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LIST OF EXHIBITS FOR STANDARD 3

EXHIBIT 3b.9

Developing a Lesson Plan 
Introduction 

  • The first thing to consider is what you want to teach.  This could be based upon state, school, or book goals/objectives/standards.
  • Be aware of what grade level you are developing the lesson plan for and estimate the time needed.
  • Make sure the lesson plan will reflect what you exactly want to teach.
  • State to the students, what you (we) will do (may have objectives on the board), then proceed into the lesson.

 Demographics

         Name

         Grade Level of Lesson

         Subject

         Duration of Lesson 

Objective(s): Clear and Specific.  Objectives can be qualitatively and quantitatively measured.  In other words, make sure you will be able to tell whether objectives were met or not.  This is to be an observable measure and should reflect the learning outcomes desired.  Use an action verb to tell what the students should be able to do by the end of the lesson.  You can have more than one objective for a lesson plan.  

Behavioral Domain Objectives

      The student will demonstrate how to add 2+2 by writing the problem and answer. (math)

      The student will identify a subject and verb by writing and underlining them in five sentences.(language arts) 

Affective Domain Objectives

      The student will listen as the teacher reads aloud Tales of the Fourth Grade Nothing

Standard(s): What state or national standard is being met? 

The following should include suggested allocated time per section.. 

Anticipatory Set: A way to lead into a lesson plan and develop student interest in learning what is to be taught. 

      A lesson dealing with fractions:  The teacher may ask the students how they would equally divide a pizza to make sure all 5 friends got a piece.  The teacher would state it is necessary to know how to work with fractions to accomplish the task of cutting the pizza. 

      A lesson dealing with subject/verbs: The teacher may read to students or students may read aloud.  The teacher may ask students their favorite animals and how and when they eat and how and when they move about.  From those two different introductions, the teacher can lead into a discussion about subject and verbs as it relates to what was read, written, or said.  In other words, the anticipatory set can be anything that leads toward student interest, moving into the lesson. 

Procedure: Write a step-by-step procedure that will be performed to reach the objectives.  These dont have to involve every little thing the teacher will say and do, but they should list the relevant actions the teacher needs to perform.  The following format may be used:
The teacher will (TTW)

TTW
The Students will (TSW)
TTW
TSW

 Closure: Determine how you will conclude and bring closure to the lesson.  You may want to go back to the anticipatory set. 

Assessment: The key in developing your assessment is to make sure that the assessment specifically measures whether the objectives were reached or not.  Thus, there should be a direct correlation between the objective(s) and the assessment. 

Materials: Make sure you state specifically what material will be needed for the lesson. 

Resources: What resources will you be utilizing? 

Individual Differences:  Make accommodations when necessary

 

  

 


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