10-Minute Lesson
Most schools and districts now incorporate a short lesson as part of the interview process. For whatever
content and grade level you would most like to teach (or think you will interview for) design a 10-minute
lesson that incorporates as much of the Madeline Hunter model as you can.
The Madeline Hunter Direct Instruction Model
Step
1. Anticipatory set
2. Objectives/Standards
3. Teaching & Modeling
4. Guided practice
5. Check for understanding
6. Independent practice
7. Closure
Description
Provide a “hook” for students to see the
relevance of the learning or to otherwise become
receptive to learning the subject matter
Identify specifically what the student will be
able to do, understand, and/or care about as a
result of the lesson
Provide a model or example of what is
expected as the end product of the learning
Students work on activities or exercises
relevant to the subject matter under the teacher’s
direct guidance
Evaluate the students practice sets to make
sure that they “got it”
Once students have acquired the learning,
have them repeat the practice to provide
reinforcement of the learning
Actions or words by the teacher that provide
cues to students that they have learned the
subject matter
When you do prepare for your interview, I recommend that you create a poster of the objectives ahead of
time so you can post them quickly (and neatly).
For this assignment and for your interview, write a lesson plan to submit. When you interview, ask how
many people will be involved in the interview & what their role in the school is. If you present to non-math
folk, it influences the choice of lesson. You want the audience to understand the lesson.
Include the approximate timelines for each part of the lesson.
Write a few paragraphs stating why you chose the topic for your lesson and what significant mathematics is
included in it.
Your lesson will be graded on a combination of clarity in design as well as delivery. We will use the same
presentation rubric as last time, but it is very important to have the timing down.
Lesson Plan
Category
Objective of the lesson was stated
A motivation or hook for the lesson was stated
Lesson was clearly explained & communicated
Participants were engaged/Guided practice
Formative assessment was used (i.e. questioning, practice problem,… )
Closure was used (or at least addressed with how it would be used with more time)
Correct Mathematics is used
4 means3 means2 means1 means0 means-
commendable and nearly flawless
well done but some minor “issues”
okay, but some key part missing or inaccurate
attempted to address, but with serious “imperfections”
not addressed at all
Points
Rubric for 10-Minute Lesson Presentations
Professionalism
Poor (0)
The presenter was unprofessional
in presentation and/or apparent
that little preparation was done.
0---1---2---3---4
Highly Effective (4)
The presenter was professional in
presentation. It is apparent that
ample preparation was invested to
create a dynamic presentation..
0---1---2---3---4
Highly Effective (4)
The presenter uses a clear voice with
correct, precise vocabulary and can be
heard by audience. Presenter
demonstrates positive interest in topic.
0---1---2---3---4
Highly Effective (4)
The presenter generates enthusiasm
for the topic and holds the attention of
the audience.
0---1---2---3---4
Highly Effective (4)
The presenter seems relaxed and selfconfident. Uses eye contact to include
entire audience.
0---1---2---3---4
Highly Effective (4)
The presenter paces the presentation
within 1 minute and includes effective
pacing throughout.
0---1---2---3---4
Highly Effective (4)
Correct mathematics and
computations are used in language,
tools, concepts, and modeling.
Elocution and Enthusiasm
Poor (0)
The presenter mumbles and/or
speaks too quietly; incorrectly
pronounces words. Displays no
interest in topic.
Creativity & Engagement
Poor (0)
The presenter generated no
interest in the topic and does not
hold the attention of the
audience.
Poise & Eye Contact
Poor (0)
Displays no eye contact with the
audience. Tension and
nervousness is obvious and
distracting.
Pacing
Poor (0)
The pacing does not fit the time
slot (by +/-3 minutes) and
presentation does not emphasize
major points.
Correct Mathematics is Used
Poor (0)
Mathematical computations/
explanations/explanations and/or
applications misrepresent the
mathematical concept used.