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Planning Lessons for the Humanities Project

Planning Lessons for the Humanities Project. Adapted from King-Shaver & Hunter (2003), and Kelley and Brimijoin (2009). Lesson Plan Components. Anchor Text (and all other materials) Lesson Timeframe Themes Guiding Questions Knowledge/Skills (standards)

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Planning Lessons for the Humanities Project

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  1. Planning Lessons for the Humanities Project Adapted from King-Shaver & Hunter (2003), and Kelley and Brimijoin (2009)

  2. Lesson Plan Components • Anchor Text (and all other materials) • Lesson Timeframe • Themes • Guiding Questions • Knowledge/Skills (standards) • Lesson Procedures (Content, Process, Product) • Closure • Assessment (Formative/Summative, Informal/Formal) • Extensions/Enrichments

  3. Anchor Text (and all other materials) • Select from our list (or get approved). • Make it a collaborative effort. • Look beyond the text for deeper, historical meaning. • Supplement with additional materials.

  4. Lesson Timeframe • “One hour = one lesson” does not apply here. • Consider the importance of time. • Be realistic. • Err on the side of caution.

  5. Themes • These are ‘big picture’ ideas. • What are the important ideas you will highlight? • This is for students AND you. • You may have one… or several!

  6. Guiding Questions • “Why?” is always a safe bet! • These can be difficult to construct. • Incorporate your lesson objectives. • Make sure they are coherent and encourage deep thinking… not trivia.

  7. Knowledge/Skills (standards) • What will students do? (behavioral and procedural objectives) • What will students be able to do as a result of your lesson? • Ask yourself: “What is my rationale for this strategy?”

  8. Lesson Procedures Remember three main components: • Content – What are your procedural objectives? • Process – How will students achieve those objectives? • Product – What will students have to show for their efforts?

  9. Closure • This is a critical part of any lesson plan. • How will you pull it all together? • What is worth remembering? • Have students supply much of this!

  10. Assessment • Summative/formative • These may be formal or informal. • Your assessment must speak directly to your objectives and guiding questions. • This activity should not be “busy work”!

  11. Extensions/Enrichments • What is the difference between the two? • Make plans for these prior to teaching your lesson. • Remember, you want to inspire and facilitate life-long learning… so be prepared to do so.

  12. Differentiations • Make plans to accommodate for students with unique needs. • What might some of these be, and how might you differentiate your lesson to meet students’ needs? • We’ll talk more about this component next time.

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