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I.  CONSIDERATIONS BEFORE THE LESSON

Facts about the Learners:

     Who are my students and how do they learn? What forms of communication do my students use?

Content/Context

Content area(s) or discipline(s) Grade level(s)          Content standards addressed

Lesson’s Objectives Prior knowledge and skills

           Product/Assessments

In what varied authentic ways will my students demonstrate accomplishment of the objectives?  

What criteria will I use to judge students’ success for each objective?

           Management/Discipline Considerations

What materials and resources will I needed? How will I incorporate technology? How will I handle the room arrangement and student grouping? How will I handle student transitions and misbehavior?

II. OPENING THE LESSON/ INTO

Anticipatory Set - How will I motivate and focus students?

III. PROCESS/STEPS OF INTRUCTION/ THROUGH

Teacher Input

How will I describe and model skills? How will I provide examples and non-examples?

How will teach to the objective(s)? How will I actively involve all students?

What will the teacher do? What will the student do?

Guided Practice

How will students practice alone? How will I check for understanding?

What will my interventions consist of if the objectives are not being met?

Independent Practice/Formative Assessment

     What benchmark criteria will I look for to assess if students are meeting the objectives?

D.  Closure/Summative Assessment 

How will I have students summarize their learning? How will I assess students have met the objectives?

EDMS 512, Hood

Summer 2006

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