Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

4th grade life skills math students

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? 2 paraprofessionals

What is the long range goal(s) that is tied to this lesson? Students ability to use time as a management tool for his/her own daily schedules and routines

What is the specific learning objective(s) for this lesson? Students will be able to Create a daily schedule including times for themselves Students will be able to Apply information they collected with at home helpers to their schedules

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students will know how to tell time in 5 minute increments Students will know details of daily schedules from information collected from at home helper/aide questionnaire

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This is a project presented to students at the end of TIME unit of study

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Assuming students have already collected information from at home helper/aide then lesson will be ONE DAY.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? Learning Support Classroom Rough draft schedule template Computers to type final copy

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? Students must understand daily routines/schedules in order to become more independent individuals

How does this lesson relate to the PA Academic Standards?

2.3.B.1.1.1: Tell/show time (analog) to the minute. M3.B.1.1.3: Identify times of the day and night as AM and PM.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? Students must be able to read digital time Students must be able to read a simple chart with 2 columns and multiple rows This is the culminating project in the unit

How will you determine if students have met the lesson objective? (Think assessment)

When they complete and submit the final copy of their daily schedules including information collected from last nights homework

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Small Group in Learning Support Classroom with aide support

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)

2.3.B.1.1.1: Tell/show time (analog) to the minute. M3.B.1.1.3: Identify times of the day and night as AM and PM.

Lesson Objective(s) (Stated in observable and measurable terms) Students will be able to Create a daily schedule including times for themselves Students will be able to Apply information they collected with at home helpers to their schedules

Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will create and submit a daily schedule that reflects their own routines Materials: At home helper/aide interview completed Personal Schedule/Routine template (rough draft) Computers

Inclusion Techniques for Students with Special Needs: N/A Enrichment Techniques: N/A

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): This lesson was designed with IEP students in mind. Differentiation and modifications to the assignment have already been considered and implemented.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Show students the schedule from the first day of school Ask students why this was useful Explain that we will be using the information they collected from At home helper/aide to create our own daily schedules

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Discuss with students how a daily schedule could be helpful to them Ask the following questions o o o Why is it important to have a schedule to follow? How can having a schedule to refer to help you get to daily activities on time? Can you show me how to read this schedule?

Review reading digital time in increments of 5 minutes o This can be done by giving examples of digital time and reading aloud with students

Guided Practice/Independent Practice/Assessment Activities Closure: Exit Card o Students must correctly identify the times of 3 activities in his/her schedule they created in class. Ask students to take out daily routine information collected Students should read over information to teacher/aide Explain rough draft template Teacher/Aide will work with student to complete rough draft schedule using information that was collected and place it in sequence that events occur daily Students should read rough draft to teacher/aide Student will move to computer to type final copy Student will submit final copy