How To Create a Lesson Plan
Posted By: sapphires20;
Category: Education;
October 25, 2008
Author sapphires20;
This lesson plan is in the format of the workshop model. This model is highly recommended by the professionals at Teachers College from Colombia University in NYC. It can be used for any subject. In the examples, I will be referring to a third grade reading lesson.
1
State an objective. This is one sentence that describes what the students will learn. It usually starts out with "Students will be able to..."
For example: Students will be able to read fluently using expression.
For example: Students will be able to read fluently using expression.
2
Make a connection to a previous lesson.
For example, We have been doing a lot of shared readings and have been learning new strategies on how to read like we speak. Today we are going to learn to read a story using expression. This strategy will help us to better understand what we are reading.
For example, We have been doing a lot of shared readings and have been learning new strategies on how to read like we speak. Today we are going to learn to read a story using expression. This strategy will help us to better understand what we are reading.
3
Write a teaching point. Explain to the students what you will be teaching.
For example, Today I am going to teach you how good readers read with expression. They use the many types of punctuation in the story to help them read with expression. When we read with expression, we read like we speak.
For example, Today I am going to teach you how good readers read with expression. They use the many types of punctuation in the story to help them read with expression. When we read with expression, we read like we speak.
4
Teach the lesson by modeling what you want the students to do/learn.
For example, First, I will briefly review how to say certain phrases depending on the punctuation being used (these will already be on sentence strips). Then using the overhead, I will read aloud an excerpt from Junie B. Jones Loves Handsome Warren. As I am reading, I will show how my voice changes as I come to a punctuation mark.
For example, First, I will briefly review how to say certain phrases depending on the punctuation being used (these will already be on sentence strips). Then using the overhead, I will read aloud an excerpt from Junie B. Jones Loves Handsome Warren. As I am reading, I will show how my voice changes as I come to a punctuation mark.
5
This next step is called Active Engagement. The students have a chance to share what they learned with a partner. This is also a time for the students to practice an example of what was learned. This is called accountable talk.
For example, I will ask the students to turn to their partner and reread the last section of the passage (It will be underlined) with expression.
For example, I will ask the students to turn to their partner and reread the last section of the passage (It will be underlined) with expression.
6
Remind the students again what they are doing and why they are doing it. This is called the link.
For example, say to your students today and everyday when we are reading I want you to read with expression. I want you to use the punctuation ti guide you.
For example, say to your students today and everyday when we are reading I want you to read with expression. I want you to use the punctuation ti guide you.
7
This is the time that the students practice what they have learned. This is called independent activity.
For example, I will send the students back to their seats to read their own leveled independent reading books to practice reading with expression. As the students are reading, I will conference with a few students.
For example, I will send the students back to their seats to read their own leveled independent reading books to practice reading with expression. As the students are reading, I will conference with a few students.
8
Mid- workshop interruption. During this time you make mention of a student or two who really understands the work that was taught. This should be done about 5-10 minutes after they have been working independently.
For example, while the children are reading independently I will stop them after 5-10 minutes of reading, and I will compliment a child who is reading with expression.
For example, while the children are reading independently I will stop them after 5-10 minutes of reading, and I will compliment a child who is reading with expression.
9
After about 20 minutes and the children had a chance to fully practice what was taught, you should have a few students share their work with the class.
For example, after about 20 minutes, I will stop the students and call them back to the rug. I will ask one or two students to read aloud a sentence or two from their book with expression.
For example, after about 20 minutes, I will stop the students and call them back to the rug. I will ask one or two students to read aloud a sentence or two from their book with expression.
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