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The Six Step Lesson Plan. A Framework For Developing Lesson Plans . Step 1 Goals and Objectives. What are the essential questions that will be covered in this lesson? What are the skills or knowledge conveyed? What are the inferences drawn from facts

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The six step lesson plan l.jpg
The Six Step Lesson Plan

A Framework For Developing Lesson Plans


Step 1 goals and objectives l.jpg
Step 1 Goals and Objectives

What are the essential questions that will be covered in this lesson?

What are the skills or knowledge conveyed?

What are the inferences drawn from facts

Refer to your Unit backward design and add the specific goals and objectives for this lesson


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Step 2Motivation = Set the Stage

The Motivation activities will provide a necessary

plan toward a basic understanding of the issues

involved in lesson plan. Before beginning a unit of

material, ascertain what the student knows about t

he subject matter to be covered. This should be

done in a non-graded, non-judgmental, non-

threatening manner. After determining what the

student knows, introduce the major concepts that

will be covered.


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Step 3 The Presentation

Presentation activities are designed to further

enhance understanding. In addition to lecturing, the

teacher contributes by utilizing manipulatives,

visuals, graphic organizers, and various modes of

interaction between students. In addition to reading

the text and listening to the teacher's lecture, the

student takes responsibility for his learning by

participating in group-work and sharing his

understanding with others.


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Step 4 Application

Application activities will lead the students to

appreciate the overall themes and ideas in lesson. In

order to create further understanding, the student

must go beyond rote memorization and demonstrate

real-world application of the newly-learned

information. This process requires "higher-level

critical-thinking skills" which result in ideas

generated by the student rather than ideas presented

by the teacher or by the text.


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Step 5 Evaluation

Good instruction includes checking for student learning. This can be informal--questions that ask students to tell you what they know about the subject now--or formal--tests, worksheets, project presentations, oral reporting, etc.


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Step 6 Closure

This gives students the opportunity to reflect

on what they have learned, which is

important for retention. Summarize what has

been learned. Relate it to previous learning.

Tell them what they will learn next. Give

homework assignments.


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Getting Students Motivated

In the first stage of the lesson, students' prior

knowledge about a concept is probed.

Typical into activities include:

  • Review what they already know.

  • The use of content-related visuals.

  • Reaction journals.

  • Vocabulary previews.

  • Free association or visualization exercises,

    The end goal of this stage is for students to gain an entree into the topic, recognize the depth of their own prior knowledge, and be better prepared for the new content materials they are about to encounter.


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More Set Up

  • Do you need to build vocabulary?

  • Should you stimulate curiosity or empathy?

  • Is there some background information you can give about the ideas or people in the reading?

  • Should you talk through the article in advance and overview or highlight key concepts?

  • Can you relate material from previous assignments to the new material?


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Presentation & more….

  • In the second step, students encounter the new content, relating it to their discussions of the concepts during the set up stage.

  • This may entail expanding their knowledge base with new facts, ideas, or opinions. Activities that are typically found in this lesson stage include:

  • Demonstrations

  • vocabulary expansion

  • Examples & samples

  • text completion exercises

  • information gap tasks (such as jigsaw reading).

  • The end goal of this stage is for students to practice new skills while demonstrating their comprehension of the basic concepts.


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Ask yourself the question: How will your presentation help your students experience and interpret the material?

  • Relate story/text to personal experiences

  • Record questions to discuss with the group (individual or groups/teams can create questions)

  • Record examples of special or pleasing uses of language, imagery, or character/story development

  • Dramatization

  • Visualization

  • Illustrations

  • Discussion


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  • Keys to Application your students experience and interpret the material?

    In the final stage of the framework, students further demonstrate their comprehension by creatively applying their new knowledge.

    Such application may take several forms:

  • Application of the knowledge to personal experience,to an example, to a real life problem

  • The end goal of this stage is for students to demonstrate both conceptual and skill mastery, and to provide a forum for practice.


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More Application your students experience and interpret the material?

  • Can they share any new insights or thoughts they’ve had about the material? (individual or group/team)

  • Can students work in groups or teams to think beyond the material, and take further actions? (any applications for new knowledge in the class environment, and/or in the school or community?)

  • Are there extra credit opportunities to offer as enrichment that can meet individual interests or needs?


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Motivation Checklist your students experience and interpret the material?

  • How are you introducing the material?

  • Is your anticipatory set engaging?

  • Does it create interest?

  • Have you posted an agenda for the day?

  • Have you stated the objectives of the lesson/unit?

  • Have you given an outline of the unit?

  • Have you stated how you will assess their learning?


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Presentation Checklist your students experience and interpret the material?

  • Are you reviewing the previous lesson before you begin a new one?

  • Have you repeated your expectations?

  • Are processes clearly outlined?

  • Are you reinforcing key ideas? Are students practicing new material as they learn it?

  • Do students understand common mistakes and misconceptions about the material?

  • Can students put new learning in context with previous learning?


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Application Checklist your students experience and interpret the material?

  • Do students see the practical application of the material?

  • Have students completed homework that requires all the material?

  • Have students received feedback that guides them in clarifying their understanding?

  • Can students meet expectations on an assessment?


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Tools for Presenting your students experience and interpret the material?

  • real objects and materials

  • manipulatives (drawings, posters, brainstorming-clusters, graphs, tables, maps, props, multimedia presentations, storyboards, storymaps)

  • visuals (study-prints, text  book-illustrations, overhead-projected prints, reproductions of paintings, and documents)

  • graphic organizers (matrices, Venn diagrams, and webs)

  • opportunities for interaction between all individuals in the classroom (creating a skit and acting it out, co-operative learning, collaborative learning, and student-generated stories based on personal experiences)


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Summary your students experience and interpret the material?

Where are they going?

How will they get there?

How will they know when they get there?