Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
Name: Laura McLaughlin
Knowledge of Learning Environment and Classroom Demographics
Describe the classroom context (i.e., socio-economic status, medical conditions, language,
rural/urban/suburban, diversity, environment, etc.): The class is mostly middle class, primary
English speakers and have been identified as Gifted based on the state and district’s criteria for
academic giftedness. There are a few non-white students in each class and a few students who
are more well-traveled than average as a result of military relocations.
Subject Area:
Gifted
Grade Level:
8
Time Needed for Lesson:
1-2 class period (40-60 minutes)
Kansas or National Content Area Standards Addressed
State Content Standard
Common Core Technical Career Standards:
(Link to look up various standards)
10. Plan education and career path aligned to personal goals.
Integrated Within Content
Common Core Technical Career Standards
Standards
1. Act as a responsible and contributing citizen and employee.
(other standards in the same content
2. Apply appropriate academic and technical skills
area)
3. Attend to personal health and financial well-being.
4. Communicate clearly, effectively and with reason
5. Consider the environmental, social and economic impacts
of decisions.
7. Employ valid and reliable research strategies
11. Use technology to enhance productivity.
Integrated Across Content
Standards
(Link to look up various standards)
SL.8.4 Present claims and findings, emphasizing salient
points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear
pronunciation.
SL.8.5 Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims and
evidence, and add interest.
SL.8.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
SL.8.7 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
SL.8.8 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
W.8.7 Conduct short research projects to answer a question
(including a self-generated question), drawing on several
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
Technology Standard
(ISTE Standards for Students)
Describe a learning
theory/method that guides
the planning process. Provide
a brief description of the
theory/method, how it will be
implemented, and a rationale
for its use. (Overview of Learning
Theories) (Lists of Learning Theories)
(Link to Instructional Models) (Link to
Instructional Strategies List)
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
1.1a Students articulate and set personal learning goals,
develop strategies leveraging technology to achieve them, and
reflect on the learning process itself to improve learning
outcomes.
Learning Theory/Method
The learning theory guiding my planning process is Social
Constructivism. In this theory, collaborative learning is
facilitated and guided by the teacher. Motivation is intrinsic
and extrinsic as students are often socially aware, wanting to
know themselves and their places in their setting. Learning
goals and motives are determined both by learners and
extrinsic rewards are provided by the knowledge community.
This is the appropriate learning theory for a unit in a gifted
class because the class forms a knowledge community. The
students are often both intrinsically and extrinsically
motivated and learn extensively from one another with
facilitation from the teacher. Group work is encouraged as
students with giftedness tend to process themselves and the
world around them extensively, learning from their peers at
times as they tend to respect the knowledge that is provided
and validated by others.
Learning Objective(s)/Goal(s) of the Lesson:
Write one-sentence each for
After completing this lesson, students will be able to construct
learning objectives/goals in
a high school educational plan that is appropriate to their
ABCD format. , Link to Bloom’s future goals.
Taxonomy Info
Audience (A), Behavior (B), Con
dition (C), and Degree of
Mastery (D)
After completing this lesson, students will be able to compare
and explain the specific differences between three potential
future careers to include post-secondary education
requirements, job risks, potential income, job demand, etc.
After completing this lesson, students will be able to compare
and explain the specific differences between three potential
colleges or universities they might choose to accomplish the
education requirements to reach their career goals.
After completing this lesson, students will have created a
template for their own employment resume and activity
resume and have the ability to update it in the future.
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
After completing this lesson, students will be able to present a
comparison of their college and career information to the
class using a clear and informative method.
Identify and describe all
assessments: e.g. the interest
inventory, pre- (diagnostic),
formative, and summative
(post) assessments. Include
informal and formal
assessments. Include any
rubrics or scoring guides to
be used to assess student
work or products. (Think:
How will you know that
students have achieved the
learning goals?) (Types of
Assessments)
Assessments
Diagnostic assessment:
Students will be asked to define high school and college
vocabulary on a Padlet.
Formative assessment:
Students will research and complete graphic organizers about
three potential careers and three potential colleges,
universities, or trade schools.
Summative assessments:
Students will complete both an employment resume and an
activities resume that they can update in the future.
After completing their research into potential colleges and
careers, students will use their newly acquired knowledge to
create and deliver a presentation to the class.
Describe what the students
should know prior to this
lesson; include prior
knowledge and anticipated
common misconceptions.
Prerequisite Knowledge
Students will need a realistic view of their academic standing
and career interests in addition to a preference about how far
from home they are willing to travel for education and career.
Students will need to have an awareness of high school
credits, graduation requirements, and career clusters.
Common misconceptions:
-Eighth graders often don’t grasp college opportunities
outside of the Division I state schools. Most have never left
their hometown for more than a short vacation and it doesn’t
occur to them that there are more opportunities outside of the
local area. (This is contrasted by our military-connected
students who see the whole world as an opportunity and are
sometimes willing to share that experience with the class.)
-Some eighth-graders are unfamiliar with career options
outside of what they regularly see in their community and
among their family.
Key Content Vocabulary and Teaching Strategy
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
Include important content
vocabulary terms and
definitions utilized in this
lesson. Describe content
literacy strategies that will be
used to help students learn
them.
Students will be asked to define high school and college
vocabulary on a Padlet.
Unit of Credit/Credit Hour - This unit is the measure of school
credit. With successful completion of work in each subject,
each semester ½ unit of credit is granted. The term credit hour
is also used in college, but they are counted differently.
Graduation Requirements - the number of credits required
under the Board of Education policy in each subject area to
earn a diploma. This is the bare minimum required to graduate
and may not get you into the college of your choice.
Kansas Scholars Curriculum Requirements - the higher
requirements to aim for as a college-bound student. It adds
just a little more to the basic graduation requirements like an
extra math credit, more specific science credits and world
language requirements.
Prerequisite - a course which must be successfully completed
before taking certain other courses
Advanced Placement (AP) Class - Modeled on a comparable
college-level class and concludes with a college-level exam.
Most colleges and universities accept successful AP exam
scores for credit or advanced placement.
Concurrent Credit - when a student takes courses at DHS and
credit is received from both DHS and Wichita Tech or
Newman.
Dual Credit - a student takes courses at a college while
enrolled at DHS and receives HS credit. (This is a little more
complicated than concurrent credit as it takes prior
arrangements.)
Career and Technical Education (CTE) Pathway - a sequence
of courses within a student’s area of career interest. Pathways
are designed to connect high school classes to college,
industry certifications, and/or a career.
Post-secondary Education - school after high school, for
example: college, university or tech school.
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
List the manipulatives,
literature, technology, and
other materials needed to
enhance instruction and
student learning in the lesson.
Materials Needed
Prezi created for this lesson
Padlet created for this lesson
Chromebooks
Link to shared Padlet
Three copies of the Career Graphic Organizer
Three copies of the College Graphic Organizer
Rubric for Presentation
Canvas module with all the links mentioned in the lesson
Selected Strategies Used in Classroom Management and Engagement:
Describe the strategies
I will solicit responses from students using Padlet during the
implemented to keep students diagnostic assessment.
on task and actively engaged.
(Examples of Active Engagement
I will create an engaging and interactive presentation using
Strategies)
Prezi.
I will solicit responses from the students during the
presentation.
During the formative assessment, I will interact with the
students at their seat to answer questions and assist with their
research.
During the summative assessment, students will create
questions for the other students who are presenting.
LESSON STRUCTURE AND PROCEDURES:
Evidence-based Instructional Strategies
Describe the instructional approach(s) you will take in implementing this plan. How will the
students be engaged and motivated to learn? Include samples of experiences, questions or
comments designed to: 1. Create interest; 2. Initiate the experience; and 3. Familiarize
children with content-specific language and concepts. 4. Apply learning to new contexts
Engagement/Opening:
“Today we are going to start a college and careers unit. We
Introduction, link to previous have explored it a little already because we needed to have
learning, assessment of prior our Individual Plans of Study completed before we were done
learning, etc. How will
with our National History Day projects, but I feel like we
students be focused on the
really rushed through things, so first we will talk a little about
lesson and motivated to
high school to fill in anything we missed and then we are
learn?
going to take a deeper look into post-high school plans.”
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
Learning
Activities/Procedures:
(include step-by-step of what
the teacher will do and what
the students will do, questions
to be asked, examples,
modeling, practice,
cooperative learning
activities, etc.)
“Since this is a whole unit, I want to start by sharing our
objectives:
After completing this lesson, students will be able to
construct a high school educational plan that is appropriate to
their future goals.
After completing this lesson, students will be able to compare
and explain the specific differences between three potential
future careers to include post-secondary education
requirements, job risks, potential income, job demand, etc.
After completing this lesson, students will be able to compare
and explain the specific differences between three potential
colleges or universities they might choose to accomplish the
education requirements to reach their career goals.
After completing this lesson, students will have created a
template for their own employment resume and activity
resume and have the ability to update it in the future.
After completing this lesson, students will be able to present a
comparison of their college and career information to the
class using a clear and informative method.
Let’s talk about high school vocabulary that we need to know
before we start talking about college.
Here’s where you need your computer. Go to the tab where
you opened the Padlet. Make your best effort to define a
couple of the words and connect your definition to the word
you are defining.”
[Students will define the words on the padlet.]
I will highlight a few of the definitions the students wrote
before returning to the correct definitions on the Prezi to
make sure students understand all of this vocabulary.
“Hopefully, this filled-in some of the gaps in our high school
planning.”
—------------------------------------------“Next let’s move on to career. I know you might be
wondering why career is before college. If you don’t have an
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
idea of what career you’re interested in, it’s hard to determine
where to go to college.”
“For this project, you will need to identify a minimum of
three potential careers for this research project.
Where do you start with that?
- What did you learn from Xello?
- What did you include on your Individual Plan of
Study?
- Still not sure? Try O*Net. This is an interest profiler,
similar to what you did in Xello but done a little
differently, so you might get more suggestions and a
little different information if you are not yet sure what
careers you want to explore.
What will you need to know about these careers?
You will fill out a graphic organizer about each career that
includes: (read list from slide)”
“Where do I find this career information?”
- Xello
- O*Net Online
- Career Profiles
- Salary.com
(I will elaborate on each of these based on the slides and
links.)
—-----------------------------------------“Let’s move on to college.
You will need to identify a minimum of three potential
colleges for at least one of your career options.”
“Where do you start? There are a lot of things to consider in
choosing a college. What size of college interests you?
Public? Private? Where is it located? Do you want to move to
the coast? Do you want to stay close to home? Does the
college that interests you have the major you need? (Ad lib
example about my two career interests that weren’t covered at
the same schools.) What’s the graduation rate? How much
does it cost? How much financial aid do they offer?
These are tough questions. This link is to a blog post that
helps explain how to consider each of these factors. I know
that some of you will read every word, some will scan it and
some of you won’t read it, but that information is there if you
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
want some help with these questions and of course, I am
happy to discuss it with you.”
“Where do I find information on colleges and universities?”
-US News and World Report
- College Board
- The website of each college or university
(I will elaborate on each of these based on the slides and
links.)
—----------------------------------------------------“Let’s talk about resumes. We are going to create two types
of resumes for two different purposes.
We want to start these resumes so you have a document that
you can add to and edit as you need it through high school.
First is an employment resume or just a ‘resume.’ The goal
and overall purpose of a resume is to introduce your
qualifications and skills to employers.”
[Show sample resume]
Explain that although the students have little or no
employment experience, they can highlight their skills on
their resume. It’s just a place to start and they can add things
to it in the future.
“The second resume we are going to create is a high school
resume. The goal of an activities resume is to highlight your
strengths and inform colleges or scholarship committees
about your accomplishments and special talents.
This is what high school students send to me when they ask
me to write a letter of recommendation for a scholarship or
for a sorority or a fraternity.”
[Show sample resume and point out how activities and honors
are categorized.]
“Your activities resume will probably be easier for you to
start and some of the items on both of your resumes may be
the same. Right now, you will just create your activities
resume based on what you have done in middle school. As
you get a couple of years into high school, most of your
middle school activities will fall off of your activity resume.”
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
1. Make a list of all of your activities.
- summer activities
- work experiences
- sports achievements
- volunteer experiences
- community service
- educational experiences
2. Arrange these activities in similar groups and list in order
of importance or significance.
3. If an activity is unique or if its purpose is unclear, write a
description. If you tackled any special projects or accomplish
specific goals, describe the requirements of those projects.
—-----------------------------“Finally, let's talk about your presentation. You will present
to the class about the three careers and three colleges that you
have chosen so everyone can learn from your research.
You can present using Google Slides, Canva, Prezi or if you
have another idea, ask me about it.
In your presentation, you will share the information about all
three colleges and careers that is asked for in your graphic
organizer.”
[Put presentation rubric on the board & walk through the
rubric with the class.]
Closure and Follow-Up:
(include what you plan for a
Recap the lesson objectives,
application to new contexts,
and assessment of learning.
Describe a quick activity for
review or for building on the
lesson that deepens student
understanding) (Examples of
Closure Activities)
“So, what did we cover today?”
[Move back to the map page on the prezi.]
Allow students to volunteer the answers…
- high school vocabulary, better understand how to
choose classes
- compare 3 different careers
- compare 3 different colleges
- create an employment resume and an activities resume
- present the college and careers information to the
class so everyone can learn from our research
“Where will you find resources for this research?”
-In Canvas
Revised gga 4/28/21
Lesson Plan Template for Transition to Teaching (Revised April 2021)
(Click on File, then Make a Copy, then save to your Google doc to your own Google Folder for your personal use.) Alternatively
click on File, then Download, then Microsoft Word (.docx) to make your own Word Document copy for use.)
Differentiation/Accommodations/Modifications/Enrichment
(Describe the strategies implemented to meet the needs of all learners. e.g. those that learn
faster and those that learn at a slower rate or differently).
Reteach:
For both the formative and summative assessments,
Include an alternate strategy to meet
students will be working mostly independently. Due
the learning goal/objective.
to the small size of this class, I am able to work with
them individually to help them with their research
and their presentations.
Enrichment:
Include an alternate strategy to
enhance and go beyond the learning
goal/objective.
Students could pair up to critique and improve each
other’s resumes and presentations. We could also
step beyond this and participate in practice
interviews.
Exceptionalities:
Include an alternate strategy to
accommodate/modify the lesson for a
student with an identified learning
disability. (Types of Disabilities) (Examples of
I do not expect to have students with learning
disabilities, but I am familiar with dual
exceptionalities.
strategies for teaching students with disabilities)
If, for example, I have a gifted student who also has
low vision or dyslexia, I can provide this assignment
in large print or allow extended time to finish the
written assignment. Also, this book is available in an
audio format that they may use.
Should a student have an orthopedic impairment that
makes writing difficult, we can use technology to
allow this assignment to be completed online using
voice to text, or I can act as a scribe.
English as a Second Language:
Include an alternate strategy to
accommodate/modify the lesson for a
student whose first language is not
English. (ESL strategies overview) (Supporting
ELL students in the classroom)
Revised gga 4/28/21
I do have a student with extreme presentation
anxiety. I allow him to present to me during my plan
time rather than during his class if he feels that he
cannot handle the class.
I can offer additional time and assistance with the
completion of the assessments or pair up the ELL
student with a native English speaker. I can also
shorten the assessments dependent on the student.