I need a good lesson plan template?

Question

does anyone have a good lesson plane template for teachers? I'm taking a music class and we have to creat 2 lesson plans that have to do with children and music.

Any ideas?

Answer 1

This is the form I used in college and still use when I create a formal plan for observations by my principal. It is well thought-out and includes all crucial aspects of a meaningful lesson. I hope this helps!

Ashland University
Dwight Schar College of Education – Teacher Education Program - Office of Field Experience

Lesson Plan Form (B) (8/06)

Name of Instructor: ___________________________ Grade Level:___ Subject:___________________

Unit Title:_____________________ Time Length:_______Date of Lesson: ___/___/___


1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students?; c. Connection – how does the lesson objective connect with previous and future lessons/learning?
The student will…

2. Assessment (Pre & Post) - How and when will you evaluate the objective and student learning? Attach a copy of the assessment/rubric instrument you will use.
Type of assessment:When:

3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation, role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or deductive/direct modeling)?; b. Accommodations – How will you accommodate for student differences?; c. Learning climate/environment – How might you establish a safe and an effective environment?

4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?

5. Equipment and Material - What instructional equipment and materials are required to help students reach the objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?





Over
Page 2, Lesson Plan Form (B)

6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate expectations, procedures required for the lesson.)


b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITYTIME ALLOTTED
The Instructor will:The students will:

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.



d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if necessary.




7.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you? What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure intended student learning? If no, what are some alternatives?
Attachment (s):

Answer 2

When I was at Uni, I used to set it out like this:

At the top of the page, I had the headings KLA, Topic, Time Allowed, Outcomes and Indicators, with the appropriate info under/next to each.

Under that, I had a table with three cells across and three down. The left column contained the CONTENT (what I teach), the right column contained the PEDAGOGY (how I teach). The centre column was very narrow and used for the time plan. The rows were used to separate the Introduction, Body and Conclusion

Under that was a second table (I later integrated it into the first table when I learnt how to merge and split cells in Word), with cells set aside to list the resources, the assessment opportunities, the teacher evaluation, etc.

Answer 3

Draw a rectangle with 6 boxes inside of it.
Use two vertical boxes for each of 3 categories - "Into", "Through" and "Beyond"
Into - is the opening, tapping into background knowledge and creating engagement and interest. Through - the body of the lesson. Beyond - give a further related idea and summary, or set up the next lesson.
In the higehr box for each put your activity or that part, and in the lower box put your objective and materials needed.

Write a lesson summary at the bottom of the page.
Simple but complete.

Answer 4

There are many, many good templates available. Here's what I have required of interns working with me, or colleagues applying for tenure under my directon.

For each lesson, they need to consider four elements in their planning: (1) the rationale for the lesson; (2) instructional materials; (3) learning strategies; and (4) assessment.

In the rationale, they need to think about why they are teaching this lesson: how does it fit in with the curriculum as a whole and relate to these particular students? The rationale must include specific objectives, often selected from a state or local curriculum guide. Experienced teachers do this almost automatically, and rarely need to write out an explicit rationale, but beginners need to think it through thoroughly for themselves and be able to demonstrate their thinking to supervisors and others, sometimes including the students themselves and their parents.

For instructional materials, even the most experienced teachers are likely to list the materials they need to have on hand; e.g., texts, handouts, PowerPoint, videos, dictionaries, sheet music, DVDs, and the like.

Assessment usually will involve two types, sometimes called immediate and long-range, or informal and formal. For the former, teachers give some thought to how they will know whether their lesson has worked. Do students understand? Can they do what they are being taught to do? For the long term, or formally, how will this knowledge be evaluated (tested, graded, observed, used in future lessons, etc.)?

For most teachers, the heart of the lesson plan involves the strategies and the construction of a time-line on the implementation of the strategies. I use many examples for this, but all of them consider the need for these four types of strategies:

(1) The hook (sometimes called set induction). How will one get students into the lesson? How will one get them interested? How will one help them access prior knowledge? How will one engage them personally and individually in the lesson? How will one give them a sense of direction, an overview of expectations?

(2) Guided learning. What will the teacher need to present to the whole group, and how? What processes will be demonstrated for them, and how? What activities will engage the whole group?

(3) Independent learning and/or application. This is all too often called seat work or homework, but it may include many variations on small group activities, buddy learning, individual work, class sharing. Effective lessons almost always help students make the transition from teacher-guided activities (lectures, demonstrations, modeling, large group activity) to independent learning that sudents can eventually be expected to pursue on their own.

(4) Extension. #3 assures that each student develops and practices the objectives that have been identified. #4 provides opportunities for students to respond personally or even to relate the lesson to their own goals and interests. At the very least, it might involve learning logs or journals, which students take in their own directions, or a Q&C memo to the teacher at the end of the lesson where students communicate to the teacher personally any questions they have or comments on what they have learned and what they are personally interested in, confused about, confident of, or wondering about.

The last step in the lesson plan, of course, is a projected time line. Always a bit of a guess, but the more experience teachers have, the more accurate their guesses may become.

I hope this helps. It's very, very basic -- and may need to be translated into different terms for different subjects; e.g., vocal or instrumental music, or music history/appreciation. The focus of the lesson, of course, will be on the guided and independent learning, but giving some attention to the hook and the extension can be very effective in relating it to these particular students.

Hooks are usually very important at the beginning of a unit, and may take more time then. Later, they may simply involve a quick review of where the class is and how this lesson relates to previous ones. Extensions are likely to become more important and, hence, more time-consuming as the unit progresses, especially as it is concluding. Extensions may also be important when student achievement varies so that some students need additional practice while others will have time on their hands to refine and extend their learning.

Experienced teachers may record such lesson plans in brief notes using their own shorthand. But when they are forced to write them out, say, for a substitute teacher or for National Board Certification, they realize what detailed planning they have been doing all along. I encourage beginning teachers and all teachers (including myself) at the beginning of a new class to produce detailed lesson plans.

Answer 5

lessonplanspage.com

or is it

lessonplanpages.com

one of those may help