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How to Present a Lesson Plan

First days are always exciting, and expectation builds up about the contents of the task ahead, especially if you’re starting a class as a student or professor. This interaction will be significant because it will establish and define the subjects to be covered and the set of expectations flowing from the instructor towards the audience. 

Perhaps you are ready to begin your career as a teacher and need some guidance; otherwise, you are a seasoned instructor searching for a refresher in your program. No matter which of the above you represent, the truth of the matter is that you are probably seeking a better way to introduce the subjects you’ll be teaching to your students. 

What is a lesson plan? 

A lesson plan will be the set of subject matter materials you will be teaching during a specific timeframe. The lesson plan should be an index that students can constantly consult to understand better the parts of the learning journey they will go through during each session. 

Teachers and professors should have a lesson plan template that happens in every session. This is different from a syllabus because, in the latter case, the whole curriculum of the program will be laid out; however, for each lesson, there should be one individual lesson plan example to guide the instructor in the set timeframe. 

When building the materials for the class or lesson’s attention, it’s always essential to share elements like the purpose or rules that guide the learning process . This article will explore the best way to present a lesson plan and drive a learning session successfully from the instructor or professor’s view. 

How to write a lesson plan 

Education nowadays guides different sorts of students and target specific learning needs. Therefore, it’s important and relevant to understand how lesson plans can change and be varied to truly implement the best learning path for your students. Once you have this part figured out, the next step is to understand how you will transmit the information and use a PowerPoint Presentation to simplify creating and presenting a lesson plan to your students. 

Lesson plans will comprise several different sections that will clarify the first questions students can have: How long will the course be? Will it be an online course ? What will be the main objectives? Which subjects will be discussed along with the class? 

1. Introduction 

As the lesson begins, it’s essential to place a brief yet descriptive introduction about what the session will cover. A good practice is to create a catchy title for each lesson to have an overall understanding of the information they will be receiving.

Example: Digital Marketing Basics: Industry background, historical review years 1980-2010. In this session, we will cover the birth of digital marketing, including all the touchpoints that shaped today’s industry. 

2. Audience

If your class is a one-time-only or recurring session, or even a blended learning journey, it’s essential to explain to your students who this class is for; this will allow them to calibrate their expectations about the matter to be taught ahead. 

Example: This lesson is directed to professionals who work in traditional marketing, business owners, or communication specialists seeking to have a profound understanding of how digital marketing came to be. 

3. Lesson Objectives 

This piece is critical because it will allow the students to assess the intention of each lesson. When thinking about the objectives, it’s vital to consider the acquired skills we expect our students to have at the end of the class. Like any other goals in life or business, each one should be actionable and measurable, meaning after each class, students should be able to use what they have learned and put into action the concepts. 

Example : Understand and be able to create a timeline framework of reference to explain the story of the Internet.

4. Materials 

Suppose the lesson requires using any specific materials, physical or not, including any software or hardware necessary. In that case, it´s important to list or include within the lesson plan so students can set clear expectations on what they might require. This is particularly important if the session you will be delivering requires them beforehand to bring anything. 

Example : 

• Computer 
• Scratch paper 

5. Learning Activities 

We´ve covered all the logistics by this point; however, now we need to start sharing the actual activities during the lesson. Ideally, this is a play-by-play of how each activity will guide the lesson towards the already established objectives. To add the list of learning activities that will be helpful for your students, take into account how all of them align with each goal and the requirements students need. 

Make sure that you add variety to the activities that you are proposing, go ahead and research trends of how many other teachers or professors, students will appreciate your search to engage them in learning. 

Also, consider how much time they will take so that you can note it in the next section. 

• Create a timeline on the wall with the most important moments of digital marketing history, including creation of social media, mainstream of email, etc.

Time periods

Pairing each learning activity with a specific timeframe will be useful both for instructors and students. Make sure you calculate a reasonable amount of time for each activity and list it within the lesson plan so everyone can set correct expectations. Assigning time slots for each exercise will also help students and teachers stay on track with the lesson and not waste valuable time invested in learning.

Example : Creation of a timeline – 45 min

How to present a lesson plan 

We have now listed the components of the lesson plan structure, everything looks beautiful in the draft, but now we need to start planning how we will present the program to the students. This part is challenging because you have to choose a template that makes sense for you and will be helpful for your students to understand.

A PowerPoint presentation is a great way to showcase all the contents of the lesson plan, however, the trick is to decide how you want to structure it.

Lesson Plan Design

By this point, you’ve structured a lesson plan template that can go through any test. Nevertheless, creating the materials to accompany it can be a key in the commitment generates between the students and the professor.

Design and Style

Before adding any text to your presentation template , think about the requirements you have: Does the academic institution where you work require the use of logos? Do you have to follow any visual guidelines? This might be important for the cohesiveness of your presentation.

It’s essential to think about how you would like to present the lesson plan. You may want to keep it simple and have a 1 pager and talk through it to understand your students fully, or perhaps you need to create one full presentation where every slide will be a relevant piece of information. Let’s explore this a bit further. 

One Pager Lesson Plan 

If your style is more towards simplicity, this is a great solution: succinct, minimalistic, and straight to the point. You can complete a one-page lesson plan with bullets of the relevant data and send it out to students. A great advantage of this format is that you can either send it as a PDF or even as a single image (JPG or PNG), exporting it directly from PowerPoint. 

One significant advantage is that your students will only have to check for one source by choosing this simple format when revising the lesson during the class or afterward. 

Several pages lesson plan 

Almost like a syllabus, a more extended presentation will include several slides so you can include the information in different formats. 

For example, you can use the first slide to include the lesson title; afterward, a new slide can define the purpose or introduction of the lesson. In the upcoming slides, you can include materials, contents, and even ad charts or similar to explain how grades will be affected by each lesson’s assignments on the upcoming slides. 

Text in the presentation 

It’s always good to follow the reliable practices of presentations and include the necessary information without overwhelming students. Don’t add an excessive amount of text to one slide; actually, make sure that every piece of data is helpful for students to plan their time both during and after class. 

However, if you will be sending out the presentation to your students before reviewing it, consider that they will be using it for their reference to follow through with your lesson. So make sure all the information is easy to read and accessible. 

Additional elements 

Learners of all sorts have become increasingly visual, so don’t be afraid to add infographics, images, photographs, icons or any other elements to make your lesson plan presentation more appealing visually. 

Final Words 

Remember the lesson plan presentation will be the first approach your students will have with the subject matter. Take your time, enjoy the process, and create comprehensive and attractive lesson plan slides that will inspire your students to have thoughtful and deep learning. 

1. 1-Slide Lesson Plan PowerPoint Template

Create a simple and minimalist one-pager lesson plan for your academic uses, course planning, and even as student handouts, with this eye-catching PowerPoint template. 

Use This Template

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• Presentation Tips

How to Create an Effective Lesson Plan Presentation?

A significant first step towards creating a great lesson plan presentation is vital to any teacher who wants his lesson to make an impact on the learners. It does not matter if you are starting a new topic or revising what was taught before, a proper and effective lesson plan helps keep order in your classroom and make your learners meet the learning outcomes set for them. This lesson plan presentation guide outlines steps to the presentation process such as basic components of the presentation, some useful tips, and more importantly the advantages of incorporating modern technologies such as smart whiteboards.

Why Lesson Plans Matter ?

To appreciate what is explained in the subsequent sections on how to go about the lesson plan, there is a need to first establish why the lesson plan is central to teaching.

1. Enhanced Classroom Management

It is noticed that when there is a well-structured plan the management of the classroom becomes easier. Of course, when you define the objectives and methods in advance, you can think through possible difficulties in their achievement and select the proper teaching approaches then. Such preparation helps to always keep the focus and efficiency in learning especially, when teaching in the classroom, hybrid or virtual space.

Tip: To achieve a more professional look and feel, education professionals use free PowerPoint templates that enables them to create neatly laid out slides with appropriate graphics in support of the learning goals.

2. Student Success

Organization of lean content ensures that the students enjoy and understand the lessons being taught. Proper setting of goals and especially the way the different activities are laid down increase chances of student success. As a result, motivation and performance improve if students are able to see an easier plan of what is expected of them in terms of learning and accomplishment.

3. Teacher Effectiveness

Lesson plans therefore play an important role in the development and assessment of teachers’ professionalism. It’s a tool for evaluating all your teaching approaches and in case of an evaluation, it acts as a record of planning and preparation. Furthermore, they are useful for future lessons and can be developed further when the students’ feedback and learning results are taken into consideration.

4. Effective Student Assessment

Lesson plans also make it easy to give a proper assessment based on the student’s performance. When assessments are made in tune with the lesson objectives, the result obtained can better depict the students’ understanding and learning process. This alignment proves useful in developing formative and summative forms of assessments that can include quizzes and tests, and assignments among others based on the lesson-learning objectives.

First of all, it is vital to define what a lesson plan is and secondly, it is important that one is able to come up with the lesson plan well and clearly.

A lesson plan contains several factors which need to be followed. Here’s a step-by-step guide to developing an effective lesson plan:

1. Introduction

Begin with engaging the class in the topic or subject to be taught. This segment should also give a brief of what is going to happen in the lesson as well as pave the way for the day’s lesson. Design a captivating and informative title that will make one want to stick through the lesson and a brief minute summary reflecting what the student will be taught.

2. Lesson Objectives

Determine behaviorally the goals of the lesson. Such objectives should be clear and specific, easily quantifiable, and productivity-oriented. You have to specify what you would like the students to know and what they should be able to do by the end of the particular lesson. That is, rather than say, ‘Students will learn about photosynthesis’, be more specific and write ‘Students will be able to explain the process of photosynthesis and its relevance to plant life.

3. Learning Activities

Explain what actions will be beneficial to accomplish the goal and objectives of the lesson. E-mail: A teacher uses e-mail to communicate with the students, share lesson content, and complete other assessments In terms of the learning objectives, e-mail is very helpful in a way that it helps the teacher put across a lesson plan or content in a lesson as well as help complete with other forms of assessments. Include strategies of teaching that implement the use of group discussions, experiments, exposures to ICT, and multimedia aids to crack the code because of learner differences.

Another set of useful tools for improvement of the learning process is teaching PowerPoint templates It is worth to mention that there are special teacher PowerPoint templates for educators who can find there ready-made layouts that can be helpful, while creating the lessons.

4. Practice and Application

Encourage the students to apply what they have learned in practical problems where necessary. This may be an individual or group assignment in which students are encouraged to demonstrate knowledge of the content taught in class. Practice activities aid in the reinforcement of what has been learned, and do provide some as to as to how the students understand the material that has been taught.

5. Assessment

Explain how you are going to assess whether or not the students have grasped well what you are teaching them. Some of the techniques could be question and answer sessions, writing down answers, or even displaying some actions. Make sure that when you are giving the assessments they correspond to the objectives of the lesson and that they enable you to have an overall view of the students’ performance.

6. Reflection

Add a scaffold that would include a focus on grouping or partnering students, cooperative learning strategies, and experiences to ponder on the lesson learned. That is why at the end of the lesson, it is useful to identify what seemed effective, and what can be further reworked. It also assists in modifying educators’ future lesson plans or their approach toward the students in class.

Final Thoughts

Creating an effective lesson plan presentation is a fundamental aspect of successful teaching. By following a structured approach and incorporating modern technology, you can enhance the learning experience for your students and achieve your educational goals. Remember, a well-prepared lesson plan not only benefits your students but also supports your growth as an educator. Embrace the tools available to you, and continue refining your lesson planning skills to provide impactful and engaging lessons.

By taking these steps, you will ensure that your lessons are not only informative but also engaging, paving the way for a successful teaching experience.

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Pramod Malnatchi

Pramod Malnatchi is an experienced content strategist with over 3 years of active practice. He excels at using his broad experience to provide clear, concise, and interesting data-driven content in different niches. With his skills in PowerPoint presentations and Google Slides, Pramod is capable of making an idea visually interesting in terms of presentation. He ensures the quality and accuracy of information in every project by doing thorough research and consulting with experts in the field.

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What is ‘Presentation, Practice, Production’ (PPP)?

And how can i best use it in my classroom.

Presentation, practice, production (PPP) is a lesson structure, a way to order activities in your lessons.

Although quite old and heavily criticised over the years, PPP is probably the most commonly used lesson structure in teaching English to foreign learners today. It’s also still widely taught to new teachers and seen on initial teacher training courses like the CELTA and CertTESOL.

Most course books that you’re likely to use will structure their chapters in ways similar or the same as PPP, meaning that you’ll get a lot of exposure to this method.

As the name suggests, there are three stages to this lesson structure, which we’ll look at now.

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The ‘presentation’ stage

This is where the language is introduced, or ‘presented’ to the learners, usually by introducing a context or situation. For example, you could:

Tell or act out a short story or anecdote ( “I woke up this morning with a nasty cold… AHHH-CHOOO! I went to the doctor and…”)

Play a short audio clip

Show a clip from a movie or TV show.

Show objects you’ve brought in (e.g. newspaper cuttings, plane tickets, hobby materials)

The aim is to ensure students understand the context and get them thinking about it. You could elicit ideas or suggestions from students, get them to talk to each other about what they know or think about the situation, etc. This also helps them start to remember the language and vocabulary they already know about the topic (or ‘activate the schemata’, if you want the fancy term for it).

The ‘practice’ stage

The ‘practice’ stage is when students use the language in a controlled way. This stage is sometimes divided into two — a controlled practice and a freer practice. Again, among many things, you could get students to:

Drill sentences or sounds, chorally or individually.

Substitution drill in pairs

Sentence matching activities

Gap-fill exercises

Pair work asking and answering questions

The aim of this stage is accuracy . Error correction is important in this stage, so monitor the students closely and take time to correct errors immediately. A delayed error correction section after the activity would be useful for target language errors that seem to be common.

The ‘production’ stage

The ‘production’ stage is where the language is used more openly. Things like:

Communication tasks

Collaborative tasks

Discussion activities

The focus of this stage is using the language as fluently and naturally as possible , as students would do outside of the classroom.

Theory behind Presentation, Practice, Production

This is where PPP gets criticised. It started in the 1960s, and language learning theory has developed considerably since then. Academics who study second language acquisition get annoyed at how PPP doesn’t tick any of the boxes for how we’re supposed to learn a language and yet is still so widespread.

Some learning assumptions behind presentation, practice, production are:

Students should be told the grammar rules and then practice them (a deductive approach).

Language learning is a skill like any other and should be practised as such.

There should be a high level of teacher control, slowly handed over to learners as the lesson progresses.

Language is a series of items that can be learned in sequence.

The target language should be practised by removing unnecessary language to help focus.

All of these have been shown that this isn’t how we best learn languages (in fact, the opposite is largely true!).

However, it isn’t all bad. Here’s my opinion on the advantages and disadvantages of PPP:

It’s easy to learn for new teachers.

It’s very flexible.

It’s easy to plan for and has a logical progression.

It works for most types of classes, including larger classes.

Most course books use this or a similar method to structure their lessons and chapters.

Disadvantages

Research shows that it may not be the best way to teach/learn a language.

Weaker learners may overuse the target language from the practice session, so it sounds unnatural.

Learners may not know how to use the target language in different contexts.

It can be boring if used repeatedly for higher-level students.

Thoughts on Presentation, Practice, Production

Academics are often far removed from the classroom and the real world, studying the individual phenomenon in isolation.

I’ve often seen a light bulb moment for students whilst teaching PPP (although one could argue that it’s not strict PPP, and it’d be hard to isolate the teaching method from other variables). Teaching over a period of time with this method, you do see students improve. Consider also that it’s not done in isolation — you should be getting your learners to interact in English naturally and read extensively outside of class, for starters.

Presentation, practice, production works. Maybe not as well as something like task-based learning (TBL), but TBL takes longer to plan and implement, which becomes very difficult when your teaching hours are high.

Sure, so it might not be theoretically perfect, but it does work.

How to adapt the PPP method

Also, I believe it has evolved from the ‘traditional’ PPP approach described above. Here are some ways you can adapt the classic PPP structure:

Spend more time in the presentation stage eliciting.

Turn the deductive aspect of explicit grammar instruction into an inductive aspect (so learners have to figure out the patterns themselves).

Add collaborative tasks during the practice stage, which learners must use the target language to complete successfully.

Include meta-learning strategies so students can learn how to learn.

Include more incidental language throughout the class so learners hear language in a more natural context.

Change the final stage into a task, such as you’d find in task-based learning .

These changes turn PPP into something else, a blended approach that addresses many of the criticisms of PPP.

Other structures have sought to improve upon the model of PPP. Variants include ESA (engage, study, activate) and CAP (context, analysis, practice)

However, the simplicity of PPP and its notoriety have kept it the most widely used model. I doubt it’s going away any time soon.

If you liked this article, you’ll love my books:

📝 Lesson Planning for Language Teachers - Plan better, faster, and stress-free (4.5 ⭐ , 175 ratings).

👩‍🎓 Essential Classroom Management - Develop calm students and a classroom full of learning (4.5 ⭐, 33 ratings).

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Discussion about this post

Ready for more?

• Professional development
• Planning lessons and courses

Student presentations

In this article I would like to give you a few tips and some advice on what I've learned from helping students prepare and deliver presentations.

• Why I get students to do presentations
• Syllabus fit
• Planning a presentation lesson
• Classroom Management

Why I get students to do presentations Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly.

• Presentation skills are extremely useful both in and outside the classroom. After completing a project, a presentation is a channel for students to share with others what they have learned. It is also a chance to challenge and expand on their understanding of the topic by having others ask questions. And in the world of work, a confident presenter is able to inform and persuade colleagues effectively.
• Presentations can also form a natural part of task based learning. By focussing on a particular language point or skill, the presentation is a very practical way to revise and extend book, pair and group work. The audience can also be set a task, for example, a set of questions to answer on the presentation, which is a way of getting students to listen to each other.

Syllabus fit Normally the presentation will come towards the end of a lesson or series of lessons that focus on a particular language or skill area. It is a type of freer practice. This is because the students need to feel relatively confident about what they are doing before they stand up and do it in front of other people. If I have been teaching the past simple plus time phrases to tell a story, for example, I give my students plenty of controlled and semi controlled practice activities, such as gapfills, drills and information swaps before I ask them to present on, say, an important event in their country's history, which involves much freer use of the target grammar point.

Planning a presentation lesson Normally a presentation lesson will have an outline like this:

• Revision of key language areas
• Example presentation, which could be from a textbook or given by the teacher
• Students are given a transcript or outline of the presentation
• Students identify key stages of the example presentation – greeting, introduction, main points in order of importance, conclusion
• Focus on linking and signalling words ('Next…', 'Now I'd like you to look at…', etc.). Students underline these in the transcript/place them in the correct order
• Students are put into small groups and write down aims
• Students then write down key points which they order, as in the example
• Students decide who is going to say what and how
• Students prepare visuals (keep the time for this limited as too many visuals become distracting)
• Students practise at their tables
• Students deliver the presentations in front of the class, with the audience having an observation task to complete (see 'Assessment' below)
• The teacher takes notes for feedback later

It is important that the students plan and deliver the presentations in groups at first, unless they are extremely confident and/or fluent. This is because:

• Shy students cannot present alone
• Students can support each other before, during and after the presentation
• Getting ready for the presentation is a practice task in itself
• When you have a large class, it takes a very long time for everyone to present individually!

I find it's a good idea to spend time training students in setting clear aims. It is also important that as teachers we think clearly about why we are asking students to present.

Aims Presentations normally have one or more of the following aims:

• To inform/ raise awareness of an important issue
• To persuade people to do something
• Form part of an exam, demonstrating public speaking/presentation skills in a first or second language

I set students a task where they answer these questions:

• Why are you making the presentation?
• What do you want people to learn?
• How are you going to make it interesting?

Let's say I want to tell people about volcanoes. I want people to know about why volcanoes form and why they erupt. This would be an informative/awareness-raising presentation. So by the end, everyone should know something new about volcanoes, and they should be able to tell others about them. My plan might look like this:

• Introduction - what is a volcano? (2 minutes)
• Types of volcano (5 minutes)
• Volcanoes around the world (2 minutes)
• My favourite volcano (2 minutes)
• Conclusion (2-3 minutes)
• Questions (2 minutes)

Classroom Management I find that presentation lessons pass very quickly, due the large amount of preparation involved. With a class of 20 students, it will probably take at least 3 hours. With feedback and follow-up tasks, it can last even longer. I try to put students into groups of 3 or 4 with classes of up to 20 students, and larger groups of 5 or 6 with classes up to 40. If you have a class larger than 40, it would be a good idea to do the presentation in a hall or even outside.

Classroom management can become difficult during a presentations lesson, especially during the final presenting stage, as the presenters are partly responsible for managing the class! There are a few points I find effective here:

• Training students to stand near people who are chatting and talk 'through' the chatter, by demonstration
• Training students to stop talking if chatter continues, again by demonstration
• Asking for the audience's attention ('Can I have your attention please?')
• Setting the audience an observation task, which is also assessed by the teacher
• Limiting the amount of time spent preparing visuals
• Arranging furniture so everyone is facing the front

Most of these points are self-explanatory, but I will cover the observation task in more detail in the next section, which deals with assessment. 

Assessment The teacher needs to carefully consider the assessment criteria, so that s/he can give meaningful feedback. I usually run through a checklist that covers:

• Level - I can't expect Elementary students to use a wide range of tenses or vocabulary, for example, but I'd expect Advanced students to have clear pronunciation and to use a wide range of vocabulary and grammar
• Age - Younger learners do not (normally) have the maturity or general knowledge of adults, and the teacher's expectations need to reflect this
• Needs - What kind of students are they? Business English students need to have much more sophisticated communication skills than others. Students who are preparing for an exam need to practise the skills that will be assessed in the exam.

I write a list of language related points I'm looking for. This covers:

• Range / accuracy of vocabulary
• Range / accuracy of grammar
• Presentation / discourse management- is it well structured? What linking words are used and how?
• Use of visuals- Do they help or hinder the presentation?
• Paralinguistic features

'Paralinguistics' refers to non-verbal communication. This is important in a presentation because eye contact, directing your voice to all parts of the room, using pitch and tone to keep attention and so on are all part of engaging an audience.

I find it's a good idea to let students in on the assessment process by setting them a peer observation task. The simplest way to do this is to write a checklist that relates to the aims of the lesson. A task for presentations on major historical events might have a checklist like this:

• Does the presenter greet the audience? YES/NO
• Does the presenter use the past tense? YES/NO

And so on. This normally helps me to keep all members of the audience awake. To be really sure, though, I include a question that involves personal response to the presentation such as 'What did you like about this presentation and why?'. If working with young learners, it's a good idea to tell them you will look at their answers to the observation task. Otherwise they might simply tick random answers!

Conclusion Presentations are a great way to practise a wide range of skills and to build the general confidence of your students. Due to problems with timing, I would recommend one lesson per term, building confidence bit by bit throughout the year. In a school curriculum this leaves time to get through the core syllabus and prepare for exams.

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The 7Es Model of Instruction

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Effective Lesson Planning

Oct 09, 2014

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Effective Lesson Planning. From Curriculum to Assessment. Agenda. Analyze Lesson Planning Model a Lesson Locate sources for Planning Initiate Lesson Planning. Lesson Planning. Purpose: to guide your energy and resources toward effective teaching = quality student performance.

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Presentation Transcript

Effective Lesson Planning From Curriculum to Assessment

Agenda • Analyze Lesson Planning • Model a Lesson • Locate sources for Planning • Initiate Lesson Planning

Lesson Planning • Purpose: to guide your energy and resources toward effective teaching = quality student performance

Lesson Planning • Process: select the TEKS, identify the related test items, choose a teaching strategy, obtain the materials, and follow the lesson cycle

Lesson Planning • Product: document that leads to effectiveness, organization, use of strategies /materials to help students succeed – and can be followed by others

Instruction Quality Student Performance Lesson Planning Curriculum Assessment

Statement of Objective Model District - Wide Curriculum Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade3 Grade 2 Grade 1 Kindergarten Pre-K Focus Check for Comprehension Plan A Lesson Guided Practice Select TEKS Evaluation Independent Practice Closure The Lesson Cycle

Focus • Powerful “activity” to direct and hold students’ attention • Statements or visuals by teacher to connect topic with students’ prior knowledge • Framework to place students in receptive frame of mind

Focus • Multiple Intelligences • Manipulatives • Social Studies: Artifact

Focus • Social Studies Example • “Artifact Fair” • Primary Source Item • Cooperative Learning Activity

Focus • Social Studies Example • Group Assignment • Describe, Explain, Date, Highlight the significance of the item

Focus • Social Studies Example • Presenter • Describe, Explain, Date, Highlight the significance of the item

Statement of Objective • ‘what the students are expected to learn’ • ‘what the students are expected to do’ • ‘how the students will demonstrate their learning’ State Standards (Student Expectations)

Statement of Objective • ‘what the students are expected to learn’ • 10(A)  locate places and regions of importance in the United States

Statement of Objective • ‘what the students are expected to do’ • 15(B)  summarize the strengths and weaknesses of the Articles of Confederation;

Statement of Objective • ‘how the students will demonstrate their learning’ • 30(D)  create written, oral, and visual presentations of social studies information.

Model = Teach • Using resources and media to present the information / skill • Explaining the critical aspects through higher order level of application

Check for Comprehension • Monitoring student knowledge / progress • Using questioning strategies to challenge students’ thinking

Guided Practice • Completing activity or exercise to demonstrate understanding • Supervising student activity to determine level of mastery

Evaluate / Independent Practice • Written or verbal assessment • Activities that require higher levels of student application • Can include homework or enrichment assignment

Closure • Clarify and make sense of what was taught • Form a coherent and continuous picture of content learned • Set the stage for next lesson

Lesson Planning Verbiage • Bloom’s Taxonomy Less 1 Handout 31-32 • Competence Level • Skills Demonstrated • Power Verbs

Sample Lesson: Colonial Rebels From Loyalists to Patriots

Focus:Rebellion! • What is the meaning of the word “government”? • What is the meaning of the word “rebellion”? • How would you carry out a rebellion in this setting?

Statement of Objective • 4(A)  analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;

Statement of Objective -a • The learner will describe representation in government • The learner will demonstrate the concept of mercantilism • The learner will list British laws that made many colonists become rebels.

Statement of Objective -b • Label / name the 13 original British colonies • Designate boundary of Proclamation of 1763

Statement of Objective -c • The United States of America exists because of British people who did not want to obey their laws nor keep their allegiance to their king

French and Indian War • French explorers in British areas • Indian attacks on colonists • British army paid by citizens of Great Britain

Causes for Conflict • Sugar Act • Stamp Act • Townshend Acts • Tea Act • Intolerable Acts

Stamp Act • newspapers • playing cards • legal documents *direct tax from Parliament: taxation without representation

Social Studies Skills

Check for Comprehension • Vocabulary Cards • Was the British government fair with its American colonists? • Did the colonial rebels have a right to representation back in England’s Parliament?

Guided Practice • Chapter Vocabulary in their notebooks • Map of Thirteen Colonies/ • Spiraled Content Review - assignments

Guided Practice • Modified TEKS Checklist:32A • Lesson Plan Segment: 32B

Evaluation • Notebook Grade • 1 - Reading Study Guide assgn. • Map Grade using Rubric • Chapter Test • Less 1 Handout 32C-D

Closure • What would our culture and government be like if the rebels had lost the revolutionary war? • Are there any groups of people fighting against their government today?

Lesson Plan Websites • School.discovery.com/lessonplans Less 1 Handout #23-28 • Lessonplanz.com • Lessonplanet.com • Educationworld.com • Edhelper.com • Lessonplansearch.com

Lesson Plan Websites • 8th Grade U. S. History/ BISD: McDougal Littell – Creating America; Beginnings to Reconstruction • www.classzone.com/cz

Lesson Plan Layouts • Grade-Level Specific: Kindergarten • Less 1 Handout 37 • Subject-Area Specific • Less 1 Handout 33 • Special Program Specific • Less 1 Handout 38

Session Assignments • Article: “Plan Effective Lessons” • Article Reflection • Handout Activity • Session Assessment

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