When preparation notes seen by professionals, they go directly to make sure first that the following six things are there as any discussion comes afterward depends on them. First of all, you should mention in writing what you are going to teach and to which class. Write the unit and lesson number, which period and which class and the topic or the theme of the unit, and the lesson.
Setting the objectives of the lesson is the most important thing you must include in your plan. Select the most important and relevant three objectives students are required to achieve at the end of the lesson and write them carefully. Always remember, objectives here should be SMART specific, measurable, achievable, realistic, and time-bound and written from the perspective of the learner using action verbs.
Needless to say that you should write down only what you are going to use not everything. We come to the framework of the lesson. I mean the content of the lesson which includes the new vocab, structure, function and the skill to be emphasized. After writing these things in focus, you should divide the stages of the lesson into four main stages:.
These questions would help you design the learning activities you will use:. Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding — how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways.
Try to predict the answers your questions will generate. Decide on whether you want students to respond orally or in writing.
When planning your lesson, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class. Think about and decide on the balance between covering content accomplishing your learning objectives and ensuring that students understand.
Go over the material covered in class by summarizing the main points of the lesson. Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson.
GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed.
Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment.
Here are some strategies for creating a realistic timeline:. Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. When your materials are in place, you can devote all your energy to teaching the lesson.
What exactly do you want your students to be able to do by the end of the lesson? This should be clearly communicated to your students orally at the very beginning of the lesson and posted in a highly visible location in your classroom. It's helpful to have a specific place in your room where you regularly post your objectives, and to have a set routine in terms of how you introduce the objectives, such as asking your students to read them aloud with you at the beginning of class each day.
Communicating the learning objectives to your students, both verbally and in writing, serves to motivate them to work with a clear purpose in mind, and it makes it easier for you and your students to stay on target throughout the lesson. The objectives should be the ongoing focus of your lesson. SMART stands for specific, measurable, attainable, relevant, and time-bound.
After you've modeled a few examples, allow your students to participate in the process with you. The point is to make connections between what your students already know and what you're going to teach them. Perhaps you have taught other forms of figurative language such as hyperboles and personification, earlier in the school year.
Review these briefly. These discussions will lead right into your lesson of using metaphors and similes as additional ways to make a story captivating to readers! Be sure to model plenty of examples as part of your direct instruction.
Prepare your students for success by pre-teaching key vocabulary words that are essential to understanding the concept or text you will introduce to them. When students know these key words in advance, they can focus more of their energy into learning the concept or understanding the text.
Speak clearly and concisely. Less is more as long as you stay on topic. If the lesson involves a process, then show the process. Speak aloud as you model through it, explaining each step as you go along. Be sure to take your time. Modeling is a critical part of direct instruction. When students watch and listen to you apply the concept, they are much better able to understand what you're trying to teach them. It is important to model multiple examples of the concept you're introducing!
Circulate the room as students participate in collaborative activities, offering assistance as needed. Student practice consists of 3 steps: guided practice, collaborative practice, and independent practice. This 3-step process allows you to gradually release your students from watching you model the correct application of the concept to allowing them to apply the concept independently. They will gain confidence as they go through the process with you!
Converse with them through the process, questioning them when they offer their input, as you maintain your role as leader. At this point, they're still "under your wing" as you walk them through the process, but you're allowing them to participate in the process with you.
This is where students get to apply the new concept in cooperative activities. This includes working with a partner, in small groups, or in larger groups. Circulate the room to check for understanding as students work. Pause to clarify as needed. If you notice an area where many students are confused or struggling, stop and address this particular point with the entire class.
Create a List. List Name Save. Rename this List. Rename this list. List Name Delete from selected List. Save to. Save to:. Save Create a List. Create a list. Save Back. Grades PreK—K , 1—2 , 3—5. Eight Questions to "Think Aloud" as You Prepare Lessons Students: What are the academic, social, physical, personal, and emotional needs of my students? Strategies: Which teaching strategies will best facilitate my students' learning? Grouping: Should I group heterogeneously or homogeneously?
What size should my groups be?
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