The Fontbonne Lesson Plan Model

The Fontbonne
Lesson Plan
Model
Department of Education/Special Education

The Fontbonne Department of
Education/Special Education has developed a
lesson planning model that will be used in all
teaching methods classes, student teaching
and your culminating project.
The Fontbonne plan is based upon the
contextual planning model. It is learner
centered and promotes the design of learning
environments that incorporate as many
different learning styles as possible. Key
elements are differentiation of instruction,
assessment, and reflection.
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The Fontbonne Plan
Step 1: Prior knowledge
• Determine what the students already know
before the lesson.
• Use a variety of assessment tools
• Previous day – exit card, journal entry
• Same day – grade homework, pre-test,
individual KWL chart, individual concept map,
question/problem of the day
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Step 2: Goals
• Broad, generalized statements about what is to
be learned. They are the framework within
which content, skills, processes and attitudes are
taught.
• Include Show-Me Standards (knowledge+
performance)
• Include Grade Level Expectations (GLE)
Website: http://www.dese.mo.gov/divimprove/curriculum/GLE/
Example: To introduce students to the meaning of
history and its importance. (1.9; SS2,SS6, SS7; GLE
SS6K,SS7C, SS7F)
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Step 3: Learner Outcomes
• Specify what a student is expected to
know/understand/be able to do as a result of the
lesson.
• Four-part outcome:
Who will be performing.
What the learner is expected to be able to
do.
Conditions under which the performance will
occur.
Criteria: measurable performance criterion
that describes how well the student must
perform in order to be considered acceptable.
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• Include two or more learner outcomes.
• Include level of Bloom’s Taxonomy for each
outcome.
• Example: Working in small groups, the students
will list three reasons, each with an appropriate
example, why history is an essential element in
understanding ourselves and the world. (SS2;
GLE=SS3Y)
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Step 4: Assessment of learner outcomes
• Measure what the students learned after the
lesson has been taught.
• Align assessments with outcomes and
procedures and include Depth of Knowledge
(DOK).
• Utilize a variety of assessment tools to collect
your assessment data.
• Include differentiated assessments to meet
different learning needs.
• List the assessment tools/artifacts used to
collect data for each learner outcome. (Include
copies of all assessment tools after the lesson
plan for each day.
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Step 5: Procedures
• List what YOU, the teacher, will do to teach
and ensure student learning.
• Align procedures with outcomes and
assessments.
• Include differentiated teaching and learning
strategies to meet diverse learning profiles.
Differentiated Instruction
One size does not fit all!
Students come in different
shapes and sizes with different
interests, learning profiles and
readiness levels.
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The teacher adjusts content,
process and product in response to
student readiness, interests and
learning profiles.
All students are exposed to key
concepts, themes and common
elements, but at differing levels
of complexity and depth.
All students are engaged in
challenging tasks.
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• Use Gardner’s Multiple Intelligences for each
activity.
• Use Bloom’s Taxonomy in all questioning.
Procedures Outline
1. Introduction/anticipatory set
a) Identify the “hook” to build interest
b) Tie new learning to previous learning
c) Explain what they will know and be able to
do at the end of the lesson and why it is
important in their lives.
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2. Identify the first teaching/learning strategy
a) Details in outline form
b) Identify differentiated teaching and
learning strategies
c) Identify how you will check for
understanding among all students
d) Identify any flexible grouping
e) Identify teacher/student materials,
technology or other resources and any
necessary changes to room space
3. Repeat #2 with each additional
teaching/learning strategy
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4. Closure
a) Identify how the teacher reinforces key
concepts
b) Identify how students recap what they
have learned in this lesson
Step 6: Reflection on lesson
(Not to be completed until after lesson has been taught)
• Write in narrative form.
• Be specific – include concrete examples and
insights you gained as a reflective practitioner.
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• Use at least one paragraph per discussion point
listed below:
1. Summarize your feelings about the lesson.
Briefly describe:
a) what went differently than planned.
b) what you would do differently.
c) how your differentiated instruction
addressed student needs.
d) how you addressed learning profiles,
readiness and interests in your
assessments.
e) how your management of the classroom
and student behavior affected learning.
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2. Analyze the data in narrative form and
draw conclusions.
a) What did the data from your grade book
indicate about students’ mastery of the
learner outcomes? Use numbers here.
b)What did the data tell you about your
effectiveness in teaching the lesson?
c)How did the data influence your planning
for the next lesson?
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