In your planning, carefully consider the resources that will support student learning during the lesson. By the end of the lesson, students will be able to… (e.g., recognize the leaves of piñon, aspen, and juniper trees create a timeline of nineteenth-century New Mexico.)Ĭlarify the intended learning outcomes for students by writing them on the board or through some other visual format.In the lesson plan, state your intended learning outcomes using the following language: Identify specifically how learning will be evidenced.Set the stage for teaching, learning, and assessment.
Provide a focus for instructional planning.Clarify intended learning outcomes for both the teacher and the student.Are tied specifically to the standards or benchmarks addressed in the lesson.These are all important elements of instructional planning, but the entire process is more effective if attention is first directed toward instructional objectives” (Gronlund, 2004, p. “When first planning for instruction, teachers frequently focus on the selection of content, teaching method, and instructional materials. Remember to consider how much time you have for the lesson. These may come from one content area or integrate standards and benchmarks from several content areas. However, the specific topic for the lesson may emerge from student questions or interests (e.g., a lesson about the environment or space exploration), from community resources (e.g., the Rio Grande River, Manzano Mountains, Carlsbad Caverns), from local expectations included in the content standards (e.g., cattle ranching, New Mexico water rights, the connection between language and culture), and other topics listed in the standards (e.g., data analysis, geometry, life science).ĭecide on the benchmarks and performance standards you will address during the lesson. Because it relates to specific information the teacher is trying to impart, the topic should be part of the larger curriculum (such as unit instruction) required at your grade level. The lesson should begin with a topic derived from the adopted standards-based curriculum for a school or district. It also depends on the skill with which the teacher is able to match instructional strategies to student learning needs. Success in the lesson depends on how appropriate the focus, time frame, activities, and assessments are for the students. Will students be able to stay on task, or will they become disengaged because they’re spending too much time on one small aspect of work?.Is the scope of the lesson too ambitious for the time allotted?.Am I planning the right amount of activities for the time I have?.The teacher must consider the time he or she has to complete the lesson and other resources available, and should decide whether or not the lesson should take one class period or several. Lesson information includes not only the content but also the learning and developmental needs of the students. This consideration entails a deep understanding of what he or she is to teach (content standards, standards-based curriculum, and guidelines), what students should be able to do, and what performance will look like when instruction has been completed. The teacher begins to plan each lesson by considering the students’ characteristics as well as the learning context.
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