Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

1.6.4.A. Listen critically and respond to others in small and large group situations. Respond
with grade level appropriate questions, ideas, information, or opinions.

1.6.4.B. Demonstrate awareness of audience using appropriate volume and clarity in formal
speaking presentations.

1.8.4.A. Explain an inquiry-based process in seeking knowledge.

1.8.4.C. Produce an organized product that presents the results of research findings, using
appropriate visual aids and citing sources.

1.9.4.A. Use media and technology resources for directed and independent learning activities
and problem solving.

Lesson Objective(s)
(Stated in observable and measurable terms)

Given a student-selected planet from the solar system, the student will create a flier representing
interesting facts about their chosen planet and meet 80% of the rubric point criteria.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

When using technology in a lesson, a rubric seems to be the easiest way to assess the student’s
work. Therefore, I will use a rubric for the expectations and criteria for the Open Office Flier. There
will be two parts to this assignment, the flier itself and the presentation of information on the planet. I
will use a similar method to my first lesson plan, however, each student will complete an 1-4 minute
oral presentation to their peers who will use a feedback form (made by the teacher) to provide feedback
to the presenter. I will be grading the actual flier using a teacher made rubric.

Materials:

• Teacher made rubric (1 per student)

• Feedback form for oral presentations
• Computers for each student for the research portion of the project
 • Smart board for presentations
• Open Office downloaded on each computer
• A list of approved sites to obtain research facts about the planets
• Tutorials for Open Office

Inclusion Techniques for Students with Special Needs:

For students with special needs, the teacher may have a pre-made list of interesting facts on
each planet for the student to choose from instead of having to research, copy, and paste. The students
will also have their oral presentation on index cards and will have a practice trial with the teacher, in
private, prior to their presentation. The student will also be in close proximity to the teacher so I can
help if needed.

Enrichment Techniques:

For students who are advanced, they will be required to find more information than the basic
interesting facts the typically developing students will have to find. For example, the typical students
may only have to find five interesting facts where the advanced students will have to find 10. They
will also be required to have a longer oral presentation of 5-7 minutes.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):

The modifications/accommodations that will be made for all students include having a tutorial
to work from if they are stuck. The students will all have a list of websites that they can go to, to find
information. All students will have access to the rubric for criteria outline.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

The lesson will begin with a review/tutorial of how to operate and use Open Office. We will
discuss the text document as well as how to input text, graphics, etc into the document. This will be a
review prior to the students getting the assignment.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• The teacher will begin by modeling how to go find information on the sun and complete an
informative flier about the facts learned about the sun. The teacher will model, step-by-step
how the flier should be created and what resources will be needed to complete the flier.
 • After the teacher completes the model and checks for understanding, the teacher will then
explain and hand out the assignment to the students.
• The teacher will begin by allowing the students to select and record a planet to complete their
research. The students will write their selection on a teacher made sheet.
• The teacher will make sure all of the students have the tutorials for Open Office, a copy of the
rubric, a copy of the assignment, and a copy of the listed websites to use for the interesting
facts.
• Once all students have a copy of the needed materials, the teacher will begin with the guided
practice portion of the lesson.
• After the flier is completed, the teacher will model an “A student” oral presentation as well as
go over the rubric and feedback forms.

Guided Practice/Independent Practice/Assessment Activities

This project will begin with direct teaching by the teacher, move towards a guided practice of use of
tools, and finally move into a student centered, independent assignment. I want to give the students a
reasonable amount of time to complete their project.
Guided Practice:
• The students will begin to search for interesting facts for their flier. The teacher will model how
to find the information and then allow the students to explore the sites for their own
information.
• The students will have models of step-by-step processes for information or tools that they may
be struggling to work. The teacher will be walking around to monitor and support students.
Independent Practice:
• The students will be allotted time to complete the research, design their flier, and practice their
oral presentation.
• The students will also be able to assist their peers as necessary.

Closure:

The closure to this activity would include the following:

• A review of assignment/rubric
• Question and answer session
• Opportunity to sign up for a “practice session” for the oral presentation with the teacher
• Exit slip with a rating scale-
o Questions that will be included are as follows: On a scale of 1-10, 1 feeling the least
confident and 10 being the most confident, answer the following questions:
 “How would you rate your flier at this moment?”
 “How would you rate your interest in this project?”
 “How would you rate your oral presentation at this moment?”
 “How did you like this overall project assignment?”