EDU 645 Instructional Plan Design Analysis
cricket31MADELINE HUNTER LESSON PLAN MODEL
Lesson Date and Time: Teacher:
Grade Level: Subject:
Grade level content standard(s) (Label and complete verbiage): Use your state’s respective learning standards and/or Common Core State Standards to align your objective, tasks, and assessments to. Must be either Math or ELA.
LESSON OBJECTIVE -Written in student terms. Considers more than one level of cognition (Bloom’s, Webb’s DOK). Is measurable, specific, and observable. The teacher clearly informs the student what to expect and what she/he will be able to accomplish by the end of the instruction. The objective should be specific in content and focus on observable behavior(s). The objective should let the student know what is going to happen in his/her own language (restate the lesson objective in simple words).
Anticipatory Set - An activity to focus the students’ attention, provide a brief practice, and/or develop a readiness for instruction that will follow. It should relate to some previous learning (helps teacher to avoid assumptive teaching). If successful, the anticipatory set helps the students get mentally and/or physically ready for the lesson.
Lesson Sequence & Duration
Gradual Release of Responsibility
Instructional Input “I do”- The information that the student must have so that she/he may reach the objective. The teacher needs to determine how the student is going to get this information and what the means of instruction will be. It is important that the teacher determine what new information is needed by the learner, and the most efficient and effective means of delivery.
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Modeling - This happens when the student sees an example or examples of steps in a process or an acceptable portion of a product or is exposed to what the new learning looks like. The teacher needs to focus on the essentials and label the critical elements.
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Check for Understanding - When the teacher checks for student’s demonstration of essential information and the skills necessary to achieve the instructional objective. Students show what they know.
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Questioning Strategies/Topical or Overarching Questions --This section enables teachers to ask the right questions to probe for higher levels of thinking. Again, teachers may find the Bloom’s Taxonomy of Educational Objectives a valuable tool in questioning strategies.
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Guided Practice -- The students’ first attempts with new learning are guided so they are accurate and successful. The “We do” portion of the lesson. What and how will you assess here?
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Independent Practice - The “You do” portion of the lesson. When students practice independently or with others without the guidance or help of the teacher. What and how will you assess?
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Closure – Bring it all back to the lesson’s objective. Will you assess using an exit ticket strategy, whole group discussion? Ticket out the door, or some other closing activity?
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Modified 2014 by AU MAED Curriculum Design Team from Laurier, W. (2011). Madeline Hunter’s lesson plan format . [PDF file]. Retrieved from http://iicti-part1 fall2011.wikispaces.com/file/view/madeline+hunter's+lesson+plan+format.pdf