Academic Standards • Tell students what they should know and be able to do. They form the basis for planning, teaching, assessment and reflection. Stated more globally. • Pennsylvania Dept of Education • NASPE
Safety Considerations • Special circumstances beyond the normal the teacher should be aware of and/or warn students of. • Examples: • Keep hockey sticks below the knee • VB poles temporarily stored in corner • Slippery grass in the morning
Objectives • Likewise identify what students should know and be able to do but are more specific • Guide to writing objectives
Assessment • Refers to what assessments are going to be used in THIS lesson • Examples: teacher observation, teacher questioning, skill test, written test, peer checklist etc. • Most lessons will not have a formative (smaller but more frequent) or summative (larger and less frequent) assessment
Anticipatory Set • Primes students for learning and explains: • What is the primary lesson topic • Why it’s important or a connection to the standards
Content Development • “Meat and potatoes” • Describe how the major components of the lesson will be carried out. • Follow the descriptors for each subsection • Differentiation – allows the teacher to adjust the difficulty level for high and low performers. • BB example: height of the basketball, size and type of ball, number of partners, distance, rule modifications (only passes, no dribbles), time to complete task, etc • Sections continue until the lesson is completed.
Lesson Closure • Address the “take home points” related back to your objectives. What area the essential points students should take away from the lesson. • Can be provided by the teacher or teased out through question and answer
Extra Info • http://www.eduref.org/Virtual/Lessons/Guide.shtml