Scribd
Upload
69 views2 pages

Madeline Hunter Lesson Plan

Madeline Hunter's Lesson Plan outlines the key components of an effective lesson plan: 1) Objectives define what students will be able to do as a result of the lesson. Standards explain what is expected of students and when they will be assessed. 2) An anticipatory set engages students' attention and relates new content to their prior knowledge. 3) Teaching involves input of new information, modeling of examples, and checking for understanding before students practice the new skills. 4) Guided and independent practice provide opportunities for students to demonstrate and reinforce their mastery of the new content. Closure reviews and ties together the key points to help students organize what they have learned.

Uploaded by

Jade Erana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
69 views2 pages

Madeline Hunter Lesson Plan

Madeline Hunter's Lesson Plan outlines the key components of an effective lesson plan: 1) Objectives define what students will be able to do as a result of the lesson. Standards explain what is expected of students and when they will be assessed. 2) An anticipatory set engages students' attention and relates new content to their prior knowledge. 3) Teaching involves input of new information, modeling of examples, and checking for understanding before students practice the new skills. 4) Guided and independent practice provide opportunities for students to demonstrate and reinforce their mastery of the new content. Closure reviews and ties together the key points to help students organize what they have learned.

Uploaded by

Jade Erana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Madeline Hunter's Lesson Plan

Class:

Unit:

Teacher:

Objectives
Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What,
specifically, should the student be able to do, understand, care about as a result of the teaching. informal.
Bloom's Taxonomy of Educational Objectives which is shown below, gives an idea of the terms used in an
instructional objective. See Robert Mager [library catalog] on behavioral objectives if writing specificity is
required.

Standards
The teacher needs to know what standards of performance are to be expected and when pupils will be held
accountable for what is expected. The pupils should be informed about the standards of performance. Standards:
an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations
related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what
manner.

Anticipatory Set
Anticipatory set or Set Induction: sometimes called a "hook" to grab the student's attention: actions and
statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students
into a receptive frame of mind.

• to focus student attention on the lesson.


• to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the
teaching strategy called "advance organizers").
• to extend the understanding and the application of abstract ideas through the use of example or
analogy...used any time a different activity or new concept is to be introduced.

Teaching: Input
The teacher provides the information needed for students to gain the knowledge or skill through lecture, film,
tape, video, pictures, etc.

Teaching: Modeling
Once the material has been presented, the teacher uses it to show students examples of what is expected as an
end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc.
Students are taken to the application level (problem-solving, comparison, summarizing, etc.).

Teaching: Checking for Understanding


Determination of whether students have "got it" before proceeding. It is essential that students practice doing it
right so the teacher must know that students understand before proceeding to practice. If there is any doubt that
the class has not understood, the concept/skill should be retaught before practice begins.

Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of
understanding...to ensure memory network binding and transfer. Bloom's Taxonomy of Educational Objectives
provides a structure for questioning that is hierarchical and cumulative. It provides guidance to the teacher in
structuring questions at the level of proximal development, i.e., a level at which the pupil is prepared to cope.
Questions progress from the lowest to the highest of the six levels of the cognitive domain of the Taxonomy of
Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Guided Practice
An opportunity for each student to demonstrate grasp of new learning by working through an activity or
exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of
mastery and to provide individual remediation as needed.

Closure
Those actions or statements by a teacher that are designed to bring a lessor presentation to an appropriate
conclusion. Used to help students bring things together in their own minds, to make sense out of what has just
been taught. "Any questions? No. OK, let's move on" is not closure.

Closure is used:

• to cue students to the fact that they have arrived at an important point in the lesson or the end of a
lesson,
• to help organize student learning,
• to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,
• to reinforce the major points to be learned...to help establish the network of thought relationships that
provide a number of possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the
key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application
by securing them in the student's conceptual network.

Independent Practice
Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on
a repeating schedule so that the learning is not forgotten. It may be home work or group or individual work in
class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough
different contexts so that the skill/concept may be applied to any relevant situation...not only the context in
which it was originally learned. The failure to do this is responsible for most student failure to be able to apply
something learned.

Materials : List materials needed.

Duration: Type the amount of time needed to complete this lesson.

http://template.aea267.iowapages.org/lessonplan/index.html

You might also like