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LESSON PLAN CHECKLIST
The Master of Teaching program expects that all Teacher Candidates are completing lesson plans for the lessons they are responsible for teaching. WHY? In order for Teacher Candidates to develop a habit of mind as they design and plan lessons for their students, TCs must regularly engage in lesson planning. Having a well-developed lesson plan also demonstrates to an Associate Teacher the careful and thoughtful process behind planning an effective lesson. Writing detailed lesson plans is an important stage on the developmental continuum of learning to teach.
This checklist was developed in consultation with OISEs Associate Teacher Advisory Committee. It is an assessment tool that can be used by Teacher Candidates, Associate Teachers and/or Faculty Advisors. The second page of this form highlights a variety of lesson plan and design elements that may be considered in the on-going development of this important habit of mind.
CriteriaYesNoN/ACommentsLesson plan includes:
Enduring Understanding
Curriculum expectations/learning goals/rich task
Assessment Information
Description of Lesson
Accommodations/ Modifications
Realistic Timing of Lesson
Required materials/resources includedLesson is:
Relevant to the stated curriculum expectations
Culturally relevant and responsive
Appropriate for the level of learners
Engaging for the learners
Sequenced appropriatelyAssessment relates to the stated curriculum expectations (For, As, Of)Other:Next steps for TC/other important considerations (see over):
Self-reflection of TC:
Below are a variety of lesson plan and design elements that may be considered in the on-going development of planning effective lessons for studentsin developing this important habit of mind.
Oth
Enduring Understanding: Does the lesson connect toa bigger idea/understanding that the TC wants the students to take away with them?
Enduring Understandings are the "big ideas" or key principles that we want students to remember.
Enduring understandings provide the purpose for learning and connect to the moral and ethical understandings of individuals, the community and the world. Enduring Understandings stem from the ֲ Curriculum Expectations which evolve into 'big ideas' or key principles that we want students to remember.
Learning Goals and Success Criteria: Rewriting the expectations in student friendly language that they can understand and articulate. In addition to the learning goal, what specific skills/behaviours/actions will students demonstrate as a result of having achieved those goals (this should be included in the lesson plan template) HYPERLINK "http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf" http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Blooms Taxonomy:
Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation
Hunters Components of Lesson Design:
Mental Set
Sharing the Purpose
Input: ___Modelling ___Check for Understanding
Guided Practice
Independent Practice
Closure
Multiple Intelligences:
Linguistic Spatial
Logical/Mathematical Musical
Interpersonal Bodily/Kinesthetic
Intrapersonal Naturalistic
Differentiated Instruction - How will you differentiate the:
Content? Process? Assessment?
Learning environment? Product?
3-part lesson plan:
1. Minds On - What prior knowledge do my students need in order to relate to and be successful with the content of the lesson? What strategies can I use to activate students prior knowledge?
2. Action: This section of the lesson describes how students will explore and investigate a new concept (constructivist approach). This is a time when students can communicate, discuss, support each other, construct new knowledge, develop concepts, and use higher order thinking skills. This is a time when teachers can interact with students, differentiate instruction to meet all student needs, identify and challenge student misconceptions and assess for learning.
3. Consolidate/debrief: This section of the lesson is a time to highlight the big idea(s), identify common errors, assess FOR learning for next steps, assess AS learning, and have the students reflect on learning (meta-cognition).
Critical Consciousness: What critical consciousness points do I want to raise? Critical consciousness focuses on achieving an in-depth understanding of the world, allowing for the perception and exposure of social and political contradictions. Critical consciousness also includes taking action against the oppressive elements in one's life that are illuminated by that understanding.
Connecting with Students: What do I know about my students lives and how can I connect their lives to this topic? Which current event (Local, National, and International) might spark interest in the Enduring Understanding(s)/ Big Idea(s)? What popular media might I use to introduce and enhance student understanding?
Accountable Talk: Does the lesson give students the opportunity to speak to one another and
BUILD upon each-other's ideas in relevant ways? This should be included in the lesson plan
template because it increases student engagement exponentially. HYPERLINK "http://www.du.gov.on.ca eng/literacynumeracy/inspire/research/CBS_Grand_Conversations_Junor.pdf" http://www.du.gov.on.ca eng/literacynumeracy/inspire/research/CBS_Grand_Conversations_Junor.pdf
Rich Task: This is a component of Differentiated Instruction. A rich task (also known as an "open task") can be accessed by all students, despite different entry points. An open-routedtask will elicit a range of strategies. Since there are multiple entry points to engage in this task, it supports a range of abilities by allowing students to access the same task using their own background knowledge/experiences/skills. The openness of thetask also allows the teacher to assess prior knowledge, skills and consequently future learning opportunities that will benefit the range of learners in the class. HYPERLINK "http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Bruce.pdf" http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Bruce.pdf
Culturally relevant and responsive: Who are the students and what are their interests? Have Itaken these into consideration during the design of the lesson?
This approach allows teachers to engage learners in curriculum that is connected to the lived experiences of students and their families in a way that validates and empowers them to be active, critically conscious citizens within their own and the global community in the 21st century.
Assessment: How will this lesson be used for any of these forms of assessment?
Assessment FOR learning:
Assessment AS learning:
Assessment OF learning:
HYPERLINK "http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2011.pdf" http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2011.pdf
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(~<='-G|7x6/w'i IENDB` D d
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IHDR ( ( gAMA |Q pHYs .# .#x?v bIDAT8OԱ
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IHDR ( ( gAMA |Q pHYs .# .#x?v bIDAT8OԱ
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(~<='-G|7x6/w'i IENDB` D d
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IHDR ( ( gAMA |Q pHYs .# .#x?v bIDAT8OԱ
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IHDR ( ( gAMA |Q pHYs .# .#x?v bIDAT8OԱ
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IHDR ( ( gAMA |Q pHYs .# .#x?v bIDAT8OԱ
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(~<='-G|7x6/w'i IENDB` D d
z A ? 4 P i c t u r e 1 8 B L M a r t / p i c t : S q u a r e 2 / p i c t " b >`gq
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