Last updated: January 2005

Return to: | EdPsyc Interactive: Courses | Homepage |

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 Quality Core Curriculum materials. Select the subject and grade level in which you are interested and then select "QCC Standards." Search for a complete list with standards. Review the standards and select a lesson associated with the standard if one is available. If there is no link associated with the standard, you can use the following sources for lesson plans for the standard you have selected:

You are to turn in the QCC 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). 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:

  1. The Blending Slide Sounding-out Consonant/Vowel/Consonant (CVC) Words: Developed by: Brook Cox
  2. Paragraph Unity: Developed by: Emily Tharpe
  3. 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:

  1. Four Types of Sentences: 7th Grade, Language Arts: Developed by John Hummel

Return to: | EdPsyc Interactive: Courses | Homepage |