Six Point Lesson PlanSix Point Lesson Plan

ClimateClimate

total classroom environmenttotal classroom environmenteffective physical setting that is effective physical setting that is

positive, caring, humanepositive, caring, humaneteachers who enjoy working with teachers who enjoy working with

the students, care about their the students, care about their needs, and empathize with their needs, and empathize with their problemsproblems

Climate continuedClimate continuedshould be honest and consistentshould be honest and consistentIMPORTANT: A teacher should IMPORTANT: A teacher should

establish a positive climate at the the establish a positive climate at the the first encounter with the students.first encounter with the students.

Give respect and you shall receive it.Give respect and you shall receive it.Climates should complement planned Climates should complement planned

instruction.instruction.

Climate continuedClimate continued

The use of management The use of management techniques which allow teachers to techniques which allow teachers to continue teaching with minimal continue teaching with minimal interference are best, as they do interference are best, as they do not disrupt the flow of class and its not disrupt the flow of class and its climate!climate!snapping, proximity, eye contactsnapping, proximity, eye contact

Climate on the PLANClimate on the PLAN

Description of the actual (if teaching) or Description of the actual (if teaching) or ideal (if not) setting for this lesson. ideal (if not) setting for this lesson. Ex: round tables with chairs, 4 students to a Ex: round tables with chairs, 4 students to a

table, projector with screen in the centertable, projector with screen in the center

OpenerOpener

usually a concrete, 3-D object to get students’ usually a concrete, 3-D object to get students’ attention at the beginning of the lessonattention at the beginning of the lesson

individuals remember experiences that include individuals remember experiences that include their involvement and that are interestingtheir involvement and that are interesting

Once teachers see that every student is Once teachers see that every student is captured by opener, then it’s good to start to captured by opener, then it’s good to start to the lesson.the lesson.

There are no fixed rules for openers as long as There are no fixed rules for openers as long as it’s linked to lesson and attracts the attention of it’s linked to lesson and attracts the attention of the students.the students.

Opener continuedOpener continued

use openers when presenting NEW materialuse openers when presenting NEW material work well with all types of learnerswork well with all types of learners - visual - see object - visual - see object

- kinesthetic - touch - kinesthetic - touch objectobject

- auditory - hear/talk about object- auditory - hear/talk about object should not take up more time than the actual should not take up more time than the actual

lesson (minute or two)lesson (minute or two) students’ response to openers based on students’ response to openers based on

maturity and appropriatenessmaturity and appropriateness

Opener ExamplesOpener Examples

Show me what you can doShow me what you can doMovement (Movement (Dante)Dante)Anticipation guidesAnticipation guidesKWL chartsKWL chartsFilm clipsFilm clips

Instructional ObjectiveInstructional Objective

should be introduced before and during should be introduced before and during lessons to make sure students stay on lessons to make sure students stay on tasktask

Can make a checklist for students of Can make a checklist for students of the objectives, either by the use of the objectives, either by the use of handouts, writing on the board, etc.handouts, writing on the board, etc.

have students write down objectives in have students write down objectives in notebooknotebook

Instructional Objective Instructional Objective continuedcontinued

verify notebook for accuracyverify notebook for accuracywhen one objective is complete, read when one objective is complete, read

the next objective, discuss it, and the next objective, discuss it, and engage in planned instructionengage in planned instruction

must be measurablemust be measurable finishes the statement… “The learner finishes the statement… “The learner

will be able to …”will be able to …”

Objective ExamplesObjective Examples

The learner will be able to accurately The learner will be able to accurately measure the flour, milk, and oil required measure the flour, milk, and oil required for the recipe.for the recipe.

The learner will be able to make 3 correct The learner will be able to make 3 correct moves on the chess board.moves on the chess board.

The learner will be able to throw at least 1 The learner will be able to throw at least 1 correctly formulated pitch.correctly formulated pitch.

JustificationJustification

refer to real-life applications for refer to real-life applications for learning and play some role in learning and play some role in students’ current livesstudents’ current lives

convince students of the validity of the convince students of the validity of the materialmaterial

Justification ExamplesJustification Examples

Twirling flags requires athletic ability, Twirling flags requires athletic ability, increases hand-eye coordination, and increases hand-eye coordination, and promotes teamwork.promotes teamwork.

Learning Hebrew increases awareness of Learning Hebrew increases awareness of phenomes and pronunciation, and teaches phenomes and pronunciation, and teaches cultural awareness.cultural awareness.

Making dips teaches measuring, kitchen Making dips teaches measuring, kitchen safety and nutrition.safety and nutrition.

ContentContent

should be age appropriateshould be age appropriate relevant to student liferelevant to student lifesteer away from textbooks since the steer away from textbooks since the

textbook writers do not know the textbook writers do not know the interest, motivations, and learning interest, motivations, and learning characteristics of every studentcharacteristics of every student**be cautious of this as a new teacher**be cautious of this as a new teacher

Content continuedContent continued

be willing to rearrange textbook materialbe willing to rearrange textbook material tell students now that the material can be tell students now that the material can be

used later in lifeused later in life reflect views of teaching peers, school, and reflect views of teaching peers, school, and

administratorsadministrators sometimes order of text may not work well sometimes order of text may not work well

with local conditionswith local conditions Ex- Working in a temperate climate zone, teachers Ex- Working in a temperate climate zone, teachers

may have difficulty teaching out of a science may have difficulty teaching out of a science textbook where discussion of leafy plants can’t be textbook where discussion of leafy plants can’t be reached until winter.reached until winter.

Content ExamplesContent Examples

In preparing the Mudslide Cake, the In preparing the Mudslide Cake, the students will study measuring, kitchen students will study measuring, kitchen safety, and order of operations.safety, and order of operations.

In preparing rice crispy treats, the students In preparing rice crispy treats, the students will learn measuring, kitchen safety, recipe will learn measuring, kitchen safety, recipe modification, and nutritional information.modification, and nutritional information.

StrategyStrategy

(mode of learning)- the delivery of the (mode of learning)- the delivery of the “procedures”“procedures”

work when they reflect the personality work when they reflect the personality and skill level of the teacherand skill level of the teacher

use a wide varietyuse a wide variety

Strategy ExampleStrategy Example

Pass out the textbooks.Pass out the textbooks.Ask students to turn to page 380.Ask students to turn to page 380.Have students popcorn read the first three Have students popcorn read the first three

paragraphs.paragraphs.Ask students to write any words they do Ask students to write any words they do

not understand on the board.not understand on the board.Discuss the definitions, in context, of these Discuss the definitions, in context, of these

words.words.

ReviewReview

Look back on the material taughtLook back on the material taught use after the lessonuse after the lesson call on all students randomly (index cards or call on all students randomly (index cards or

Popsicle sticks)Popsicle sticks) wait time of five seconds after asking the wait time of five seconds after asking the

question before calling on a studentquestion before calling on a student

Review ExamplesReview Examples

So, what did you learn?So, what did you learn?Complete KWL chartsComplete KWL chartsRepeat opener (when applicable)Repeat opener (when applicable)QuizQuizHomeworkHomework