STANDARDS-BASED

UNIT LESSON
PLANNING
What Is a Lesson Plan and How Do You Make
One?
 A lesson plan is a teacher’s daily guide for what students
need to learn, how it will be taught, and how learning will be
measured.
The most effective lesson plans have six key parts:

 Lesson Objectives
 Related Requirements
 Lesson Materials
 Lesson Procedure
 Assessment Method
 Lesson Reflection
LESSON OBJECTIVES
In the context of lesson planning, you can use the SMART criteria to determine your lesson objectives:

 Is the objective specific?

 Is the objective measurable?
 Is the objective attainable by all students?
 Is the objective relevant to your class and
students?
 Is the objective time-based to align with your
syllabus?
For each objective, it’s important
to start with an action that relates
to what students should be able
to do after the lesson.
For Example:

For an introductory lesson about Microsoft Word, objectives could be:

 Identify parts of the ribbon menu

 Determine methods of selecting text in a document
 Define fonts and font styles
In a more advanced class, objectives might include:
 Insert a document header
 Use document themes
 Add a page border
 2. LESSON MATERIALS

 The second section on your lesson plan is the list of materials that you
need to teach the lesson and measure student outcomes.
Common types of lesson materials include:

 Student handouts
 Textbooks
 Visual aids
 Grading rubrics
 Activity packets
 Computers / Tablets
 3. LESSON PROCEDURE
 Your lesson procedure is an in-depth explanation of how the lesson
will progress in the classroom. The lesson procedure is essentially
step-by-step instructions that walk you through everything from the
time students enter the classroom until the bell rings at the end of
the period.
To do that, you can answer a list of questions, including:

 How will you introduce the topic?

 What’s the best way to teach this information to your
students?
 How can you incorporate problem solving and critical
thinking?
 What real-life scenarios relate to this topic?
 Does this topic lend itself to group work?
Phase 1 - Explore

 In the Explore phase of your lesson, you’ll introduce the objectives of

the lesson and discuss key concepts students should know.
Phase 2 - Learn & Practice

 In the Learn & Practice phase, your students will work

independently to get into the details of your lesson.
Phase 3 - Reflect: Students review what they’ve learned

 In the Reflect phase, students will look back (and reflect on)
what they’ve learned in the lesson.
Phase 4 – Reinforce

 In the Reinforce phase, students will apply what they’ve learned

through critical thinking activities.
4. ASSESSMENT METHOD

 The assessment method measures whether your

students learned a lesson’s information and met
your lesson objectives.
The Cycle of Assessment
 6 Types of Assessment (and How to Use Them)

Six types of assessments are:

 Diagnostic assessments
 Formative assessments
 Summative assessments
 Ipsative assessments
 Norm-referenced assessments
 Criterion-referenced assessments
What's the purpose of different types of assessment?

In your classroom, assessments generally have one of three

purposes:

1. Assessment of learning
2. Assessment for learning
3. Assessment as learning
Assessment of learning

 You can use assessments to help identify if students are meeting grade-level
standards.

Assessments of learning are usually grade-based, and can include:

 Exams
 Portfolios
 Final projects
 Standardized tests

Common types of assessment of learning include:

 Summative assessments
 Norm-referenced assessments
 Criterion-referenced assessments
 Assessment for learning

 Assessments for learning provide you with a clear snapshot of student

learning and understanding as you teach -- allowing you to adjust
everything from your classroom management strategies to your lesson
plans as you go.

 Common types of assessment for learning include formative

assessments and diagnostic assessments.
Assessment as learning

 Assessment as learning actively involves students in the learning

process.

 Some examples of assessment as learning include ipsative

assessments, self-assessments and peer assessments.
6 Types of assessment to use in your classroom

1. Diagnostic assessment- assessments can help benchmark student

progress

Some examples to try include:

 Short quizzes
 Journal entries
 Student interviews
 Student reflections
 Classroom discussions
 Graphic organizers (e.g., mind maps, flow charts, KWL charts)
2. Formative assessment- help teachers understand student learning while
they teach, and provide them with information to adjust their teaching
strategies accordingly.

Some examples of formative assessments include:

Portfolios
Group projects
Progress reports
Class discussions
Entry and exit tickets
Short, regular quizzes
3. Summative Assessment -measure student progress as an
assessment of learning. Standardized tests are a type of summative
assessment and provide data for you, school leaders and district
leaders.

Examples of summative assessment include:

 End-of-unit or -chapter tests
 Final projects or portfolios
 Achievement tests
 Standardized tests
4. Ipsative Assessment- one of the types of assessment as learning
that compares previous results with a second try, motivating students
to set goals and improve their skills.

You can incorporate ipsative assessments into your classroom with:

 Portfolios
 A two-stage testing process
 Project-based learning activities
5. Norm- referenced assessments are tests designed to compare an
individual to a group of their peers, usually based on national
standards and occasionally adjusted for age, ethnicity or other
demographics.

Types of norm-referenced assessments include:

 IQ tests
 Physical assessments
 Standardized college admissions tests like the SAT and GRE
6. Criterion- referenced assessments- compare the score of an individual
student to a learning standard and performance level, independent of other
students around them.
5. LESSON REFLECTION

 The lesson reflection portion of a lesson plan encourages teachers to take notes on how to
improve a lesson after it has been completed.
 LESSON PLAN FORMAT
Deductive Method
Inductive method I. Objectives
I. Objectives II. Subject Matter
II. Subject Matter III. Procedures
III. Procedures A. Preparatory Activities
A. Preparatory Activities 1. Drill
1. Drill 2. Review
2. Review 3. Motivation
3. Motivation B. Developmental Activities
B. Developmental Activities 1. Presentation
1. Presentation jk a. Setting of Standards
a. Setting of Standards 2. Presentation of Roles/Concept/
2. Discussion of Examples General Ideas
3. Comparison and Abstraction 3. Discussion of Examples
C. Concluding Activities C. Concluding Activities
1. Generalization/formulation of the 1. Restatement of
concept Roles/Concept/General Ideas
2. Application 2. Application
3. Valuing 3. Valuing
IV. Evaluation IV. Evaluation
V. Assignment V. Assignment
4 A’s Strategy 5 E’s (Constructivism)
I. Objectives I. Objectives
II. Subject Matter II. Subject Matter
III. Procedures III. Procedures
A. Preparatory Activities A. Preparatory Activities
1. Drill 1. Drill
2. Review 2. Review
3. Motivation 3. Engagement
B. Developmental Activities B. Developmental Activities
1. Presentation 1. Presentation
a. Setting of Standards a. Setting of Standards
2. Activity 2. Exploration
3. Analysis 3. Explanation
4. Abstraction 4. Elaboration
5. Application C. Concluding Activities
C. Concluding Activities 1. Generalization
1. Generalization 2. Application
2. Application 3. Valuing
3. Valuing IV. Evaluation
IV. Evaluation V. Assignment
V. Assignment
Concept Formation
I. Objectives
II. Subject Matter
III. Procedures
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
B. Developmental Activities
1. Presentation
a. Setting of Standards
2. Generating Ideas
3. Looking for Relationship
4. Consolidating Insights
5. Regrouping Ideas
C. Concluding Activities
1. Generalization
2. Application
3. Valuing
IV. Evaluation
V. Assignment
Concept Attainment
I. Objectives
II. Subject Matter
III. Procedures
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
B. Developmental Activities
1. Presentation
a. Setting of Standards
2. Discussion
a. Input of Example and Non-example
3. Refinement
a. Testing for Attainment or understanding
C. Concluding Activities
1. Generalization
2. Application
3. Valuing
IV. Evaluation
V. Assignment
Problem Solving Inquiry Approach
I. Objectives
I. Objectives II. Subject Matter
II. Subject Matter III. Procedures
III. Procedures A. Preparatory Activities
A. Preparatory Activities 1. Drill
2. Review
1. Drill 3. Motivation
2. Review B. Developmental Activities
3. Motivation 1. Presentation
a. Setting of Standards
B. Developmental Activities 2. Giving overview
1. Presentation 3. Raising of Questions
a. Setting of Standards 4. Forming of Hypothesis
2. Discussion 5. Gathering Data
6. Proving the Hypothesis
a. Presenting the problem 7. Discussion
a. 1 Understanding the problem C. Concluding Activities
b. 1 Planning a solution 1. Generalization
2. Application
c. 1 Finding the problem 3. Valuing
IV. Evaluation
V. Assignment
Carrousel Brainstorming KWHL Strategy
I. Objectives I. Objectives
II. Subject Matter II. Subject Matter
III. Procedures
III. Procedures
A. Preparatory Activities
1. Drill A. Preparatory Activities
2. Review 1. Drill
3. Motivation 2. Review
B. Developmental Activities 3. Motivation
1. Presentation B. Developmental Activities
a. Setting of Standards 1. Presentation
2. Forming of Groups a. Setting of Standards
3. Assigning to the station
2. Forming of Groups
4. Distribution of pen
C. Concluding Activities 3. Giving of KHWL Charts
1. Restatement of Roles/Concept/General C. Concluding Activities
Ideas 1. Generalization
2. Application 2. Application
3. Valuing 3. Valuing
IV. Evaluation IV. Evaluation
V. Assignment V. Assignment
KWHL Strategy (Know What How Learn)

K-W-H-L is a graphic organizer that tracks what a student knows (K), what a student wants to
know (W), how a student will find the information (H), and what a student has learned (L)
about a topic.
Jigsaw Strategy
I. Objectives
II. Subject Matter
III. Procedures
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
B. Developmental Activities
1. Presentation
a. Setting of Standards
2. Assigning Home Groups
3. Brainstorming
4. Assigning Expert Groups
5. Brainstorming
C. Concluding Activities
1. Generalization/formulation of the
concept
2. Application
3. Valuing
IV. Evaluation
V. Assignment
Jigsaw Strategy

Jigsaw is a cooperative learning strategy developed by Elliot Aronson and

his colleagues in 1971. Created as a response to the racial
desegregation in the 1970s, it was first implemented by educators and
psychologists in schools in Austin, Texas to reduce tensions among the
white, Hispanic, and African-American students. The strategy was given
such a name because the process resembles a jigsaw puzzle. Different
parts of the lesson, compared to puzzle pieces, are distributed among
students, and they have to communicate and work together to arrive at
the complete information.
In the Jigsaw Classroom, Social Psychology Network & Aronson
(n.d.) outlined 10 steps in implementing this strategy

1. Divide the students into groups “Home group” of 4 to 6.

2. Appoint a leader for each home group.
3. Divide the day’s lesson into segments.
4. Assign each student in the home group to learn one
segment.
5. Give students enough time to comprehend and master their assigned
segment.
6. Form temporary expert groups by instructing students with the same
segments to sit together. Give them enough time to discuss the main
points, clarify questions, and rehearse the presentations they will make
to their home group.
7. After the given time, bring students back to their home groups.
8. Ask each member to present his or her segment to the group. The
leader should encourage the flow of discussion and the asking of
questions.
9. The teacher should roam around the classroom and
observe the process. Make appropriate interventions for
groups experiencing difficulties.

10. At the end of the session, give a quiz to assess student

learning.
Demonstration Method Team Games Tournament
I. Objectives I. Objectives
II. Subject Matter II. Subject Matter
III. Procedures
III. Procedures A. Preparatory Activities
A. Preparatory Activities 1. Drill
1. Drill 2. Review
3. Motivation
2. Review
B. Developmental Activities
3. Motivation 1. Presentation
B. Developmental Activities a. Setting of Standards
1. Presentation 2. Home Group
3. Creation if the competing groups
a. Setting of Standards 4. Mechanics of the game
2. Demonstration of the Skills 5. Game proper
3. Replicating the movement 6. Recording of scores to the home group
7. Declaration of the winner
C. Concluding Activities
C. Concluding Activities
1. Application 1. Generalization
2. Group Activities 2. Valuing
3. Valuing IV. Evaluation
V. Assignment
IV. Evaluation
V. Assignment
THANK YOU
FOR
LISTENING!!!