UBC Instructor: Theresa Magee Monday, November 19, 2012
‣ How many total classes?
‣ How many shortened classes?
‣ When will planned disruptions or breaks occur?
‣ When are reporting periods? Marks cut off?
‣ Total length of classes?
TOTAL TIME AVAILABLE.
1. Rationale for Unit
2. Essential Understanding for each lesson
3. PLOs for each lesson
4. Learning Objectives for each lesson
5. Assessment for each lesson based on learning
objectives (were they met) – can be informal
7. Materials for each lesson
‣ One rationale for the entire unit
‣ Explains why the unit is being taught
‣ Explains why the lessons are relevant to the
age group of students
‣ Explains why the lessons are being taught
‣ Explains the instructional activities were
chosen for these lessons
‣ Main idea to be learned in each lesson
‣ In sentence form
‣ Clear and connected to all other components
‣ Sequenced logically
‣ Includes grade and subject
‣ Directly taught in the lesson
‣ Connected to all other components
‣ Student Objectives
‣ Specific and Measurable
‣ Match the PLOs
‣ Connected directly to assessment
‣ Matches the instruction
‣ Connects to objectives and PLOs
‣ Includes the rubric or criteria
‣ Uses a variety of tools for assessment
‣ Connected to previous and subsequent lessons
‣ Build on essential understanding
‣ Contain a variety of instructional activities
encouraging active participation and the
opportunities for learning in different ways
‣ Includes a hook, development and closure
‣ Timing and pacing estimated
‣ All student and teaching materials listed
1. What is the ultimate yet specific goal of this
2. By the end of this class, what skills,
knowledge, attitudes, concepts do I want my
students to attain?
3. How does this lesson tie into the previous one
and the one that will follow?
4. How can I ensure that all students have a
positive learning experience?
5. Does this plan reflect at least one prescribed
6. How will I know that the lesson was
successful? In other words, how will I assess
7. What specific concepts, skills, activities,
assessments will I employ in this lesson? In
other words, what instructional strategies and
learning activities will I incorporate?
8. What will my "Plan B" be?
9. What prior knowledge, skills, attitudes or
experiences will I need to be aware of before I
-entering behaviors: where are the kids at? What do
they know already?
How can I get the kids interested? How can I grab
their attention? How can I get them engaged?
What exactly are they going to learn? Why is this
What are they going to get out of this lesson?
Explanations, demonstrations. Lecture, activities
demonstrate exactly what the students are supposed
to learn/do give examples
do the students have any questions or need
complete an example together
help those who are having difficulties; make sure they
all know what to do; (could do this in small
students practice on their own; students demonstrate
they have learned the objectives.
• call students together and review what was done or
learned - reinforce the objective
• introduce the next step…what is going to happen in
the next class.
• Informal/formal assessment/evaluation - depends
on where this lesson is on the unit plan continuum.
Not always part of lesson closure, though
assessment is a constant process.
• You cannot always avoid lecturing or giving
lengthy explanations, but you can conceive of
ways to make students listen and take notes
and then to check understanding
• Timing is the toughest part of a lesson to plan
and requires the greatest flexibility.
• Have a "sponge activity" for those times when
students are finished and there are still 10
minutes, or even five, left in the period. That
can also form an assessment tool.
• Assessment can take many forms: ticket out of
class; oral exit questions; thumbs up-down as a
true-false quiz ; ask me a question; post-quiz
and so on.
• A lesson plan in not a script; it is more like a
recipe, a set of directions to yourself to help
you achieve a goal (learning outcomes). You
have some ingredients, you have a concept or
final "product" in mind, you have some
"methods" or techniques you should/could
use, and you have a finite amount of time. The
"product" may be part of a meal or the whole
meal itself. You have many choices and
decisions to make.