by the student rather than ideas presented
by the teacher or by the text.


Step 5 Evaluation
Good instruction includes checking for student
learning. This can be informal--questions that
ask students to tell you what they know about
the subject now--or formal--tests, worksheets,
project presentations, oral reporting, etc.

Step 6 Closure
This gives students the opportunity to reflect
on what they have learned, which is
important for retention. Summarize what has
been learned. Relate it to previous learning.
Tell them what they will learn next. Give
homework assignments.
In the first stage of the lesson, students' prior
knowledge about a concept is probed.
Typical into activities include:
Review what they already know.
The use of content-related visuals.
Reaction journals.
Vocabulary previews.
Free association or visualization exercises,
The end goal of this stage is for students to gain an
entree into the topic, recognize the depth of their
own prior knowledge, and be better prepared for the
new content materials they are about to encounter.

Getting Students Motivated
More Set Up
Do you need to build vocabulary?
Should you stimulate curiosity or
empathy?
Is there some background information you
can give about the ideas or people in the
reading?
Should you talk through the article in
advance and overview or highlight key
concepts?
Can you relate material from previous
assignments to the new material?

In the second step, students encounter the new content,
relating it to their discussions of the concepts during the
set up stage.
This may entail expanding their knowledge base with
new facts, ideas, or opinions. Activities that are typically
found in this lesson stage include:
Demonstrations
vocabulary expansion
Examples & samples
text completion exercises
information gap tasks (such as jigsaw reading).
The end goal of this stage is for students to practice new
skills while demonstrating their comprehension of the
basic concepts.


Presentation & more.


Relate story/text to personal experiences
Record questions to discuss with the group
(individual or groups/teams can create questions)
Record examples of special or pleasing uses of
language, imagery, or character/story
development
Dramatization
Visualization
Illustrations
Discussion

Ask yourself the question: How will
your presentation help your students
experience and interpret the material?
Keys to Application
In the final stage of the framework, students
further demonstrate their comprehension by
creatively applying their new knowledge.

Such application may take several forms:

Application of the knowledge to personal
experience,to an example, to a real life problem

The end goal of this stage is for students to
demonstrate both conceptual and skill mastery,
and to provide a forum for practice.

Can they share any new insights or thoughts
theyve had about the material? (individual or
group/team)
Can students work in groups or teams to think
beyond the material, and take further actions?
(any applications for new knowledge in the
class environment, and/or in the school or
community?)
Are there extra credit opportunities to offer as
enrichment that can meet individual interests
or needs?

More Application
Motivation Checklist
How are you introducing the material?
Is your anticipatory set engaging?
Does it create interest?
Have you posted an agenda for the day?
Have you stated the objectives of the
lesson/unit?
Have you given an outline of the unit?
Have you stated how you will assess their
learning?

Presentation Checklist
Are you reviewing the previous lesson before
you begin a new one?
Have you repeated your expectations?
Are processes clearly outlined?
Are you reinforcing key ideas? Are students
practicing new material as they learn it?
Do students understand common mistakes
and misconceptions about the material?
Can students put new learning in context with
previous learning?

Do students see the practical application of the
material?
Have students completed homework that
requires all the material?
Have students received feedback that guides
them in clarifying their understanding?
Can students meet expectations on an
assessment?
Application Checklist
real objects and materials
manipulatives (drawings, posters, brainstorming-
clusters, graphs, tables, maps, props, multimedia
presentations, storyboards, storymaps)
visuals (study-prints, text book-illustrations,
overhead-projected prints, reproductions of
paintings, and documents)
graphic organizers (matrices, Venn diagrams,
and webs)
opportunities for interaction between all
individuals in the classroom (creating a skit and
acting it out, co-operative learning, collaborative
learning, and student-generated stories based on
personal experiences)

Tools for Presenting
Summary
Where are they going?


How will they get there?


How will they know when they get there?