LESSON PLAN GUIDE

TEKS: (130.222C1) Objective: (C3)

The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected: By the end of the lesson students will demonstrate
a. Express ideas in a clear, concise, and effective manner;
b. Exhibit the ability to cooperate, contribute, and collaborate as a
understanding of the Patient Care Report.
member of a team
c. identify employer expectations such as punctuality, attendance, time
Specific Measurable Attainable Relevant _Time
Grade: 12th Subject: Emt Basic

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Have students take notes while presenting the information Zoom, canvas, youtube, and live example using swivl
to them. Allowing students to choose their own groups and technology.
who they want to respond to on the discussion board.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Students will submit a complete Patient Care Report either
Professional in person or digitally for evaluation
Characteristics
Visual – Watching the presentation & included pictures & youtube Computer or chromebook, manikin, airway devices, PCR
videos Live Demonstration and follow along
forms, and Oxygen tank.
Auditory – utilizing Swivl.
Employability and professional
Hearing teacher lectureskillsand youtube videos
Kinesethic –
Writing notes and practicing PCR Reports
Higher Order Questions to ask: (C6)

1. What is the PCR?

2. Why is the PCR important in healthcare?

3.
What information must be captured on a PCR and why?

Hook: (C7) Closure: (C7)

How can you defend your actions in court on a Canvas discussion board scenario questions. Students
patient you treated three years ago? must answer the questions and reply to another
student’s post.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I will ensure students understand material by providing information in a variety of ways to include verbal, auditory,
and kinesthetic methods. To start class, I will hook students by asking “How can you defend your actions in
court on a patient you treated three years ago?”. I will model professional behavior by being timely, respectful,
and offering time for questions and examples. I will provide direct instruction via zoom utilizing the swivl and
recording the session for future use. Students will then model understanding by completing a PCR form and turning
it in.

2. Student Activities / Guided Practice: (C6)

Knowledge checks throughout lecture with response questions.

3. Independent Practice: (C6)

Scenario discussion post creation.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
 DELIVERY PLAN (C8)
OBJECTIVE: By the end of the lesson students will demonstrate understanding of the Patient Care Report by following
Rigor along with a scenario and filling the form out for review.

OPENING:
Retrieval I will hook students by asking “How can you defend your actions in court on a patient you treated
three years ago?”

TEACHER INPUT: I will ensure students understand material by providing information in a variety of ways to include verbal, auditory, and kinesthetic methods. I
Relevance will model professional behavior by being timely, respectful, and offering time for questions and examples. I will provide direct instruction via
zoom by screen sharing google slides/peardeck and posting the slides for student availability. Students will then model understanding by
completing a hypothesis, hand hygiene practice, poll, and a discussion post.
MODEL:
Routing I will model professional behavior as always by being timely, respectful, and offering time for questions
and examples.

GUIDED PRACTICE:
Retaining / Rehearsing
Knowledge checks throughout lecture, breakout room discussion questions, PCR practice, and canvas discussion post

INDEPENDENT PRACTICE:
Students reflect on higher level thinking questions by answering discussion post questions.

CHECK FOR UNDERSTANDING:

Recognizing
Providing corrective feedback/clarification on discussion posts as needed.

ASSESSMENT:
Students reflect on higher level thinking questions by answering discussion post questions.

RESOURCES / MATERIALS:
Computer or chromebook, manikin, airway devices, PCR forms, and Oxygen tank.

CLOSURE:
Re-exposure
Canvas discussion board scenario questions. Students must answer the questions and reply to another student’s post.