Lesson Plan Guidelines

Use the following table to help you design your learning objectives for each lesson you teach.

Bloom’s Taxonomy

Remember specific facts, define, describe, label, list, match, Knowledge principles and concepts. Be name, outline, recall, recognize, able to name, recall, repeat, reproduce underline, select, state, recognize, etc. write, relate Organize facts in such a way contrast, classify, explain, Comprehension as to make sense of them. Be formulate, identify, illustrate, able to describe, explain, indicate, judge, justify, name, define, etc. represent, select, locate, paraphrase Apply known concepts or assess, choose, compute, construct, Application principles to solving problems demonstrate, explain, find, in new situations. Be able to perform, predict, select, show, use, solve, apply, interpret, etc. apply, illustrate Analyze information into its analyze, break down, compare, Analysis constituent elements. Be able contrast, conclude, criticize, to identify interrelatedness and differentiate, identify, justify, key concepts. resolve, select, separate, correlate, organize Synthesize or put together argue, combine, conclude, derive, Synthesis information in new or original discuss, generalize, organize, ways. Be able to produce a relate, restate, select, summarize, unique solution or original create, propose plan. Make critical judgments attack, avoid, choose, criticize, Evaluation regarding the value of defend, determine, evaluate, knowledge to specific identify, judge, recognize, select, situations. Be able to compare support, verify, appraise, defend, explanations or theories. assess

Use the template at the end of this description in designing your lesson plans. Simply type in the information under each of the headings. Below is a description of what each of the headings means. Learning Plan Template

Topic/Concept______Grade Level______Date______

Goals  The overall picture of what you would like students to do

Specific Learning Objectives  The specific types of mathematical knowledge, understanding, abilities, and attitudes students will gain after engaging in the lesson  Use action verbs aligned with the appropriate cognitive demand (see Bloom, above)  Identify your plan for assessing each objective o For example . Objective 1: Students will be able to explain the development of the area formula for rectangles. . Assessment: I will assess this objective by reading their journal entries  “Students will be able to…”

Rationale  Connect the main idea of your lesson to bulleted items from the NCTM Principles and Standards

Prerequisite Knowledge  Specific to this lesson—concepts and skills you are assuming students know and understand in order to engage in this lesson

Materials Required  Besides chalk board and chalk—do you need scissors, manipulatives, an overhead projector?  How many of each do you need?

Possible Student Solution Paths  How do you think students might go about solving the problem/task you give them?  What sorts of common mathematical misconceptions might you unveil?  What sorts of common mathematical errors might they make?

Opening Activity  To introduce the topic/concept  A problem, puzzle, extension of previous problem  Ask yourself: o Where are the children located? Do they need to move? o How will you get students interested in the lesson? o How will you connect this opening activity to the main concept activity? Transition  What will students be doing as you transition from the opening activity to the concept activity?  Where will they be?

Concept Activity/Task  The main teaching activity—what are you going to DO so that students learn the concept you are trying to get across?  A detailed road map that describes how your lesson will proceed— so detailed that ANYONE could teach your lesson given only your lesson plan (and required materials)  Written in a form from which you can teach (e.g., bulleted list, not paragraph)  Ask yourself: o If you want students to do part of the activity on their own, will you first model your expectations? o If you need to explain an idea, what will be the key points of your explanation? o If you are using specific examples, what are they? o What re the key questions you will ask in order to guide the students to learn the mathematics you want them to learn? o How will you give students opportunities to share their thinking? o Will you need to give students directions for working in groups?

Examples  What specific examples will you use? Not all examples are good examples  Which ones will highlight and clarify concepts?  Which ones will expose common misconceptions?

Transition  What will students be doing as you transition from the concept activity to a check on their understanding?  Where will they be?

Checking for understanding/Assessment  Where will students be?  May be group or individual check  Informs you of what students know/can do, based on your instruction  What the learner will do to demonstrate understanding and mastery of objectives  Ask yourself: o Will you give students the opportunity to restate the main ideas from the lesson? o What is one piece of information you want to know about your students’ understanding of today’s lesson? Summary/Closure  The last 2-3 minutes of your lesson  How will you give students an opportunity to restate the main ideas of the lesson?  What is the one piece of information that you want to know about your students’ understanding of today’s lesson before you end today’s lesson?  Do you have a plan for putting away the materials?

Assignment  What activities/homework/ will you assign to encourage a deeper understanding of the concept?

Transition  What will students be doing as you transition from math to the next topic?  Where will they be? Name______Section______

Topic/Concept______Grade Level______Date______

Specific Learning Objectives

Rationale

Prerequisite Knowledge

Materials Required

Possible Student Solution Paths

Opening Activity

Transition

Concept Activity/Task

Examples

Transition

Checking for understanding/Assessment

Summary/Closure

Assignment

Transition