CAMBRIDGE SCHOOLS
LESSON PLANNING TEMPLATE
NAME: Mrs. Klingbeil
SUBJECT: Natural Resources
WEEK OF: Sept 3
MONDAY
LESSON
OBJECTIVE
OR
LEARNER
OUTCOME
TUESDAY
Course Outline
Class
Expectations
and Classroom
Procedures
BELL ACTIVITY
INSTRUCTIONAL
ACTIVITY
Class
Introduction and
Paperwork
WEDNESDAY
What is Natural
Resources?
THURSDAY
WI DNR – what
do they do?
FRIDAY
AET Recordbook
Day and Action
Project Planning
Brainstorming
Activity
IN Notebook – list
your interactions
with natural
resources this
summer?
WI DNR web
research
Make a list of all
community
service hours
from summer
Discussion, Notes
and Inquiry
Completed
Website questions
ASSESSMENT
HOMEWORK
OTHER
NOTES
Intro to AET
Recordkeeping
Signed Permission
Slip
Signed Permission
Slip
WI DNR – what
do they do?
Finish AET
profile
CAMBRIDGE SCHOOLS
COMMON LESSON PLANNING TERMS
LESSON OR LEARNING OBJECTIVE
The learner outcome. It represents what the learner should know or be able to do. The objective should be clearly stated and in
measurable terms.
BELL ACTIVITY
The bell activity is a short problem/question/work sheet/activity that help the student shift gears from the last lesson or changing time
to the new lesson or period. The bell activity should either be a summary exercise from the previous day’s lesson, or a lead in activity
that gets students thinking about the objective of the day. It may also be a form of diagnostic questioning or formative assessment that
will serve as a measure of where the student is at in his/her learning, and guide further instruction. While students are working on
this activity the classroom maintains order while the teacher takes attendance and deals with readmits and other administrative tasks.
INSTRUCTIONAL ACTIVITY
This represents how the actual instruction will be delivered and reinforced, or how you will present the information so that the
students master the objective. Common forms include lecture, presentations, discussion of reading, lab work, large group, small
group, one-on-one instruction (if needed), etc.
ASSESSMENT
Assessment can be formative or summative. It answers the questions of whether or not the student accomplished the objective, where
the problems are, and what adjustments can be made to clear up any misunderstandings. Assessment can take many forms, including
a simple thumbs up or thumbs down, large group performance or response, labs, directed questioning, quizzes, reports, papers,
homework assignments, progress checks, summative chapter or unit tests. No matter what form of assessment is used, the teacher
must always analyze the results and adjust instruction accordingly.
REINFORCEMENT
Reinforcement involves the use of procedures or activities that help to drive home the lesson, and reinforce the appropriate learning of
the objective. Forms of reinforcement include but are not necessarily limited to: Guided practice; independent practice; homework;
closure statements.
ELEMENTS OF INSTRUCTION
There are seven common elements of good lesson design as originated by Hunter, and reinforced by Wong and others. They include:
1. Bell Activity: A short problem/question/work sheet/activity that helps the student shift gears from the last lesson or changing
time to the new section or period. The bell activity should either be a summary exercise from the previous day’s lesson, or a
lead in activity that gets students thinking about the objective of the day. It may also be a form of diagnostic questioning or
formative assessment that will serve as a measure of where the student is at in his/her learning, and guide further instruction.
While students are working on this activity the classroom maintains order while the teacher takes attendance and deals with
readmits and other administrative tasks. Students also begin to focus on the lesson for the day.
2. Statement of the objective: In simple terms, the “objective” is the learner outcome as a result of the lesson. The objective
should be clearly stated in terms of what the student should know and be able to do. It should be posted in the same location
daily. Assignments should also be clearly posted in the same location daily.
3. Teacher input: Simply put, this represents the instructional delivery model that will be used to teach to the objective.
Common models include: Dyad; Triad: Large Group; Small group; Lab Activities; Independent activities; Audio-Visual
Activities.
4. Modeling: This represents the reason for learning the lesson. It is the” how to”, or “why” to learn the objective.
5. Guided Practice: Guiding a group through an appropriate incremental step driven process for reinforcing the objective.
6. Independent practice: Practice that does not require help or guidance that reinforces the learning such as homework
assignments.
7. Closure: Wrap up of what was learned, why it is important, and how it applies to future learning.
NOTIONS THAT TRANSCEND THE ELEMENTS OF INSTRUCTION
1. Relevancy
a. To the objective
b. Past, present, future
c. To real life
2. Monitoring and Adjusting
a. Continually checking for understanding and adjusting instruction as necessary so that all students are clear.
b. Various questioning patterns
1. one question – one response
2. One question – numerous responses
3. Thumbs up/down
4. One question – all respond
FIVE STEPS FOR PLANNING A LESSON
1. Identify the objective and write it clearly to indicate what it is that the student should know and be able to do.
2. Brainstorm en route learning, or what it is that the student should already know in order to take on the new learning.
3. Weed out non essential information that may only confuse the new learning. Just stick to the essentials.
4. Sequence the lesson
a. Build on what the student should already know
b. Relate it to the new learning and future learning
5. Diagnostic questions
a. Help define where the student is at
b. Help the instructor to adjust instruction as necessary