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Copy of The Selection & Formatting for Effective Daily Lesson Plans

EDCI 558- Team Presentation by Ana Junker & Shryl Francisco

jamie barrs

on 7 January 2014

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Transcript of Copy of The Selection & Formatting for Effective Daily Lesson Plans

Planning for Effective Daily Lesson Plans: The Lesson Cycle
Key Components of the Lesson Cycle
(i) Lesson Objective
including ELPS
(ii) Anticipatory Set
(iii) Direct Instruction
(iv) Guided Practice
(v) Independent Practice
(vi) Closure
Anticipatory Set-Motivation
In what way will you activate their prior knowledge and experience to help them relate to the lesson?
This can be done through numerous ways:
Connect the content of instruction to important goals of the learners, their past interests, and their learning styles.
Ask questions, tell a story, use analogies, music, objects, case studies where you can relate instructional content to the learners’ future job or interests or experiences out of school.

Anticipatory Set-Essential Questions
Asking questions is one way to capture and maintain student interest.

Are meant to be explored, argued, and continually revisited (and reflected upon).

Have various plausible answers. Often the answers to these questions raise new questions.

Show, spark, or provoke thoughts and stimulate students to engage in sustained inquiry and extended thinking.

Reflect genuine questions that real people seriously ask.

What students will be able to do by the end of the lesson.
By clearly describing the purpose of the lesson to students you help students create a framework for the new material and help them relate it to material they already know.
“Students who know what they are learning perform 27 percentile points higher than students who cannot articulate what they are learning” (Association for Supervision and Curriculum Development).
“The kids need a reason to listen to you – a reason to buy what you’re selling. You have to lead with a hook, and keep it coming” - Ryan Hill, New York City ’99, Executive Director, TEAM Schools - A KIPP Region
Direct Instruction-Heart of the Lesson
Direct instruction is teacher directed and follows a definite structure with specific steps to guide students toward achieving clearly defined learning outcomes.

When developing this section of the lesson keep in mind to “identify, describe the instructional strategies you will use, select age-appropriate strategies, and align the content and activities to the lesson objectives” (Burden & Byrd, 2013).

Guided Practice
Guided Practice is an activity that provides students the opportunity to grasp and develop concepts or skills and requires teachers to monitor student progress.

Key Components When Planning for
Guided Practice:

1. What activities will the students perform under your supervision to ensure that they are able to practice the material.

2. If they make mistakes, you are able to show them how to do it correctly.

3. Use multiple opportunities for practice.

4. Scaffold practice exercises from easy to hard.

5. Instruction should be student centered.

6. Monitor and correct student performance.

Independent Practice
Through independent practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own and away from the teacher's guidance.

Key Components When Planning for
Independent practice:
1. Be clear about and model academic and behavioral expectations.

2. The activity should focus on the achievement of the objective.

3. All students should have the opportunity to master the skill or knowledge independently.

Closure is an activity to engage students in a quick discussion about what exactly they learned and what it means to them now. It is the act of reviewing and clarifying key points of a lesson.

3 Major Reasons for Closures

1. Draw attention to the end of a lesson segment or the lesson itself.

2. Help organize student learning: Relate the lesson to the whole. Why did we just learn all of this?

3. Consolidate or reinforce the major points: Highlight the major concepts.

How you will check if the students learned or understood the objective. Examples:

1. Monitoring and Questioning

2. Response Clickers or Dry Erase Boards

3. IAN

4. 1,2,3 : This activity helps kids make their own personal connections to what they are learning. It also gives them an opportunity to distinguish main ideas from details. Students can partner up and ask each other the 3 questions they came up with.

1 sentence that summarizes the main idea of what we learned
2 of the most important details
3 questions to quiz your classmates

5. S.T.O.P. : On an “Exit Card” have students fill in the mnemonic S.T.O.P.

S- We STARTED the lesson…
T- The TOPIC/ THEME was…
O- Our OPPORTUNITIES to practice were…
P- The PURPOSE of learning this is…

Presented By:
BJE Wolverines

Backwards plan your year and units. Teaching as Leadership. Retrieved from http://teachingasleadership.org/sites/default/files/How_To/PP/P-2p2_unit_plan_create_objetives.pdf

Besvinick, S. (1960). An Effective Daily Lesson Plan. The clearing house (34) 7, 431-433.

Burden, P., & Byrd, D. (2013). Methods for effective teaching: Meeting the needs of all students (6thed.).Boston: Allyn & Bacon.

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right—using it well(2nded). Upper Saddle River, NJ: Pearson.

Hinson, G. & Boley, S. (1976). Incorporating Behavioral Objectives Into Daily Lesson Plans: Do the Disadvantages Outweigh the Advantages? American Secondary Education (6) 3, 33-36.

New Teacher Survival Guide: Planning. Teaching Channel. Retrieved from https://www.teachingchannel.org/videos/lesson-planning

Nipissing University. Schulich school of education. Lesson Plan Guidelines. Retrieved from http://www.nipissingu.ca/academics/faculties/schulich-school-of-education/bed-programs/concurrent-babscbed/Documents/Lesson%20Plan%20guidlines.pdf

Ornstein, A. (1997). How teachers plan lessons. The High School Journal (80) 4, 227-237.

Ovide, S., 2012. Classroom Lessons for New teachers. The Wall Street Journal. Retrieved from

University of Otawa, Practicum Handbook (2013-2014). Teacher Education Program. Faculty of Education. Retrieved from http://education.uottawa.ca/assets/te-practicum-handbook.pdf

Wiggins, G. & McTigh, J. (2011). The understanding by design guide to creating high-quality Alexandria, VA: Association for Supervision and Curriculum Development.
Language Objectives
Align with ELPS
∙ Students
Do what?
∙ ELPS (listen,speak,read,write)
∙What you do?

Content Objectives
Align with TEKS
− Who?
− Do what?
− What?
∙ What you know?

Characteristics of Content and Language Objectives

Checking for Understanding
Full transcript