Professional Lesson-Plan Development: The Key to Successful Instruction

1 - What?2 - How?3 - What?

4 - Did?

Nasr Abdrabo, Ed.D May 15, 2014

What?What do we want our students to learn?

What?What learning strategies will prepare our students to demonstrate what they have learned on the assessment task(s)? (Strategies)

How?How will we know that students have learned it?

(Assessment)

Did?Did our students learn what we intended them to learn?

Lesson Plan Cycle

Bloom’s Taxonomy of the Cognitive DomainBloom’s-based Anderson & Krathwohl Taxonomy

Remembering Applying

Understanding

Evaluating

Analysing Creating

I- Lesson Plan Theoretical Foundation

Learning Objective Verbs at Each Bloom Taxonomy LevelLevel 1: Remembering

Student’s Function Sample VerbsStudents remember previously learned information.

Write, list, label, name, state, define.

Level 2: Understanding

Student’s Function Sample VerbsStudents grasp the meaning of information.

Explain, summarize, paraphrase, describe, illustrate.

Level 3: Applying

Students’ Function Sample VerbsStudents apply knowledge to actual situation.

Use, compute, solve, demonstrate, apply, construct.

Level 4: Analyzing

Students’ Function Sample VerbsStudents break down objects or ideas into simpler parts and see how these parts are organized and relate to each other.

Analyze, relate, categorize, compare, contrast, separate.

Level 5: Evaluating

Students’ Function Sample VerbsStudents rearrange component ideas into a new whole.

Propose , judge, recommend, critique, justify.

Students’ Function Sample VerbsStudents make judgments based on internal evidence or external criteria.

Create, design, hypothesize, invent, develop.

II – Lesson Plan Preparation (7 steps) A – Before the

Lesson1 – Lesson objectives Before the lesson the teacher should know:

a. The teaching objectives of the lesson. b. What the students should be able to do, and understand as a result of the teaching.

2 – Learning standards

Both teachers and students should know:

a. What the students are expected to do.

b. What knowledge or skills are to be demonstrated and in what manner.

Lesson Plan Objectives & Standards

Upon the completion of the (reading/listening) comprehension text/passage on

(due to/resulted in/explaining/identifying/justifying) ,

the student will be able to (level 4 verb)

that . After completing this task, the students will be able to

(level 5 verb) by (level 6 verb) .

situation

Title / content

Learned capability verb

object

Action verb

Special condition

Analyzing verb

Creating verb

Evaluating verb* Students’ first

ability

* Students’ second ability

* Students’ third ability

Note !!!

The Application of Bloom’s Higher Levels to the Lesson Plan Objectives

7-Step Lesson Plan Model

Upon the completion of the reading comprehension text entitled “Observing 3 Specific Flights in 3 Continents by Intelligence Agencies” (situation),First Ability (analyzing):the students will be able to relate (learned capability verb - level 4 verb) the security measures to the anticipatory high-jacking attempt by Al-Qaida (object). Second Ability (evaluating):After completing the text, the students will be able to judge (action verb - level 5) the cancelation, delaying, or guarding civil flights, taking off or heading towards US by combat fighters.Third Ability (creating):by developing (special condition - level 6) the logic reasons of raising the emergency level to ORANGE.

Teacher’s name: Nasr Abdrabo Content area: Security (Reading) Lesson date & time (start to finish): May 15, 2014 (07:55 – 08:45)Number of students: 6 1 - 2 Lesson Objectives & Standards

Lesson Objectives

Upon the completion of the reading comprehension text entitled “Observing 3 Specific

Flights in 3 Continents by Intelligence Agencies”, the students will be able to relate the

security measures to the anticipatory high-jacking attempt by Al-Qaida. After completing

the text, the students will be able to judge the cancelation, delaying, or guarding civil

flights, taking off or heading towards US by combat fighters by developing the logic reasons of raising the emergency level to ORANGE.

B – Beginning the Lesson

II – Lesson Plan Preparation (Cont.)

3– Anticipatory “ the hook” (10 minutes)

The teacher may ask the students to identify (in target language if possible) emergency measures, when these measures should be taken, as well as the empowered authorities.

The teacher may ask the students to use the passage title in predicting the content of

the reading text.

The teacher may ask the students to write (in target language) the vocabulary/terms

they expect to find in the text that might be relevant to raising emergency-level to

Orange.

B – Beginning the Lesson

II – Lesson Plan Preparation (Cont.)

II – Lesson Plan Preparation (Cont.)C – During the

Lesson4 – Instructional Process (15 minutes)

b. Modeling: The teacher uses the presented material to set examples of what is expected as an end product of their work: By linking the situation, learned capability verb, object, action verb, and special condition(s).c. Checking for understanding: The teacher ensures that every student understands the reading text by asking:What was the main event of the text?What was the reason of raising the emergency-level to orange?Why were flights canceled or delayed?

a. Input (direct instruction)The teacher asks students to:Skim the text to identify the most appropriate resume of the main idea of the text.Match the title to text content.The teacher may scaffold the students to recognize the unrecognized vocabulary/terms.

II – Lesson Plan Preparation (Cont.)

5 – Guided Practice and Monitoring (15 minutes) The teacher asks students to scan the reading text and write the main event in sequence as well as the relation between events (in target language if possible).

6 – Closure (restating the learning objectives) (5 minutes) The teacher checks the students’ understanding by reviewing their summaries and providing them with individual feedback as a formative assessment.

II – Lesson Plan Preparation (Cont.)

7 – Independent Practice (5 minutes) The teacher reinforces and extends the learning process beyond the lesson content ideally into real world settings.

The teacher may assign the students to search for similar reading topic/event and summarize it in Arabic.

After receiving feedback from the teacher, the students may

present, or exchange, the new information with colleagues, during the next speaking session.

Suggestion!