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 | Area:
This is where you note the broader area under which your lesson will be built.
(Plant Science) |
| Unit: The
unit indicates a specific area you intend to address through a series of
lessons. (Entomology) |
| Competencies: In
a competency based state like Arizona, this is where you would list the actual
state approved competencies (usually numbered) you intend to address in the
unit. (8.0-Manage an insect control program.) |
At a later time we will add information
regarding the connection of state competencies and state standards.
| Objectives:
Good objectives provide student s with a roadmap to guide them through the
learning process. This in turn gives students a better chance of
succeeding--it helps them determine what you (the teacher) feel is most
important in the lesson.
 | Objectives are developed for the entire unit, then clustered together to form
individual lessons. In Arizona, we can utilize the competency indicators
to help create our objective lists. Objectives should show action and give
the instructor and student a way to determine if said objective was met. We try
to use action verbs to describe our objectives. A list of such verbs from
Bloom's Taxonomy can be viewed at this link.
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More tips on objectives can be found at this link.
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| Lesson Title: The
lesson title should be active in its wording. It also should reflect the
objectives for the lesson. |
| Need:
Need describes the reason students
should study this topic. It also addresses the size and age of the class
as well as the time allowed for class. |
| Introduction:
When you write your introduction and
the reset of your plan from this point on, write as though you are writing for a
substitute. Detail is very important. You might forget a special
activity or idea you wanted to use. The introduction should set the stage
for the entire lesson. It should build interest and excitement of what is
to come. Be sure to include transitional questions to take your lesson
from the introduction to the body (content/methodology) of your lesson. |
| Content/Methodology:
Content is what you plan to teach and
methodology is how you plan to teach it. Using the questions in the
question and analysis section you can build a framework of the key points you
want to be sure to include. This section can utilize a variety of
techniques, such as: |
| discussion/lecture/notes
games
supervised study
cooperative learning
problem-solving
field trips |
| Questions and Analysis:
The questions you create for this section will become the outline of the content
you want to teach. Be sure to include the answers (analysis) for any
questions you develop. Later you may forget
the answer and where you first
found it! |
Also, be sure you have at least enough
questions to reflect every objective you intend to cover for the lesson.
| Summary:
The summary should include three
parts: |
1. Key points covered in the lesson
2. Conclusions
3. Relate to the lesson to follow
The summary may be written, as in notes, or
arrived at through discussion and questions. However, it is important that
each lesson concludes with a summary. Otherwise important facts or
information covered early in the lesson may be forgotten.
| Conclusion:
This is the student's role.
While the teacher orchestrates the overall summary, it is important that the
students are actively involved in developing a concluding statement of the day's
lesson. |
| Evaluation:
You must have a fair and workable way
to evaluate your students' progress for two reasons: |
1. There is no reason
to progress with your teaching if your students do not
understand what you have already covered.
2. One of the best ways to evaluate your own teaching
is through the comprehension of your students.
This section should include steps on how you
intend to evaluate your students and what method or instrument will be
used. Include a master of quizzes or exams. At least you should have
formulated questions from this lesson for your unit exam.
| References:
It is important to include the sources for all the information you use in a
lesson. Later you may need to validate something, or go more in depth and
need to remember where to start. References might include textbooks, the
web, personal interviews, previous notes from another class, etc. |
| Realia List:
Realia includes any object or activity
used to relate classroom teaching to real life. Examples include: a
plastic insect, a real insect, an insect collection, an empty bottle of
insecticide, a book, a question, a guest speaker, on and on. Realia may be
and should be used throughout your lesson. A list of the realia you plan
to use can make preparing for class much simpler. |
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