Your Own Lesson Plan / Overview & Roughdraft

 

 I

Unit: Practice

Theme: Your Own Lesson Plan

 

Introduction

Practice or praxis is the process by which a theory, lesson, or skill is enacted, embodied, or realized. "Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practicing ideas. This class is specifically about applying all the information you have gathered over the semester to produce your own lesson plan and instruction.

II

Learning Objectives

• Understand how to apply learning theories to teaching
  
• Explain the importance of putting into action the teaching methods learned in class
  
• Gain an awareness of the power of reflection on both the theory and the action
  
• Experience the practice of teaching trough its two main components: lesson plan and instruction
  

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III

Main Lesson 

 

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 PARTS OF A LESSON PLAN

I. Title (Somewhere at the top of the lesson plan)

Course Subject
Grade Level
Teacher's Name
Volume

II. Date (current date)


III. Objective (S.M.A.R.T / Specific, Measurable, Achievable, Results Focused & Time Bound)

IV. Standards (At least one Florida Standard)

V. Plan (Beginning, Middle and End)

Write in the sequence of activities and events in your lesson
Example: a) Anticipatory Set, b) Lecture c) Activity, d) Assessment

VI. Assessment

Each objective with its aligned standard must be assessed for student comprehension and success.
Example: Formative Assessment like an exit ticket or a unit assessment.

Exit tickets are a formative assessment tool that give teachers a way to assess how well students understand the material they are learning in class. ... Teachers can then use this data for adapting instruction to meet students' needs the very next day.

VII. Homework

Be specific about which task they should complete.

VIII. Cross-Curriculum Standards

Think of other subjects you could incorporate in your lesson
Example: English Language Arts (ELA), including ELA standards.

IX. Differentiation

Include differentiation through content, process and product.
Example: Students with disabilities and ELL (English Language Learner)

X.Technology

Add technology, skills and standard as much as possible.
The corona virus crisis certainly makes the need for technology in instruction necessary.

XI. Written Component

Writing is a transferable skill.
Students should learn how to write about the artistic/creative process.

XII. Careers Skills

It prepares students for life outside school.
Teach career-ready practices for students to prepare for life outside the classroom.

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RUBRIC

 

(In this rubric, only the section highlighted in yellow matters. The points next to each item do not apply).

Lesson Plan (10 pt) 

1. (1 pt)

  

Title (.1)

Theme (.2)

Art Discipline (.2)

 Grade Level (.3)

Teacher's Name (.1)

Volume (.1)

2. Date (.5 pt)

3. OBJECTIVE & COMPONENT (2 pt)

4. Standard (Competency) (1 pt)

5. Plan (Activity) (2 pt)

6. Assessment (1 pt)

7. Homework (.5 pt)

8. Cross-Curriculum Standards (.5 pt)

9. Differentiation (.5 pt)

10. Technology (.5 pt)

11. Written Component (.5 pt)

12. Careers Skills ( 1 bonus pt)

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4

Mini-Lesson  
(15 pt total)

(In this rubric, every item suggests the aspects of instruction you should think about; the points next to each item do not apply.)

I.                   Teaching (15 pt)

1.      Accurate Allocation of Time: Demonstrates good use of time by teaching within the agreed time frame.  Accurate use of time (20 minutes) (2 pt)

2.      Professional Interactions: Demonstrates professionalism in interactions. Demonstrates a positive rapport with students. Proper classroom management (move around, make sure every one is on task, acknowledge proper behaviors). (1.5 pt)

3.      Verbal Communication: Speaks clearly and understandably (e.g. pronunciation, modulation, volume, articulation). Uses correct oral conventions (e.g. mechanics of the English language as well as subject specific terms and symbols).  (1.5 pt)

4.      Non-Verbal Communication: Uses effective and appropriate non-verbal communication (e.g. eye contact, facial expressions, body language). Reads nonverbal communication and responds appropriately. (e.g.  scans class to identify students who are not engaged. Appropriate lesson content  for age group (lesson and language used must be accessible) (1.5 pt)

5.      Written Communication: Uses correct written conventions (e.g. mechanics of the English language, as well as subject specific terms and symbols). Writes clearly and understandably (e.g. appropriate size and script text, legible text, layout of board work, overhead, multimedia). Use of VAKT (video, recordings, manipulatives, visuals, hands-on activities) (1.5 pt)

  

6.      Use of the Arts in Instruction: Creative use of visual and/or performing arts to accomplish the objective by developing hands on activities the students would enjoy and appreciate. (Use of the Arts as medium of instruction) (2 pt).

 

7.      Organization of Content: Follows the order of the lesson plan by addressing each and every one of the items listed in the plan.  (5 pt)

a) Brain Storming (0.5)

 b) Video to grab attention or any other cool idea (0.5)

 c) Explain Activity (2.0)

Intro (.5)

Beginning (.5)

Middle (.5)

End (.5)

d) Provide enough time to complete task (0.5)

(Time yourself)

e) Review (0.5)

f) Assess (0.5)

h) Provide feedback (0.5)

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IV

 

A Note to Remember

 

"Practice makes perfect."

 

V

Case Study

Chris from Language House

 

New Teachers! Getting into the classroom for your first lesson can be filled with anxiety and anticipation. Even with the right schooling and qualifications, most new teachers have no idea how to prepare for their first class. Check out the video for a full breakdown and walk through to make a great first impression and wow your new students. This video focuses a lot on language teaching (ESL teachers), but it can be used for all educators, no matter what the subject is. Let me know how your first lesson goes and if the video helped. Good luck teachers!

 

 

VI

Journaling

VII

Glossary

VIII

Sources

IX

Students' Work

 

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Lesson Plan

Duke Wyler

 

1. Name of teacher: Duke Wyler
2. Title: Paper Fortune
3. Grade: Kindergarten
4. Competent: Aesthetic and Critical Inquiry
5. Objective: Identifies kinds of lines (examples may include, but are not limited to: thick, thin, straight, curved) in art and in the environment
6. Competency: Through the critique process,the student can identify the elements of art and principles of design
7. Activity: Introduce the history of fortune paper. Give students paper and explain the steps to make the fortune teller. 
8. We will c Students will a list of different fortunes and enjoy telling the fortune.
9. Assessment: By the end, students should have a functional fortune teller

    

    

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Lesson Plan

Sebastian Chin

 

 

Name of teacher: Sebastian Chin 

Title: Meditation and stretching 

Grade: 6th

Component: basic movements 

Objective: Describe and demonstrate proper warm up and cool down procedures

Competency: The student can improve his/her level of fitness during cardiovascular endurance activities, stretching activities, and muscular strength activities, through development 

Activity:Explaining students different poses. They engage in performing the different stretches. After that, they will experience a guided meditation, by closing their eyes and imagining different relaxing scenarios.

Assessment: By end of lesson students should be able to put themselves through a stretching and meditative exercise

 

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Lesson Plan

 Ellie Karofsky

 

 

 

1. Ellie Karofsky
2. Title: Origami Fortune Teller – Visual Arts Education
3. 5th Grade
4. Component: Studio Skills
5. Objective: Produces two-dimensional art using the elements of art and principles of design in a proficient manner and with creating and original content
6. Competency: The student understands and distinguished multiple purposes for creating works of art
7. Activity:

- Creating an origami fortune teller
- Each student will get a piece of paper to create their own fortune teller
- They will follow along with how to create it and create their own
- Allow the students to use it with each other
- Explain what origami is (the Japanese art of paper folding)
 

8. Materials:
- Paper
- Pen for writing the fortunes
 

9. Assessment:
- I will assess the students understanding of creating a fortune teller and what it is by seeing if
   they are able to create and use it with another student correctly
o If the student can properly create the fortune teller
o If the student can use the fortune teller correctly
o If the student understands the meaning of what origami is