 How much preparation will be needed to get this lesson ready?
 What supplies will you need that are not accessible at school?
 Will students need supplies at home?
 Are they readily available and where can we (or the students) get them?
 Need to spend personal money on any supplies?
 Is there any form of mass media that you can use in connection with this lesson plan?
 What are your venue possibilities or challenges?
 What time works the best?
 What season?
 Do we do this online or in person?
 If online, is there a synchronous component?
 What kind of classroom do we need?
 What might be some of the physical restrictions to the classroom that will have to be modified to make your lesson be most effective? (Are students working in groups? Would it be better for students to be at individual desks or tables?)
 What ways can we mix up the setting of the class to make it more fun and enjoyable?
 Need computer lab?
 Need access to art room?
 Need URLs, login, instructions, and tech support for using online systems (VoiceThread, wiki, etc.)?
 Need permission to download?
 Need permission to watch an “R” rated movie?
 Need transportation?
 Need to line up community resources in advance?
 Do they need to work on this project/lesson at home or just in school? How much homework will be involved?
 How can we get them engaged after school hours?
 Need special permission to bring in speakers/presenters?
 Any local businesses/people allied with your field to take advantage of?
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SELECT 2or 3 FROM THIS LIST THAT YOU WILL USE TO PRESENT YOUR LESSON
SELECT 2 or 3 FROM THIS LIST THAT THE STUDENTS WILL USE TO PROCESS THE DATA
 Computer
 Projector
 Smart board
 CD player
 DVD player
 iPod
 Google Earth
 Software–for example, PowerPoint, Sketchpad, Excel, Word
 Slideshow
 Posters
 Collages
 Reference tables
 Science supplies
 Art supplies
 Online games
 Online quizzes
 Online tutorials
 Photos
 Videos
 Guest speakers
 Community experts (librarian, park ranger, etc.)
 Students’ families or friends
 Other students in class
 Younger students
 Other school staff
 newspapers and magazines
 Reflective journals


Audience considerations
Questions:
 Identify your demographic.
 Are there students with special needs or cultural considerations?
 What knowledge of the content/subject/topic do they already have?
 Are there any other lessons that need to be in taught in preparation for this particular lesson?
 How motivated are your students to learn about this topic?
 What connections can you make to the students’ lives to help motivate them about the subject being taught?
 Do they have the technological and other skills required or will they be learning them as we go?
 How are your students going to use the information? For example, are they going to use it in college, to gain a new way of thinking, etc.
 How can they apply this knowledge?
 What is the student life world hook?
 Why does it matter that they understand this material?


Standards met
Questions:
 What state standards are met?
 What national standards are met?


Learner Objectives/Essential Questions
Questions:
 What are your Learner Objectives? Your objectives must be measurable. Who will learn what and how? How will you assess? How will you KNOW the students met your learner outcomes?
 What are your essential questions?
 Why are these objectives important? Why do they matter?
 How will it help them to understand current or historical controversies, policy debates, etc.?
 How will it help them to become engaged citizens?
 How will students be notified of the above?
 What do students want to learn about the topic? How can they be involved in setting objectives?
 How will your objectives be measured?
 How will you know if students have an understanding of the subject matter?
 Are the learner objectives suitable for diverse students?
 Do you have too many objectives? Too few?
 Have you checked your objectives for value, sequence, clarity and alignment with assessments?
 Are the objectives related to the major points you would like students to take from the class?
 What knowledge do students need going into their next class?


Key Skills/Understandings/Vocabulary
 How will students learn the vocabulary necessary for learning?
 How will you use prior knowledge to foster new understandings?
 What specific skills will students need to have prior to learning?
 What specific skills will this lesson develop?
Practice the use of introductory vocabulary words during inclass exchange


Anticipatory Set/Snappy Launch
Questions:
 What will you do to grab the student’s attention and get them excited about the lesson?
 How will you introduce the subject matter to students?
 How will you let them know what is expected of them?
 How will you use student experiences in your launch?
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 Use video
 Use photos or illustrations
 Show examples
 Use a science demonstration
 Set up an intellectual or scientific mystery
 Set up a puzzle or challenge
 Use music or song lyrics
 Introduce relevance & purpose…share your objectives and essential questions
 Use controversy
 Show a UTube clip


Procedure: Instruction, Independent Practice and Formative Assessments
Questions:
 What will the teacher and students be doing?
 What is the assumed starting point and how will you help those who are not yet there?
 What difficulties do students typically experience in this unit/lesson, and how do you plan to anticipate these difficulties?
 Will you help students to make the connections to prior learning or expect that they can do this on their own?
 What strategies to transfer information and foster learning will be used?
 When will assessments be used? What kind of assessments?
 Can students assess each other?
 How will students be kept on track throughout the lesson?
 What handson approaches will you use?
 How will you use approaches other than “covering” the material, or “teaching.” Are students learning?
 Where/how will students exercise choice or judgment?
 How will teachers see students show understanding as opposed to restating?
 How will students apply the information?
 How will the teacher emphasize the importance of this lesson or find a way to get the students to show ownership of it?
 How will the lesson bring students in contact with: the natural world, one another, their families, their local communities, experts in the field, themselves, etc.
Menu:
 Learning Checks (oneminute essays, exit tickets)
 Multipart assignments with feedback between parts
 Learning journal
 Autograded quizzes
 VoiceThread responses from students
 Clicker responses
 lecture
 VoiceThread minilecture
 discovery
 guided discovery
 examples
 groups with different strategies or assignments based on ability
 group work
 small group, large group
 class discussion
 Online (threaded discussion)
 use reference material
 lab
 guest lecturer


Culminating Projects and Summative Assessments (of Students)
Questions:
 How will you know that students met your learning objectives?
 How will they know?
 How will you use authentic assessments?
 How will students selfassess or reflect?
 To supplement paper and pencil tests, what other options can you use to assess students?
 What will students produce or create?
 How are your assessments integral to the meaning that you would like them to make from the lesson?
 What are some ways in which students can present their knowledge to others?
 When will the assessments be used?
 How can we ask students for feedback about our teaching?
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 video
 paper
 test
 quiz
 display
 selfassessment using rubrics
 lab report
 performance exam
 recorded oral answers
 VoiceThread


Feedback to Students
Questions:
 What type of feedback will you give?
 What will it look like?
 When will it happen?
 How many times will it happen?
 Will students have the opportunity to consider your feedback and revise?
 How will you get feedback from the students?
Menu:
 have answer keys available
 correct your own
 rough draft
 redo assignments


Modifications/Self Assessment
Questions:
 When you teach this lesson again, what would you do differently?
 To what extent did students meet lesson outcomes?
 List two things that went well during your lesson.
 Identify any difficulties in the lesson (instructional and/or management).
 How was the difficulty(ies) handled?
 How engaged were the students throughout the lesson?
 What might you do differently to avoid or respond to the difficulty in the future?
 How well did your students understand the material?
 Based on student evidence, what type of lesson planning needs to be addressed if you were to do a follow up lesson?
 Are the students better off with their new understandings?
 To what might the students be able to transfer their new understandings?
 Was there too much information for the student to grasp?

