Lesson Plan I

1. The Lesson Plan
Elements of
Madeline Hunter's
Lesson Plan

2. Goals and Objectives
 Before the lesson is prepared, the teacher
should have a clear idea of what the teaching
objectives and goals are.
 Objectives are what the students expected to
do and learn
 Goals are the desired outcomes
 “By the end of this class you will…”

3. Standards
 Content Standards
What the student should know, be able to do, and care about.
 Performance Standards
Answers the questions:
“Does the performance indicate a knowledge of the content?”
“How good is good enough”

4. Standards-based Instructional Design
 Insures coherence in the school
improvement process by connecting,
purpose, programs, policies, and practices
 In our standards-based system, all tools
developed to support the Hawaii Content and
Performance Standards III will be built
around the Benchmark Maps.

5. Hawaii Content & Performance
Standards III (HCPS III) Database.
 This database allows you to search for the
information you need to plan for standards-
based instruction.
 http://standardstoolkit.k12.hi.us/index.html
 Chose a content area and grade level to
begin the preparation for your lesson

6. The Seven Elements of a Great Lesson
 Anticipatory Set……………… “the hook”
 Input…………………………… “presenting”
 Modeling……………………… “I do”
 Guided Practice……………… “We do”
 Independent Practice……….. “You do”
 Checking for Understanding.. “the thread”
 Closure……………………….. “making sense”

7. Anticipatory Set
The “Hook”
Grabs student attention by:
Relating the experiences of the students to the
objectives of the lesson by using a
metaphorical activity
Extending the understanding and the
application of abstract ideas through the use
of a similar example or global analogy
Motivating the student to learn more

8. Input
 Presenting the information needed for
students to gain the knowledge or skill
 Teaching methods and strategies are
explained

9. The Core of the Lesson Plan
 Modeling “I do”
 Guided Practice “We do”
 Independent Practice “You do”

10. Modeling “I do”
 The teacher models the lesson
 I do it while you watch
 Students are given a visual representation of
what is expected with the verbal input of
labeling.
 Critical aspects are explained through
showing, labeling, categorizing, comparing.

11. Guided Practice “We do”
 We do it together…
 An opportunity for all students to demonstrate
grasp of new learning together with support
 Participating in an activity or exercise in groups
of two or three
 With the teacher's supervision and assistance.

12. Independent Practice “You do”
 Reinforcement practice… “getting it right”
 Once students have learned the content or
skill well enough to work independently
 Teacher walks around to give individual
attention to each student
.

13. Four step instructional process
 Watch how I do it [modeling]
 You help me do it (or we do it together)
 I'll watch you do it or praise and prompt
[guided practice]
 You do it alone [independent practice]
– with some help from the teacher

14. Checking for Understanding
 The thread that runs through the lesson
 Helps determine whether students have "got
it" before proceeding.
 The teacher must know that students
understand before proceeding to practice
 It is essential that the teacher knows the
students are doing it right in practice

15. Closure Making sense of it all
 You told them what you were going to tell them with
the anticipatory set
 You tell them with presentation
 You demonstrate what you want them to do with
modeling
 You guide their practice together and alone
 You see if they understand what you've told them
with checking for understanding...often
 You tell them what you've told them by tying it all
together with closure.

16. The Chopstick Lesson
 Objectives
– Picking up three items: a ball of paper, popcorn,
a malted milk ball
 Goal
– Using chopsticks to eat real food
 Standards
– Hand Eye and Tactile coordination
– Multi-cultural understanding and awareness

17. Anticipatory Set
 Today, class, we are going to eat with wood!
 Show the chopsticks
 History of eating with chopsticks
 You Tube Videos of chopstick eating (child)
– http://www.youtube.com/watch?v=vEEqYVQJUqs
 Movie scenes with people using chopsticks
 Mr. Miyagi catching a fly (Karate Kid)
– http://www.youtube.com/watch?v=J1gAHil89Z4

18. The Chopstick Lesson :Teaching
 Input and Modeling
– Explain how to use and model each step
 Guided Practice
– Students A and B
– A mimics teacher while B assists A by watching
and helping… then switch roles while T repeats
 Independent Practice
– Practice at desk with three items
– Teacher assists

19. Assessment
Picking up
1. Small crumpled paper ball
2. Popcorn
3. Malted Milk Ball
– This might be done as a pre-test/post test to see
how many in the class actually learned how to
use chopsticks

20. Closure
Review how few students could use the
chopsticks at the start of class
Then point to how many did so well
Time to eat!
Have a feast with a buffet of real food

21. The Next Lesson
 Tomorrow we learn how to use…

22. The Fork !

23. Reference
 Some Basic Lesson Presentation Elements
retrieved from:

http://www.humboldt.edu/~tha1/hunter-eei.html#ee
 DOE Substitute Teacher Text