Lesson Plan Format

A lesson plan is the instructor's road map of what you want students to learn, understand
and take away by the end of the lesson. A thorough, well thought out lesson plan will help
you effectively reach these goals in the classroom.
Steps for Preparing a Lesson Plan
Below are 7 steps to guide you when you create your first lesson plans. Many of the steps
include a set of questions meant to prompt reflection and help you in designing your
teaching and learning activities.
Name Paul Hoeg
Title Observations and Inferences with Penguin Video Clip
Grade level 5 Subject area Reading Multi Media Length of lesson 45 minutes
1.

NEW MEXICO ACADEMIC CONTENT STANDARD(S):

CCRA.R7 Integrate and evaluate content presented in diverse

media and formats, including visually, and quantitatively, as well as in
words
CCRA.SL.2 Integrate and evaluate information presented in
diverse media and formats, including visually, and quantitatively,
orally.
W. 8 Recall relevant information from experiences or gather
relevant information from print and digital sources. Summarize or
paraphrase information in notes and finished work, and provides a list
of sources.
2.

OBJECTIVE(S)

Describe what you want the students to know.

Students need to understand:

Observations provide clues to making inferences
Observations provide clues to confirm inferences
Inferences lead to understanding of information
presented in different forms of media
Students need to know:
How to make observations from video clip
How to record their observations
How to use their observations to make inferences
How to check their inferences

Address objective(s) from a current curriculum (maximum of 3).

?
Remember all objectives you list must be addressed in the learning outcomes,
activities and assessments. Think about the following:

1. If you ran out of time, which ones could not be omitted?

a. How to check their inferences

2. And conversely, which ones could you skip if pressed for time?

a. How to check their inferences

Display and explain objectives in kid-friendly terms; I Can (objective)

I can make a list of observation while watching a video clip.

I can use my observation to make inferences.

3.

ESSENTIAL QUESTION(S)/ AGENDA

Post an essential question and/or agenda for the students: this creates a vision and
clarifies the purpose of the lesson.
o How do observations help us make inferences?

4.

LESSON SUMMARY
Write a short synopsis of your lesson including the sequential steps of your lesson.

Purpose of lesson: Practice using observation skills to

make inferences about information presented in various
media forms
Engage
o Play Hangman observations
o Discuss what students know about observations
Table talk (1 minute)
When have you used observations
How have you used the information from
observations
o
o

State essential question (How do observations help make inferences?)

Explain what students are going to do (Today we are going to watch
video clips and use observations to make inferences.)

Hand out graphic organizer. Students fill in top 2

blanks. (quick check for understanding by filling in
the word -observations)

Activity
o Direct instruction
1.
2.
3.
4.

Students will watch short video clips (one minute) without sound
They will use a graphic organizer to record observations
One minute, tables discuss and choose one observation.
Table 1 shares observation. Each table in turn shares a different
observation.
5. As a class, discuss possible inferences. (record on graphic
organizer)
6. Re-watch clips with sound.
7. Discuss if the sound changed or verified their inferences (record
on graphic organizer). How did your observations help you make
these inferences?
Practice (based on time, practice part will happen on the same day or the

next)

Repeat steps 1 through 7 watching clip 2 (one minute) but

instead of whole group discussion of inferences, table groups
will make inferences.

Follow-up lesson-- students will watch rest of movie

and continue practicing making observations and
inferences.
o Assessment
Make a list of 3 facts you learned about
penguins
Challenge -How did your observations help you
determine these facts?
Red light, green light dot at the top of their
journal page to determine how they feel they
understand.
o

5.

RESOURCES
List all materials and resources needed to complete the lesson.

6.

Promethium board, Emperor Penguins Huddle for Warmth Nature on PBS via you-tube, paper, pencil, graphic
organizer, science journal.

PROCEDURES: COMPONENTS OF AN EFFECTIVE LESSON

a. Develop an Introduction
What activity will you use to settle the students?
o When I say iceberg students freeze and listen to instructions. I tell
students to sit at desk. When I say fireball students move to desk.
Sometimes I will also tell the students to chill. They know this means
to sit in their desk with their hands in their laps, relax, smile and await
further instructions.
What will you do to spark interest (hook) and engage students?
o Play Hangman Observation
What will you do to activate students prior knowledge?
o Discuss with partner memories of observing

b. Direct Instruction: (I Do)

Prepare several different ways of explaining the material (real-life
examples, analogies, visuals, etc.) to catch the attention of more students
and
appeal to different learning styles. This lesson should be teacher
directed and in
a logical sequential order.
How will you effectively organize and manage the following:
space - students at their desk
Time Hangman intro of observation 10 minutes, watching video clips
and making observations and inferences 20 minutes, if time repeat
process as practice component of lesson. [If there isnt enough time
(students attention) finish 2nd clip next lesson,] Closure 10 minutes
Materials pre-set promethium board, student will have graphic
organizer and pencils at their desk

Student behavior and transitions student will be sitting at the desk

when lesson starts. Students have learned to freeze when they hear
freeze and move when they hear fireball. Students will discuss table
groups. Classroom already has a behavior program in place Rainbow
Strips
What will you do to explain the topic?
o Following the intro (hangman) State essential question (How do
observations help make inferences?)
o Explain what students are going to do (Today we are going to watch
video clips and use observations to make inferences.)
What will you do to illustrate the topic in a different way?
o Students will record observations using a graphic organizer
(individual/writing)
o Students will discuss with table groups (group/verbal and listening to
peers restate informaiton)
How can you keep students engaged in the topic?
o Having students record their thinking before sharing
o Sharing with table groups
o Groups choosing one inference and recording it
What are some relevant real-life examples, analogies, or situations that can
help students understand the topic?
o Earlier in the week students used observational skills in blind contour
drawing during art
How will you include vocabulary in your lesson? Plan on when and
where
you will introduce new vocabulary.
o Introduce voc during hangman - observation,
o Discussion - inferencing,
What questions will you ask students during instruction to build upon
previous learning and to check for understanding? Include wait time.
o What do you know about penguins?
o When have you used observations this week?
o What do you think we can learn by observing penguins?
o What inferences can you make based on your observations?
o What was different between watching videos with and without sound?
What HOT (Higher Order Thinking) questions will you ask?
Why is it important to observe?
Why are we curious?
Why do you think observations helped make inferences?
Why do you think it is important to use observations to make inferences?
o How will understanding how to use observations and make inferences
help you learn?
How will you differentiate instruction for ELL, Special Education,
Gifted, High Achievers and At Risk students?
o ELL students (2 students) video will provide visual information
to help develop vocabulary, group conversation will provide
extra opportunities to hear voice and content and to engage in
conversation in small group

o
o

c.

Special Ed- video will provide visual support, table team work
will provide added help from peers
Gifted Asking higher level questions will provide students
opportunities to thinking at a deeper level, challenge questions
on I learned exit list.

Guided Practice (We Do)

This is the opportunity for students to demonstrate their understanding of the
presented material and for you to make adjustments as needed.
What will students need to do to help them understand the topic better?
Watch video, record observations, make inferences, participate in
discussions
What opportunities can you give the students to demonstrate how well
they understand the topic?
Graphic organizer, discussions
How will you monitor their understanding: observation, questioning,
guidance, other?
o Graphic organizer 2 fill in statements, observation and
inferences chart, I learned exit section, Challenge,
Walking around room and listening and reading graphic
organizers
What will you do to address different levels of understanding?
Table group discussions will give students opportunities to hear
different people explain things
What will you do to reteach the concept if needed?
During the independent round (second clip) work directly with
those students and complete graphic organizer with them

d. Independent Practice (You Do)

This is an opportunity for students to demonstrate independently their
understanding of the concept taught.
What activities will help assess and /or deepen students understanding
of the lesson?
Students repeat the process of watching video clip without sound
and making observation and inferences using graphic organizer
independently
Small group and large group conversations
What will you do to extend the concept?
Students watch the remainder of the clip and practice making
observations and inferences
On the closure sheet students will
o write 3 facts, describe how observations helped them
make inferences
o How did making observations help make inferences
Ask students to identify how they can apply observation skills
and making inferences in other subjects.
e.

Closure

Opportunity to summarize the main points of your lesson and preview the next
lesson.
Always refer back to your essential questions /objectives/ agenda.
How will you provide cohesion and closure to the lesson?
Discuss times students have used observations and inferences to
learn
f.

Assessment (Checking for Understanding)

Assessment must align with objectives and procedures.
How will you assess mastery of the skills, content and concepts taught in
this lesson?
Examples:

Think about specific questions you can ask students in order to

check for understanding?

3-2-1 Reflections

Real-life application of what your students have learned.

Spot Check/Exit Slip

Exit slip
Write 3 new facts you learned about penguins
How did observations help them learn about penguins
How are using observation skills and inferenceing going to help
learn in other subjects?

7. Reflecting on your lesson/Tk20 Post Observation: A lesson plan may not work as well as
you had expected due to a number of extraneous circumstances. You should not get
discouraged- it happens to even the most experienced teachers!
Take a few minutes after each lesson to reflect on what worked well and why, and what
you could have done differently:

Strengths

Weaknesses

What worked well

Areas for Improvement: What would you change or do differently?

Did you meet your objectives? How do you know?

Did you meet the needs of all students? Ideas for next lesson?

Identify successful and less successful classroom management strategies.

Evaluate student interactions and behaviors

Use your reflection to help you complete the Tk20 post observation summary.