School of Education
Oregon State University
Planning Your LessonIt is important when planning your lesson to think about several things: How does this lesson build on students' prior learning? How is it congruent with the unit and curriculum goals? How will I assess that we have met the lesson objectives by the end of the lesson? How have I met the different learning styles of the students?
A context statement (some people call this the statement of purpose) is optional, but may be useful to begin a lesson plan for your work sample with a sentence that sets the lesson's context, especially if it is not readily apparent from the objectives and activities how the lesson fits into the overall plan. The context may ...
Because students demonstrated at the end of the previous lesson that they did not understand the family's relationship to Calpurnia in "To Kill a Mockingbird", I decided that we needed to set a historical context for understanding the role of the black servant in the southern white home. Hopefully, this lesson will help students understand the attitudes of other characters that they will meet in the novel.
A lesson objective is not a unit goal, a content standard, or an activity; it is a means of achieving the unit goals and defines what students will know, value, or be able to do as a result of the lesson activities. When designing lesson objectives, ask yourself, "After today's lesson what will my students know? be able to do? value?
Sample lesson objectives:
Alignment with Unit Goals and Standards
Alignment with unit goals and standards is a list of standards and unit goals addressed in the lesson. Instruction should move students toward meeting unit goals and benchmark standards; however not every lesson will address all the goals and standards. When you are planning, ask yourself two questions:
Anticipatory set is the label given to the beginning or transitional activity of the lesson plan that engages the students with the content and process of the lesson. The anticipatory set can take a number of different structures:
Sample anticipatory sets:
This portion of the lesson plan is a chronological list of the activities that the teacher and students will do to meet the lesson objectives. It serves the useful purpose of acting as a script for the teacher if she gets distracted and a record for the outside observer (mentor, supervisor, evaluator, administrator) of what she did to meet the objectives. It is not mandatory for the teacher to march lock step through the plan because it may become necessary to monitor and adust as the instruction goes forward; however, writing the list of activities is a helpful rehearsal for the lesson. Ask yourself as you are writing your lesson activities: What will this look like? sound like? You know your students (cast, if you will), so run the movie in your head.
Adaptation for Special Needs
Most classrooms include students who need special accommodations. Accommodations include strategies that you will use to adapt instruction for...
Assessment is what you and your students do to demonstrate that you have met the lesson objectives. It may be the practice activity that follows the lesson where students apply the knowledge they've gained while you look over shoulders and give feedback; it may be a quiz over the lesson material; it may be a feedback session on the principles learned. Whatever the structure, it should be congruent with the anticipatory set and the lesson activities.
Research shows that classes that end with a specific closure activity reflect better student performance and behavior. Closure alerts students that "passing time" is near. If students recognize that the teacher will watch the clock and respect their need to wrap things up before the "bell", they are more likely to stay on task and use their time productively. Closure may be a reporting on what was accomplished during work time, putting away materials, review of the homework assignment, aquestions about what happens next, checking for understanding, orthe assessment activity.
The lesson reflections should be written at the end of the day. These can be brief, handwritten summary notes that are synthesized later into the reflection for your work sample. The length of the reflection vaires; however, it should include specific details of what went well ("it was a good day" doesn't tell as much as "all of the students were able to list three details from the story"), what event(s) got in the way of teaching and learning, questions you have about the effetiveness of your teaching and learning, questions you have about the effectiveness of your teaching and the student practice, some ideas for re-teaching (what you'd do again; what you'd not do again).
Reflection Record Form
This form can be used to record your reflections. It contains the pertinent information which you will want to include. Click here to access the Reflection Record Form.