This might be useful for some

In creating the blog lesson plan I found my prior knowledge on creating lesson plans helped me a lot. I was thinking that our class was not made up solely of education minors, and that some would not have taken a class on lesson planning yet. So I thought I would post Hunter's Direct instruction model. Now keep in mind, going off of what our professor outlined for us and what the examples look like in the book, this is more detail then you will need, but I found it useful.

1. objectives
2. standards
3. anticipatory set
4. teaching
   • input
   • modeling
   • check for understanding
5. guided practice/monitoring
6. closure
7. independent practice

1. Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching.

2. Standards: what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.

3. Anticipatory set or Set Induction: sometimes called a "hook" to grab the student's attention: to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.
   • to focus student attention on the lesson.

   • to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers").

   • to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

4. Teaching/presentation: includes Input, Modeling, and Checking for Understanding.
   1. Input: The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc.

   2. Modeling: Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work.
      

   3. Checking for Understanding: Determination of whether students have "got it" before proceeding.

5. Guided practice: An opportunity for each student to demonstrate their grasp of new learning by working through an activity or exercise under the teacher's direct supervision.
   

6. Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion.
   
   • to help organize student learning,

   • to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,

   • to reinforce the major points to be learned.

7. Independent practice: Once pupils have mastered the content or skill, it is time to provide reinforcement practice.
   

From what I can tell our lessons plans are set up as follows;

Objectives: same as above
Grade level: target student body
Standards: same as above
Materials: in terms of technology
Procedures: Like a general version of #3,4,5, and 6 from above mixed together, with less detail.

Accommodations for students with different abilities: how flexible is this lesson, in what ways can it be adapted?



Information gathered and then modified from:
our text book :
and
http://www.humboldt.edu/~tha1/hunter-eei.html