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Lesson Planning Support for Preservice and Inservice Classroom Teachers and Teacher-Librarians

Links selected by: Judi Moreillon, Ph.D.

Lesson Planning:

AASL's Standards for the 21st Century Learner: http://www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf

To access the Arizona Standards from the State Department of Education's Web Site:
Academic K-12 Standards: http://www.ade.state.az.us/standards/contentstandards.asp
Other Standards (for ELL Proficiency Standards): http://www.ade.state.az.us/standards/otherstandards.asp

From Tucson Unified School District's Web Site: http://instech.tusd.k12.az.us/standards.html

NEW! TUSD Sample Lesson Plans (Language Arts, Math, and/or Technology) - Notice the format. These are EEI lesson plans!

Lesson Plan Format for the Southwest Literature Web Site: See a completed lesson plan for The Magic of Spider Woman.

In this section, specify the broad objective of the lesson. What is the holistic overview of the lesson? What will the students learn when they complete the lesson? In general terms, why are you having the students do this unit?
OVERVIEW: What is the holistic overview of the lesson/unit? What will the students learn when they complete these lesson/unit?
PURPOSE: Why are you engaging students in this lesson/unit?

Outcomes (Same as EEI Objectives)
Upon successful completion of this lesson, the students will be able to... (Name all your unit/lesson objectives. This is repeted in the EEI lesson plan in student-friendly language.)

Arizona State Standards
List the standard number and the actual words of each curriculum standard that will be addressed in this lesson. Do not list only the standard number. Include standards for ELLs.

List the resources that the students will use, such as trade books, reference books, topic experts, and/or artifacts. If applicable, list the online resources that the students will use, such as websites, software, and/or other technology tools. Provide the title of the resource, the URL (if web page), and a brief description of what the student will encounter in that resource/at that site.

List all the materials that the students will need to complete this unit/lesson plan, including manipulatives, art, and/or writing implements. If appropriate, list and include a copy of graphic organizers and rubrics as well.

Process (Use EEI here. See below.)
In this section, give a DETAILED description of what you will do and what the students will do to complete the task. Include several subsections, such as Preparation, Tips, Tasks, Stations (if you are using centers) if you feel this helps you. Note: Use the Essential Elements of Instruction as your guide.

How will you assess your students' learning? Will you use a project, a presentation, a piece of writing, a demonstration, and/or a test? If you use an authentic assessment, you will need to use a rubric. Who will construct the rubric? Will you as a teacher do it, or will you and your students create it together? (If you are planning to use a rubric for this lesson/unit plan, do not say that you will use a rubric, but create one and include it with your unit materials. Be certain the students have the rubric before they begin the assignment.) Rubistar - This Web site helps teachers create and save effective rubrics. (For additional rubric support, visit the Teaching and Learning Resource Center Assessment links.)

Include any way you may expand this lesson/unit plan to reach a different goal, such as more in-depth knowledge, deeper investigation, and/or moving it up on Bloom's taxonomy of thinking skills.

Also, include how this lesson/unit plan may be modified to fit the needs of gifted or less proficient students, ELLs, special education students, and/or students with other special needs.

Essential Elements of Instruction (EEI):

1. Introductory Set (also known as the Anticipatory Set)
What are you going to do to get the students involved and motivated? How will you introduce what they are going to learn in this lesson? (Make connections to students' real world experiences, to their prior learning, or provide them with background information.)

2. Objectives (Same as NAU Outcomes but in student-friendly language)
What do you want students to be able to do after this lesson? (Tell them specifically!)

3. Input
This is what the teacher does. You might read a book, pose a problem or question, provide a scenario, lead a discussion, or provide other "input" that prepares the students to enter into the learning experience.

4. Modeling
Demonstrate - with concrete examples - how students will carry out what you've shown them in the input portion of the lesson.

5. Check for Understanding
How do you know that the students have understood the lesson so far? Review with them the steps they will take to accomplish the task. What will they do first, second, and so on? (Repeat checks for understanding while students are engaged in the guided practice.)

6. Guided Practice
How can students practice under your supervision? (How will you monitor the students' work? What will you look for as they practice?)

7. Independent Practice - or Homework
Can they practice in small groups or alone - in the classroom or at home - without your guidance?

8. Closure
Review what students have learned. Assess the learning objectives. Build a bridge to the next concept.

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Last updated: 19 June 2008