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Step 3 (Plan Lesson)

Step 3 (Plan Lesson)

GATHER PLANNING RESOURCES:

  • Completed Unit Learning Progression
  • Lesson Plan Guide
  • Lesson Plan Template
  • Teacher’s Manual for unit of study
  • Existing excellent lesson plans
  • Other reference materials as needed

Record the Lesson Learning Target (selected from the completed Unit Learning Progression).

DO THE MATH/SCIENCE TO DETERMINE REQUISITE CONCEPTS AND SKILLS:

  • Use the lenses of both learner and teacher. Examine your thinking.
  • Record all concepts and skills you use to solve the task.
  • Identify those concepts and skills that represent or connect to prior knowledge.
  • Note all strategies and skills the task requires students to use.
  • Record all known ways the task can be solved.

DETERMINE EVIDENCE OF STUDENT SUCCESS:

  • Establish methods to check student skill development as the lesson progresses.
  • Establish success criteria to determine evidence of student ability to meet the Lesson Learning Target.

ANTICIPATE:

  • List the known ways to solve the task.
  • Establish methods and language for responding to misconceptions.
  • Establish feedback you will use to move students forward.
  • Establish questions you will ask to help students clarify their thinking.
  • Decide what you will be doing during student activity/group work.

DRAFT THE LESSON FLOW:

  • Consider your personal experience with the task as you draft each step of the lesson.
  • Allow sufficient time for the entire lesson to be taught in one session.
  • Plan lesson steps with procedures designed to help students make sense of the task.
  • List materials needed for each step of the lesson.
  • Establish activity/ies to draw out each student’s preconceptions and prerequisite skills.
  • Establish activities that make students confront their misconceptions.
  • Establish methods to motivate the students.
  • Decide how to clarify learning intentions for each step of the lesson.
  • Establish questions to ask that will move the lesson along.
  • Decide what discussions, tasks, and activities you will use to elicit evidence of learning.
  • Establish time to give students opportunity for reflection and sense-making.

REMEMBER:

  • Post the target visually
  • Note any teaching practice you specifically want to apply during the lesson.
  • Note any specific things you want to remember not to do.

CHECK FOR UNDERSTANDING:

  • Decide what the students need to be able to do after each step of the lesson.
  • Refer back to “Determine Evidence of Student Success;” in the lesson plan, note the methods and criteria you established.
  • Allow time to administer the formative assessment you developed for this Lesson Learning Target (Refer to your Unit Learning Progression).
  • Determine if there are any remaining misconceptions.

Continue to Step 4