Micro Teach Lesson Plan

Names: Andrew Rivas, Rocio Rivas, Alex Weidlein

Date: 21 November 2018
Hot Topic: Exploratory Curricular Programs
Lesson Title: Exploratory Curricular Programs: Learning the benefits for both adolescents and
educators
Objective(s):
By the end of the lesson, the students will describe the influence of exploratory curricular
programs on adolescents and educators using a fill in the blanks graphic organizer.

InTASC Standards:

● 9(d) The teacher actively seeks professional, community, and technological resources,
within and outside the school, as supports for analysis, reflection, and problem-solving.
● 9(e) The teacher reflects on his/her personal biases and accesses resources to deepen
his/her own understanding of cultural, ethnic, gender, and learning differences to build
stronger relationships and create more relevant learning experiences.

Teaching Procedures:
Bell Ringer Activity:
● Students will take their assigned seat, take out a sheet of notebook paper and
pencil and prepare for a think-pair-share activity with their shoulder partner.
● Once all students have a partner, timer will be placed for 3 minutes and 18
seconds.
○ Given 3 minutes and 18 seconds, students will write down 3 details
(experiences, examples or knowledge) about exploratory curricular
programs from prior knowledge.
● After timer has gone off, students who received a post it note on their desk will be
asked to share responses with class.
Anticipatory Set:
● All students will share their past experiences with exploratory curricular
programs in a think-pair-share Bell Ringer activity.
○ Teacher will display three main guiding questions on the white board
during Belling Ringer discussion to accommodate all learners.
○ 3 Guiding Questions include: What are exploratory curricular programs?
How do they influence adolescents? How do educators contribute to
exploratory curricular programs?
Aligned Information:
● Teacher will define exploratory curricular programs as “trials of students'
specialized interests, aptitudes, and abilities as a basis for decisions regarding
educational opportunities,” and provide examples such as drama, foreign
language, dance, music, art, health, life skills, and technology provide young
adolescents with experiences in areas beyond the core subjects.
○ Examples will be illustrated in the PowerPoint presentation to assist visual
learners attain a clear comprehension of exploratory curricular programs.
○ Meanwhile, students will fill in the banks in their Note Sheet.
● Teacher will describe the benefits adolescents gain from exploratory
curricular programs.
○ Benefits for adolescents include: talent discovery, engaging and
participatory learning environments, showcasing opportunities,
development of healthy leisure activities, and building meaningful
relationships with peers and community
● After check for understanding has been assessed, teacher will describe the
student’s role in exploratory curricular programs.
○ Educators contribute to exploratory curricular programs through
leadership roles, building relationships with students, communication
between core and exploratory teachers and providing extraordinary
opportunities and learning experiences for students.
○ Students will follow along using their Note Sheet.
Check for Understanding:
● White Board Wipe-Out
● Teacher will distribute white boards and markers to individual students.
○ Teacher will ask 3 questions (one by one) to check for understanding.
Questions will be displayed on PowerPoint and proper wait time will be
given to accommodate all learners.
1. What is an example of an exploratory curricular program?
2. True or false: exploratory programs are only for creative students.
3. In one word, describe the adolescent benefits of joining
exploratories.
● After answering one question, students will hold up their white boards to
share answers. During so, teacher will scan the room to assess students’
answers.
Model (if used):
1. What is an example of an exploratory curricular program?
a. Examples include but are not limited to drama, foreign language, dance
music, art, health, life skills, and technology.
2. True or false: exploratory programs are only for creative students.
 a. False. Exploratory programs allow all learners to explore specialized
interests, aptitudes, and abilities as a basis for decisions regarding
educational opportunities or skill.
3. In one word, describe the adolescent benefits of joining exploratories.
a. As an open ended question, many responses are acceptable. Exemplary
responses are optimistic, positively worded and focus on opportunity.
Responses could be include opportunity, imagination, exploration,
determination, etc.

Lesson Closure:
● Find Someone Who…
○ Teacher will outline the instructions for the closure activity by modeling
with one student. On the back of the Note Sheet, students have 3 small
prompts. The objective is find someone in the class who knows the
information needed to respond to the prompt.
○ Students will exchange their Note Sheet and answer only 1 of the prompts
and initial next to their response. Once both students have responded, they
return back their Note Sheets and find someone else who can answer the
next prompt. Repeat process until first student has all prompts completed
with proper answers and 3 different initials on their Note Sheet. Inform
student they won “Find Someone Who.”
○ The 3 prompts include “find someone who can:”
● Define exploratory curricular programs in one sentence.
● List one benefit for adolescents in exploratory programs.
● List one responsibility as an educator working with exploratory
teachers.
● Overt Active Participation on the part of all students
● Aligned to the Hot Topic and Lesson Objective
● Summarizes the learning (Students do the summarizing)

Materials/Resources:
● Exploratory Curricular Programs PowerPoint
● Note Sheet handout
● White boards
● Dry erase markers
● Sticky Notes
● Overhead Projector

Assessment:
● Students will write a paragraph 5-8 sentences long describing the influence of
exploratory curricular programs on adolescents and educator’s role in exploratories.
References
Brazee, E. (2000). Exploratory Curriculum in the Middle School. Clearinghouse on Elementary
and Early Childhood Education, 1-7. Retrieved
November 9, 2018, from https://files.eric.ed.gov/fulltext/ED447970.pdf.
Ferreira, Karina (n.d.). White Board Wipe-Out. Retrieved November 16, 2018, from
http://www.theteachertoolkit.com/index.php/tool/white-board-wipe-out
Randall, A. (n.d.). Find Someone Who. Retrieved November 16, 2018, from
http://www.theteachertoolkit.com/index.php/tool/find-someone-who.