PSYC 3110: LESSON PLAN EXERCISE
Last updated: October 2007
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One of the major benefits of being "Internet literate" is the incredible amount of curricular materials available for you to use in your classes. Developing materials or lesson plans can often take up a large part of a teacher's time. Adapting what others have already developed can help you use use your time efficiently. To help you gain experience with what is available on the Internet, you will download and print a lesson plan you've selected from among those available on the Wide World Web (WWW).
First, go to the Georgia State Department's page listing the Georgia Performance Standards (for English, Mathematics, Science, and Social Studies; for other subjects go to the Quality Core Curriculum materials). Select the subject and grade level in which you are interested. Review the standards and locate a web-based lesson plan for that standard. You may want to review the following resources when selecting a standard:
Listed below are several sources for lesson plans that may related to the standard you have selected:
You are to turn in the original source material and the link you used as the source of your lesson plan along with the revised lesson plan. If there is an "Assessment Correlation" to the Stanford 9, please print that and turn it in also.
The lesson plans available generally have an overview, several instructional objectives (but no behavioral objectives), a listing of needed materials and/or resources, and a description of what to do, including when and how to do it. Invariably there are no recommendations or materials for assessing student learning.
You are to rewrite the lesson plan to reflect the events of instruction specified in the transactional model of direct instruction presented in class and outlined in your handouts (see Unit #2). You may also use the events for the Slavin, Rosenshine, or 4MAT models or the model you developed. For the event "What will be taught", you are to write at least one (1) terminal behavioral objective according to the standards set forth by Mager. [Note: You may describe process or learning objectives in this section, but at least one should be a terminal objective.] Label each objective according to the domain and level as described in class (i.e., cognitive, affective, psychomotor).
In the overview/review event, be certain to describe how this lesson relates to previous ones; in the explanation event, state what you would do or say; in the three practice events state how you would provide guided and independent practice and periodic review. Be certain when you state your assessment/evaluation procedures they are tied to the terminal objective(s) stated earlier. You do not need to actually produce a terminal assessment, but it should be described in enough detail that a trained professional could develop it.
The following examples of are provided:
Paragraph Unity: Developed by: Emily Tharpe
Four Types of Sentences: a reworking of the scripted lesson by John Hummel
You may also develop a scripted lesson using the events in Slavin's model of direct instruction. The following is an example:
When you have completed your lesson plan, either turn it in to me during class or give it to the departmental secretary and she will place it in my box. For online students, please submit it to me via an email attachment. Once the lesson plan has been graded and corrected, you should submit it to your Livetext portfolio.
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