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Lesson Plan Time Management for Teachers

The importance of lesson time management for teachers should never be underestimated. Kids are perceptive little buggers and if you don't have every

aspect of your lesson planned and timed, they will take advantage of that, start playing, and you will lose control of your class. Of course, there are many areas where time management for teachers is important, but I feel that the timing of your lesson is the most important. In areas such as craft time, toilet time, or lunch time, it will go unnoticed if you are finished early or a few minutes late. But during lesson time, those few minutes can make or break you. For new teachers, I suggest that you write out the times for each aspect of your lesson and put it on the wall, someplace where you can easily see it. Then stick to it. If you find that you've finished a particular section early, see if there's a way you can extend it a bit longer. If something is going on too long, try to cut it short. (An exception to this is if you've started a game and not every child has had a turn. At this young age, I think that it's very important to make sure that every child has a turn. So in this case, keep playing and cut something else out of your lesson.) Here's an example of what my lesson timing looks like, for my daily 2 year old class:

10 min-- Hello Song, Short Conversation Practice, things that are repeated every day (e.g. weather, ABCs, days of the week) 7 min-- Easy Vocabulary (colors, numbers, shapes, etc.) followed by a quick activity to reinforce it.

10 min-- Harder Vocabulary (animals, food, vehicles, etc.) followed by another activity to reinforce it. 7 min-- Singing and Dancing time.

Your lesson plan timing may differ, depending on the amount of time you have to work with, the number of things that you must cover in your lesson, and the attention span of your students. It may take a few tries to get the timing of things just right, but once you do "get it", your lessons will run smoothly and efficiently. However, we all face times when things just don't go the way that we planned them. For times like these, it's always good to have a few backup ideas in mind.Quick and Easy Activities for ESL Students will help you out in these cases. I hope to continue to add more ideas for time management for teachers, so please check back. Or click here to be added to the newsletter. Love, Shannon Sensei

Plan de la leccin de gestin del tiempo para Maestros

La importancia de la gestin de leccin a los profesores nunca se debe subestimar.Los nios son perceptivos pequeos bichos y si usted no tiene todos

los aspectos de su leccin planificada y programada, que se aprovechar de eso, empezar a jugar, y usted perder el control de su clase. Por supuesto, hay muchas reas donde la administracin del tiempo para los profesores es importante, pero creo que el momento de su leccin es la ms

importante. En reas tales como el tiempo de oficio, el tiempo inodoro, o la hora del almuerzo, pasar desapercibido si ha terminado antes o despus de unos minutos. Pero durante el tiempo de clase, esos pocos minutos puede hacer o deshacer. Para los maestros nuevos, le sugiero que escriba los tiempos para cada aspecto de su leccin y lo puso en la pared, en algn lugar donde la pueda ver fcilmente. A continuacin, se adhieren a ella. Si usted encuentra que usted ha terminado una seccin en particular temprano, a ver si hay una manera que usted puede extender un poco ms. Si algo est pasando demasiado tiempo, trate de hacerla corta. (Una excepcin a esto es si usted ha comenzado un juego y no todos los nios hayan tenido un turno. A esta edad, creo que es muy importante asegurarse de que que cada nio tenga un turno. As que en este caso, seguir jugando y cortar otra cosa fuera de su leccin.) He aqu un ejemplo de lo que mi tiempo leccin parece, para mi clase diaria de 2 aos:

10 min - Hello Song, Prctica breve conversacin, las cosas que se repiten todos los das (por ejemplo, clima, ABC, das de la semana) 7 min - Vocabulario fcil (colores, nmeros, formas, etc), seguido de una actividad rpida para reforzarla. 10 min - Harder vocabulario (animales, alimentos, vehculos, etc), seguida de otra de las actividades para reforzarla. 7 min - Tiempo de cantar y bailar.

Su sincronizacin plan de leccin puede ser diferente, dependiendo de la cantidad de tiempo que tiene que trabajar, el nmero de cosas que usted debe cubrir en su leccin, y la capacidad de atencin de los alumnos. Puede tomar varios intentos para obtener el tiempo de las cosas bien, pero una vez que haces "hacer las cosas", las clases se ejecutar sin problemas y eficientemente. Sin embargo, todos nos enfrentamos a veces cuando las cosas no salen como que les estaba previsto. En tiempos como estos, siempre es bueno tener algunas ideas de copia de seguridad en mente. Actividades rpidas y fciles para los estudiantes de ingls como segundo idioma te ayudar en estos casos. Espero seguir para aadir ms ideas para la gestin del tiempo de los maestros, as que por favor revise ms tarde. O haga clic aqu para ser agregado al boletn. Amor, Shannon Sensei

Lesson Planning, Lesson Plan Formats and Lesson Plan Ideas

Dr. Bob Kizlik August 14, 2012 Lesson planning...who needs it, or needs to know how to do it? Just a hunch, but since you are, well, here, maybe, just maybe, you do! Having the skill to plan lessons really does help you to "own" the subjects you are teaching or will be teaching. Make no mistake though, the first thing you have to realize is that the fundamental skill is planning. If you have reached adulthood, you have surely planned events, trips, parties, and so on. Well, lesson planning uses those same skills, except the objective is the learning of your students in a very specific way and under very specific conditions. So, with that said, let's get started. Lesson planning is a special skill that is learned in much the same way as other skills. It is one thing to surf the Net to retrieve lesson plans from other sites and adapt them to your needs. It is quite another thing to have the skill to develop your own lesson plans. When you are able to create your own lesson plans, it means you have taken a giant step toward "owning" the content you teach and the methods you use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define you as a teacher. Knowing "how to" is far more important than knowing "about" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that you should learn to plan lessons in more than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that you should learn to write, revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at the core of learning this skill. Trust me on this. This is among the most popular pages on the ADPRIMA web site, and for good reason. Good lesson plans do not ensure students will learn what is intended, but they certainly contribute to it. Think of a lesson plan as a way of communicating, and without doubt, effective communication skills are fundamental to all teaching. Lesson plans also help new or inexperienced teachers organize content, materials, and methods. When you are learning the craft of teaching, organizing your subjectmatter content via lesson plans is fundamental. Like most skills, you'll get better at it the more you do it and think of ways of improving your planning and teaching based on feedback from your students, their parents, and other teachers. Developing your own lesson plans also helps you "own" the subject matter content you are teaching, and that is central to everything good teachers do. It's simple; effective lesson plans communicate, ineffective ones don't. Teachers create lesson plans to communicate their instructional activities regarding specific subject-matter. Almost all lesson plans developed by teachers contain student learning objectives, instructional procedures, the required materials, and some written description of how the students will be evaluated. Many experienced teachers often reduce lesson plans to a mental map or short outline. New teachers, however, usually find detailed lesson plans to be indispensable. Learn to write good lesson plans - it is a skill that will serve you well as a teacher. If you're really serious, become proficient in writing effective learning objectives. All lesson plans begin, or should begin with an objective. Toward that end, I have developed a self-instructional, interactive program that teaches this important skill within the context of lesson planning. Go to this link to find out more:http://www.adprima.com/wlo5.htm It is inexpensive and effective! For those of you visiting the ADPRIMA web site in search of lesson plans, you will find some links here that point to some of the best anywhere on the Internet.

Six Common Mistakes in Writing Lesson Plans (and what to do about them)
Dr. Bob Kizlik Updated August 20, 2012 Printer friendly version

There are many maxims in education, great words of wisdom, and sincere advice from countless sources. But, without question, it is true that the very best teachers, the most effective teachers, are good planners and thinkers. The success of professional teachers doesn't "just happen." The road to success for teachers requires commitment and practice, especially of those skills involved in planning lessons and learning activities, and in managing classroom behavior. Planning lessons is a fundamental skill all teachers must develop and hone, although implementation of this skill in actual teaching can, and usually does, take some time . Being able to develop an effective lesson plan format is a core skill for all who teach. So let's begin at the beginning. In my career as a teacher and teacher educator, I have read and evaluated thousands of lesson plans written by education students at all levels. On a consistent basis, I see mistakes that distort or weaken what the plans are supposed to communicate. If you are serious about improving your skill in planning lessons, you should begin by first thinking carefully about what the lesson is supposed to accomplish. There is no substitute for this . In teaching students how to develop lesson plans, the following are mistakes I have observed that students make most often: 1. The objective of the lesson does not specify what the student will actually do that can be observed. Remember, an objective is a description of what a student does that forms the basis for making an inference about learning. Poorly written objectives lead to faulty inferences. 2. The lesson assessment is disconnected from the behavior indicated in the objective. An assessment in a lesson plan is simply a description of how the teacher will determine whether the objective has been accomplished. It must be based on the same behavior that is incorporated in the objective. Anything else is flawed. 3. The prerequisites are not specified or are inconsistent with what is actually required to succeed with the lesson. Prerequisites mean just that -- a statement of what a student needs to know or be able to do to succeed and accomplish the lesson objective. It is not easy to determine what is required, but it is necessary. Some research indicates that as much as 70% of learning is dependent on students having the appropriate prerequisites. 4. The materials specified in the lesson are extraneous to the actual described learning activities. This means keep the list of materials in line with what you actually plan to do. Overkilling with materials is not a virtue! 5. The instruction in which the teacher will engage is not efficient for the level of intended student learning. Efficiency is a measure that means getting more done with the same amount of effort, or the same amount with less effort. With so much to be learned, it should be obvious that instructional efficiency is paramount. 6. The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective. Don't have your students engaged in activities just to keep them busy. Whatever you have your students do should contribute in a direct way to their accomplishing the lesson objective. A lesson plan that contains one or more of these mistakes needs rethinking and revision. Below is a rationale and guide to help you develop effective lesson plans and avoid the six common mistakes. FIRST, YOU MUST KNOW HOW TO PLAN The purpose of a lesson plan is really quite simple; it is to communicate. But, you might ask, communicate to whom? The answer to this question, on a practical basis, is YOU! The lesson plans you develop are to guide you in organizing your material and yourself for the purpose of helping your students achieve intended learning outcomes. Whether a lesson plan fits a particular format is not as relevant as whether or not it actually describes what you want, and what you have determined is the best means to an end. If you write a lesson plan that can be interpreted or implemented in many different ways, it is probably not a very good plan. This leads one to conclude that a key principle in creating a lesson plan is specificity. It is sort of like saying, "almost any series of connecting roads will take you from Key West Florida to Anchorage Alaska, eventually." There is however, one and only one set of connecting roads that represents the shortest and best route. Best means that, for example, getting to Anchorage by using an unreliable car is a different problem than getting there using a brand new car. What process one uses to get to a destination depends on available resources and time. So, if you agree that the purpose of a lesson plan is to communicate, then, in order to accomplish that purpose, the plan must contain a set of elements that are descriptive of the process. Let's look at what those elements should be. Click here to go to Part 2 on the next page.

THE LESSON PLAN 1. Preliminary Information The development of a lesson plan begins somewhere, and a good place to start is with a list or description of general information about the plan. This information sets the boundaries or limits of the plan. Here is a good list of these information items: (a) the grade level of the students for whom the plan is intended; (b) the specific subject matter (mathematics, reading, language arts, science, social studies, etc.); (c) if appropriate, the name of the unit of which the lesson is a part; and (d) the name of the teacher. 2. The Parts Each part of a lesson plan should fulfill some purpose in communicating the specific content, the objective, the learning prerequisites, what will happen, the sequence of student and teacher activities, the materials required, and the actual assessment procedures. Taken together, these parts constitute an end (the objective), the means (what will happen and the student and teacher activities), and an input (information about students and necessary resources). At the conclusion of a lesson, the assessment tells the teacher how well students actually attained the objective. In a diagram, the process looks something like this: Input ======>process=====>output Let's look at each part separately.

Input: This part refers to the physical materials, other resources, and information that will be required by the process. What are these inputs? First of all, if you have thought about what the lesson is supposed to accomplish, the inputs are much easier to describe. In general categories, inputs consist of: 1. Information about the students for whom the lesson is intended. This information includes, but is not limited to the age and grade level of the students, and what they already know about what you want them to learn. 2. Information about the amount of time you estimate it will take to implement the lesson. 3. Descriptions of the materials that will be required by the lesson, and at some point, the actual possession of the materials. 4. Information about how you will acquire the physical materials required. 5. Information about how to obtain any special permissions and schedules required. For example if your lesson plan will require a field trip, you must know how to organize it. If your lesson will require a guest speaker (fire chief, lawyer, police officer, etc.) you must know how to make arrangements for having that person be at the right place at the right time.

Process This is the actual plan. If you have done the preliminary work (thinking, describing the inputs), creating the plan is relatively easy. There are a number of questions you must answer in the creating the plan: 1. What are the inputs? This means you have the information (content description, student characteristics, list of materials, prerequisites, time estimates, etc.) necessary to begin the plan. 2. What is the output?This means a description of what the students are supposed to learn . 3. What do I do? This means a description of the instructional activities you will use. 4. What do the students do? This means a description of what the students will do during the lesson. 5. How will the learning be measured? This means a description of the assessment procedure at the end of the lesson. For a short discourse on how to write an assessment, click here. As an example, below is a template that I have used successfully to teach students to write lesson plans:

Lesson Plan Format: Teacher_______________________________________ Grade Date___________________________ Subject_________________________ Level_________________

I. Content: This is a statement that relates to the subject-matter content. The content may be a concept or a skill. Phrase this as follows: I want my students to: (be able to [name the skill]) OR (I want my students to understand [a description of the concept]). Often times, this content is predetermined or strongly suggested by the specific curriculum you are implementing through your teaching. II. Prerequisites: Indicate what the student must already know or be able to do in order to be successful with this lesson. (You would want to list one or two specific behaviors necessary to begin this lesson). Some research indicates that up to 70% of what a student learns is dependent on his or her possessing the appropriate prerequisites. III. Instructional Objective: Indicate what is to be learned - this must be a complete objective. Write this objective in terms of what an individual student will do, not what a group will do. Limit your objective to one behavioral verb. The verb you choose must come from the list of defined behavioral verbs on my web site. Make sure your objective relates to the content statement above. IV. Instructional Procedures: Description of what you will do in teaching the lesson, and, as appropriate, includes a description of how you will introduce the lesson to the students, what actual instructional techniques you will use, and how you will bring closure to the lesson. Include what specific things students will actually do during the lesson. In most cases, you will provide some sort of summary for the students. V. Materials and Equipment: List all materials and equipment to be used by both the teacher and learner and how they will be used.. VI. Assessment/Evaluation: Describe how you will determine the extent to which students have attained the instructional objective. Be sure this part is directly connected to the behavior called for in the instructional objective. VII. Follow-up Activities: Indicate how other activities/materials will be used to reinforce and extend this lesson. Include homework, assignments, and projects. VIII. Self-Assessment (to be completed after the lesson is presented): Address the major components of the lesson plan, focusing on both the strengths, and areas of needed improvement. Determine here how you plan to collect information that will be useful for planning future lessons. A good idea is to analyze the difference between what you wanted (the objective) and what was attained (the results of the assessment). Of course, there is an immense difference between being able to plan and actually being able to carry out the plan. However, if you have thought carefully about where you are going before you begin writing your plan, the chances of your success, as well as the success of your students, are much greater. To see a somewhat different, yet effective approach to lesson planning, click here for Lesson Plans the Easy Way! To see examples of verbs used in behavioral objectives, click here. To see some lesson plans developed by education students using the template above, click here.

The Madeline Hunter Lesson Design Model Madeline Hunter's eight steps have stood the test of time. Below is a brief description of each. Understanding these components will add to your understanding of how to plan a lesson, and is useful for the model presented above. 1. Anticipatory Set (focus) - A short activity or prompt that focuses the students' attention before the actual lesson begins. Used when students enter the room or in a transition. A hand-out given to students at the door, review question written on the board, "two problems" on the overhead are examples of the anticipatory set.

2. Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. 3. Input - The vocabulary, skills, and concepts the teacher will impart to the students - the "stuff" the kids need to know in order to be successful. 4. Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words. 5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do. 6. Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7. Independent Practice - The teacher releases students to practice on their own based on #3-#6. 8. Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today". Please feel free to comment on the ideas expressed on this page. The ADPRIMA web site is intended to give you both information and to stimulate your thinking about teaching and learning. In short, your growth as a student or teacher depends on your willingness to learn and think. To that end, I hope this information is useful to you.

LESSON PLANNING IDEAS Considerations for Instructional Methods

Dr.. Bob Kizlik Updated July 25, 2012 Printer friendly version Lesson planning is one of the core skills that are part of professional preparation. These skills are usually taught in schools or colleges of education in a series of modules or presentations that initially involve developing a learning objective based on a curriculum, or set of explicit subject-matter goals. The next step requires sequencing a number of activities in which the teacher and students interact in some way. Following this interaction, there is an assessment and the next lesson begins in the unit or other sequence that follows a curricular structure. There are, however, some variables that relate to the instructional activities that should be considered. What follows is a brief description of some of them. Any planned instructional procedure or teaching method for a particular lesson should also address the following questions: Does the lesson plan permit adjustment for students with different abilities? There probably has never been a teacher who has a class of students whose members were of equal ability. The instructional method(s) planned for a particular lesson must take into account student ability. There is no substitute for doing this. The range of abilities in which students differ is truly staggering. Included are cognitive disorders, emotional handicaps, physical handicaps, and student mastery of appropriate prerequisites for any given lesson. It's a load to factor all this in, but as a lesson planner, you should at least have a serious awareness of this.

Does the lesson plan encourage the students to become continually involved in learning activities? Instructional activities or procedures should not be static descriptions of what the teacher and students will do. Any good teacher will tell you that he or she makes adjustments in instruction based on feedback from students. The idea is obviously to keep students focused and involved in learning. For students to be continually involved in learning activities will require resourcefulness on the part of the teacher, but it is a consideration important to planning any lesson.

Does the lesson provide for adequate coverage of the content to be learned for all students?

"Adequate" and "cover" are such weasel terms! They can mean almost anything, depending on whom you ask, and often mean little or nothing. Probably the best way to think about this is to say to yourself, "what is the least amount of content that students should learn to indicate some level of agreed upon mastery?" Notice the operative word is "learn." If you've thought about what you're doing, you will have specified this level of learning in the criterion statement of the lesson objective. Click on that learn link above and read in the Johnson Schema for curriculum what I mean by learning.

Does the lesson permit for monitoring of student progress? You should consider how you will monitor the progress of your students during the lesson itself. There are ways to this, and these ways are collectively referred to in education jargon as formative evaluation. All this means is that you must determine how you will monitor the progress of your students. The purpose of this monitoring is not just to collect information about student progress. Rather, it is to have ways in mind about how to use this information to make instant changes in lesson procedures. If you consider a lesson as a collection of discrete activities that are sequenced in some responsible way, then each activity has a beginning and an end. The ends may be thought of as events, and it is here that meaningful information about student progress may be derived. The events are "milestones" on the path toward the lesson objective. Information about how your students are progressing may indicate that some reconsolidation and reordering of the sequence of the milestones is warranted.

Does the lesson provide for adequate assistance for students who do not learn from the initial procedure? If only everyone "got it" right the first time! The reality is that almost no lesson is 100% reliable. That means some students will fall behind. They "won't get it," and you need to think about what to do about that. The problem is compounded because you are confronted with the real problem of what to do with the students who did "get it" while you are attending to those who didn't. Usual pedagogical thinking suggests that the "got it" students can be given some ancillary work, or some enrichment materials while you work with the students who need your help. Maybe, but just be aware that this will start to wear thin after a few lessons. This is one of the eternal problems in teaching, and it has really not been solved to anyone's satisfaction.

Does the lesson provide adequate practice to permit consolidation and integration of skills? Vince Lombardi, the legendary former coach of the Green Bay Packers, is reputed to have said, "Practice does not make perfect. perfect practice makes perfect." Of course he was talking about skills related to playing football. The operative word here is skills. There is no substitute for developing and honing skills other than practice. That always means, in a practical sense, that there is a skilled observer of the practice who can provide feedback to the learner. It is true in every field where skills are taught n some formal way. The quality of the practice, and just as important, the quality of the feedback to the learner are indispensable. Skills are one thing, but what about conceptual learning? What about understandings we want our students to acquire? Is there any way to practice developing concepts? This is a thorny question. since concepts are unique to the individual forming them, it is difficult to "practice" doing this. Probably the best a teacher can do is have students explain in more than one way what they know. Therefore, conceptual learning is incompatible with multiple choice tests. The preceding descriptions are opinions. They are not truth. Anyone planning a lesson should at least keep in mind the posed questions. Answering them for each lesson can improve instruction. Here are some links to sites that have useful information on instructional methods. Instructional Methods and Pedagogy Classroom Instruction Instructional Methods

LESSON PLANS THE EASY WAY

Dr. Sandra Kizlik This section is intended for preservice or beginning teachers.

Curriculum

Units

Lesson Plans

"There's always more than one way to do anything." The following ideas, information, and example of lesson planning illustrate the point.

School curriculum (what is intended that students learn) is usually structured in units. The units can have themes or not, but they include many topics that are united by a common thread. These units, which may involve work for days or weeks, are subdivided into daily lesson plans. Lesson plans are written by teachers to help them structure the learning for themselves and for the students. Research indicates that all students benefit from, and appreciate well-structured lessons. All lessons are based on curriculum; that is, what is intended that students learn. Sometimes the curriculum reflects intended learning outcomes that are processes, like learning to research a topic, or learning long division. Sometimes the curriculum reflects learning outcomes relating to memorizing information, such as the multiplication tables, or the conditions that make a desert. Sometimes the curriculum outcomes are about creating a basis for judgments, like the qualities of being a good pet owner. Sometimes the curriculum outcomes relate to applying knowledge, like writing essays, or analyzing and solving problems, or analyzing economic relationships.

Daily Lesson Plans Purpose Lesson plans are not written for teachers to read to the class. They are used to structure the lesson and to help with the flow of the class, especially when something has occurred to distract everyone, including the teacher. Thinking Parts Lesson plans are first of all a thinking process. This thinking process basically is completed in four parts. First, determine the curriculum; that is, what the children will learn, what they will be able to do upon completing the activities or work of the lesson. Second, determine what the students already know, before beginning the lesson, that can lead into the new curriculum of the day. Third, determine at least one way to assist the students in learning the new curriculum. Fourth, determine at least one way to evaluate the learning outcomes of the students. Written Format There are many different formats that can be used to write daily lesson plans. Formats that are most useful are very simple to follow and are well structured. An outline format can be used very easily during class for quick references by the teacher. It can be followed and accessed very quickly by the teacher in case there is a distraction or in case the teacher loses his/her) train of thought. The following is one type of outline format for writing daily lesson plans. First, write the student academic behavioral learning objective based on the thinking parts above (especially the first and fourth steps; that is, what the students will be able to DO upon completing the lesson, and what student academic knowledge will be evaluated as a result).

Second, follow steps A, B, and C as follows.

A: What the students enter the lesson already knowing (prerequisites) Review any prerequisite knowledge that will lead easily into the new curriculum. B: Core lesson (what the teacher and the students do) Be sure to include the exact examples, problems, projects, or activities that will be used. C: The NEW curriculum that the students exit the lesson knowing (objective of the lesson) Review and stress again all of the most important points of the core lesson. Note: The thinking parts involve thinking about A, B, and C above in this order. First determine C, then determine A (pretest if necessary), and finally determine and develop B. EXAMPLE OF THE ENTIRE PROCESS Lesson topic and situation: Teaching addition to kindergarten students for the first time. Thinking Parts First, determine the curriculum; that is, what the children will learn, what they will be able to do upon completing the activities or work of the lesson. Students will add for the first time. Since this is in kindergarten and the first time that they have added, the process will be limited somewhat. They will add only two numbers, and the answers to the problems (the sums) will be less than 10. Second, determine what the students already know, before beginning the lesson, that can lead into the new curriculum of the day. The students know various patterning techniques, geometric shapes, ordinal numbers, etc... However, because the lesson will be adding for the first time and adding is actually counting then the lesson will begin by reviewing what they already know about counting. This will lead very smoothly into adding. Beginning the lesson with any other topic, such as, geometric shapes or ordinal numbers, would NOT lead smoothly into addition. Third, determine at least one way to assist the students in learning the new curriculum. Since this is the very first lesson on addition, the process of "putting together and counting" will be stressed. Therefore, manipulatives (cubes this time) will be used by the students to count, put together, and count again. Fourth, determine at least one way to evaluate the learning outcomes of the students. Students will have their own paper, pencils, and cubes to use for completing problems that are given. Teacher observation of the process and accuracy of answers will be used to evaluate student progress. Written Format Student Academic Behavioral Learning Objective (what the students will be able to do upon completing the lesson): The students will use manipulatives to add two single-digit numbers whose sum is less than ten. A: What the students enter the lesson already knowing (prerequisites)

Stress counting number values up to 10. Display 4 cubes on the overhead. Ask "How many?" Write the number on the overhead just above the cubes. Repeat and discuss the answer. Follow the same steps putting these number of cubes on the overhead: 7, 3, 9, 8. Make sure each student has a group of 12 cubes that are the same color. Make sure each student has a counting mat. Direct students to watch the overhead and to put the indicated number of cubes on their counting mats when told to do so. Write these numbers on the overhead, one at a time: 5, 9, 1, 6 Direct students to put that number of cubes on their counting mats. Between writing each of these numbers: circulate around the room, assist students, evaluate student progress and accuracy, and then direct students to clear their counting mats. B: Core lesson (what the teacher and the students do) Direct students to turn their counting mats over. Point out the three circles on this side. Introduce "We are going to count some more, but just a little differently. Listen carefully and follow my directions exactly." BEGIN DIRECTION/QUESTION CYCLE FOR ADDING "Write the number 4 above the first circle. Put 4 cubes in the first circle and leave them there. (Pause to give the students time to follow the directions.) Write the number 2 above the second circle. Put 2 cubes in the second circle and leave them there. (Pause again for the students.) Now, listen carefully. (Pause for attention.) Push all of the cubes over and into the last circle and leave them there. (Pause again and wait for them to finish.) Now, count the number of the cubes altogether in the last circle. How many cubes are there?" Call on a student. Get an answer. Have the students write the correct answer above the last circle. Discuss the answer and the process. "When we put groups (or sets) of items together and count them altogether we are adding. This is the symbol that people use to mean add +. (Write the symbol and the word add on the overhead.)" "Now clear all the cubes off of your mats. (Pause) Watch the overhead and follow my directions again." END DIRECTION/QUESTION CYCLE FOR ADDING Give the same directions/questions as above in the DIRECTION/QUESTION CYCLE FOR ADDING, but use these problems: 6 + 3 = , 2 + 3 = , 1 + 7 = , and 4 + 4 =. Direct students to their practice problems. Read the directions with them. Allow them to use the cubes to do the problems. Do the first problem together with them. Circulate and assist while they complete the rest of the five problems. C: The NEW curriculum that the students exit the lesson knowing (objective of the lesson) Review the definition of adding: "putting groups together and counting." Review the symbol for adding, +. Stress "the answer is usually more than the numbers that are added." For example, 3 + 1 = 4, and 4 is more than either 3 or 1, and 2 + 6 = 8, and 8 is more than either 2 or 6.

Summary Lesson plans can include much more than indicated here. For example, materials needed, assessments, evaluation procedures, etc.

The information given here is meant to be the quick and efficient, but highly effective way to develop daily lesson plans. Notice that the thinking and mental structuring parts of lesson plans are completed before the written format is begun. It is very important that the exact examples needed are actually written in the lesson plan. This is important for several reasons. Poorly selected examples and nonexamples that are given to students can be confusing, and can actually lead students to false conclusions that the teacher never intended. For example, if the lesson plan given above had only these types of examples and problems for the students to do 4 + 1 =, 7 + 1 =, 5 + 1 =, etc., then some students would conclude that it is only possible to add 1 and no other number! Remember to always write the exact examples and nonexamples in the lesson plan. This avoids giving students very poor examples by poor planning, and gives the teacher a quick reference whenever he(she) loses her place or train of thought of any reason.