{"id":73,"date":"2018-10-01T16:57:10","date_gmt":"2018-10-01T16:57:10","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-four-instruction-and-activities\/"},"modified":"2026-04-02T15:03:13","modified_gmt":"2026-04-02T15:03:13","slug":"chapter-four-instruction-and-activities","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-four-instruction-and-activities\/","title":{"raw":"Chapter Four:  Instruction and Activities","rendered":"Chapter Four:  Instruction and Activities"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">Aligned Resources<\/span><\/strong><\/h1>\r\n<\/header><\/div>\r\n<strong><span style=\"font-size: 14pt\">All learning materials being used in a lesson must be clearly identified.\u00a0 This includes the\u00a0URLs of any online resources.\u00a0 It is vital that each of these lesson materials and resources align with the lesson's objective.<\/span><\/strong>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h2><span style=\"color: #ffffff\"><strong>Aligned Resources in the CPS Lesson Plan<\/strong><\/span><\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nInclude a list of all the learning materials needed for the lesson, including any instructional resources and technologies.\u00a0 Be descriptive enough that a substitute teacher could easily pick up the plan and teach the lesson.\r\n\r\n<em><strong>CEP Student Example:\u00a0<\/strong><\/em>\r\n<div align=\"left\">\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td>Clipboard with table for data collection\r\n\r\nSmartBoard\r\n\r\nPoster paper\r\n\r\nSharpies\r\n\r\nLabel Icons\r\n\r\nSentence Strips (Students draw randomly.)\r\n\r\nExit Tickets\r\n\r\nMini-label icons<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h2><span style=\"color: #ffffff\"><strong>CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\r\n<\/header><\/div>\r\n<h2><strong><span style=\"color: #ffffff\">GSC's Aligned<\/span><\/strong><\/h2>\r\n<table style=\"border-collapse: collapse;width: 99.5349%;height: 76px\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">\r\n<ul style=\"list-style-type: circle\">\r\n \t<li><span style=\"font-size: 14pt\"><strong>All resources and materials needed for the lesson should be clearly listed and aligned with your MLO(s) (measurable learning objective) and standard or goal.<\/strong><\/span><\/li>\r\n \t<li><span style=\"font-size: 14pt\"><strong>Technology is used as a tool for student interaction with the content, enhancing student learning (deepening understanding; providing clarification; increasing student engagement). <\/strong><\/span><\/li>\r\n \t<li><span style=\"font-size: 14pt\"><strong>If implemented, technology is appropriate for students\u2019 developmental level.<\/strong><\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h2><strong><span style=\"color: #ffffff\">Len Plan Rubric Criteri<\/span><\/strong><\/h2>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">SEL: Scial Emotional Learning\u00a0 -\u00a0 \u00a0<\/span><\/strong><\/h1>\r\n<span style=\"font-size: 18pt\">Social-emotional learning (SEL) is\u00a0the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.\u00a0 At the Center for Educator Preparation incorporating the teaching of social\/emotional skills and the aligned expectations of our students into our lessons at all instructional levels is of high priority.\u00a0<\/span>\r\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">\u00a0<span style=\"font-size: 14pt\"><span style=\"color: #ff00ff\"><a href=\"https:\/\/www.youtube.com\/watch?v=h973WVZ9eAw\" style=\"color: #ff00ff\">https:\/\/www.youtube.com\/watch?v=h973WVZ9eAw<\/a><\/span>\u00a0 \u00a0 \u00a0<span style=\"color: #ff00ff\">(preschool students)\u00a0<\/span> \u00a0<\/span><\/span><\/strong><\/h1>\r\n<span style=\"color: #ff00ff;font-size: 14pt\">Elementary students:<\/span>\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=XmVhO3nL2EM\r\n\r\n<\/header><\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">Systematic Introduction of Lesson<\/span><\/strong><\/h1>\r\n<\/header><\/div>\r\nLesson introductions clearly state the purpose of the lesson and describe the objective of the lesson in language students can understand.\u00a0 Students should be able to describe what they will know and\/or do by the end of the lesson to demonstrate learning.\u00a0 This purpose and\/or objective is often written in student-friendly language for students to reference throughout the lesson.\u00a0 Presenting the lesson objective both visually and orally is ideal (for students already reading).\u00a0 Having students repeat it for reinforcement is also ideal,\r\n\r\nThe lesson introduction is also a chance to 'hook' students by appealing to their interests and sparking their prior knowledge in an engaging way.\u00a0 This is a great opportunity to share your enthusiasm for the lesson topic with students.\r\n\r\nWhen planning an effective introduction, be sure to:\r\n<ol>\r\n \t<li><strong>Determine your 'hook'<\/strong> by selecting an activity that will capture your students' attention and spark their interest in the lesson topic.<\/li>\r\n \t<li><strong>State AND post<\/strong> the lesson objective for learners.<\/li>\r\n \t<li>Consider posting and sharing a lesson agenda which might be used to inform students of the lesson activities.<\/li>\r\n<\/ol>\r\nThe introduction of your lesson should take approximately 10% of the time allotted for your lesson.\u00a0 It is brief but motivating, ideally offering students a purpose for learning by connecting with their lives.\u00a0 Modeling or instruction is not part of the lesson introduction.\r\n\r\n<em><strong>Example of CEP Student's Lesson Introduction:\u00a0<\/strong><\/em>\r\n<div align=\"left\">\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td>\u00a0 \u00a0 \u00a0 \u25cf \u00a0 \u00a0 \u00a0 Activate Prior Knowledge &amp; hook\r\n\r\n*Review nouns and verbs playing the paddle game\r\n<ul>\r\n \t<li>Introduce lesson objective (on slide and orally) -\u00a0\"Correctly\u00a0 label 5 sentences with four required partsfor writing a simple sentence.\u201d<\/li>\r\n<\/ul>\r\n* \u201cHow should I structure my writing?\u201d (prompt discussion, inviting examples)\r\n\r\n&nbsp;<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h2><span style=\"color: #ffffff\"><strong>CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\r\n<\/header><\/div>\r\n<table style=\"border-collapse: collapse;width: 100%\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">\r\n<ul style=\"list-style-type: circle\">\r\n \t<li><strong><span style=\"font-size: 14pt\">Clearly communicate the objective of the lesson. <\/span><\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">Target students\u2019 interests, spark their prior knowledge, and\/or otherwise engage the students in the lesson.\u00a0 <\/span><\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">Include how you plan to communicate and display your lesson objective.\u00a0<\/span><\/strong><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h1><span style=\"color: #ffffff\"><strong>Systematic Body of Lesson<\/strong><\/span><\/h1>\r\n<\/header><\/div>\r\nThe body of the lesson often includes the teaching or exploration of content.\u00a0 It is vital that educators know their learners well so that they may determine the best strategies for helping students navigate the lesson content.\r\n\r\nIf the body of a lesson includes teacher delivered, direct instruction, ensure that all explanations are clear and accurate.\u00a0 Consider modeling and providing examples for students to follow.\u00a0 If student learning can be amplified through the embedding of technology, by all means do so.\r\n\r\nThe body of a lesson provides an excellent opportunity for students to actively engage in learning activities and build understanding of the lesson objective, with the teacher serving as a facilitator.\u00a0 Plan to implement, facilitate and foster interaction among students as appropriate and refer to <a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/\">Bloom's Taxonomy<\/a> to select strategies that increase intellectual engagement.\r\n\r\nDifferentiation, 'a teacher's reacting responsively to a learner's needs' (Tomlinson and Demirsky Allen), , should be used in planning lesson activities.\u00a0 Differentiated structures to include in the body of your lesson might be:\r\n<ul>\r\n \t<li>centers<\/li>\r\n \t<li>workshops<\/li>\r\n \t<li>flexible groups<\/li>\r\n \t<li>cooperative learning<\/li>\r\n \t<li>tiered instruction<\/li>\r\n<\/ul>\r\nThe body of your lesson should take approximately 60% of the time allotted for your lesson.\r\n\r\nCitation: \"Leadership for Differentiating Schools and Classrooms,\" Carol Ann Tomlinson and Susan Demirsky Allen, 2000\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h1><span style=\"color: #ffffff\"><strong>The Body of the Lesson in CPS's Lesson Plan<\/strong><\/span><\/h1>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nIn the body of your lesson you must describe the modeling, guided practice, questioning, independent practice, scaffolding, and\/or differentiated instruction planned to occur within the lesson.\u00a0 Students' higher order thinking and depth of knowledge should be considered.\r\n\r\nInclude detailed descriptions of lesson activities, describing how you intend to carry out each learning activity.\u00a0 For instance, rather than noting: <em>\"We will discuss fact &amp; opinion\", <\/em>describe how you plan to facilitate the discussion.\u00a0 For example:\u00a0 <em>\"Students will engage in a think\/pair\/share about facts and opinions then each pair will share their thoughts with the group\"<\/em>.\u00a0 Rather than noting <em>\"I will ask students questions about the story\"<\/em>, actually list the higher order questions you plan to ask your students to respond to, and describe how you will solicit their responses.\u00a0 Lesson activities must be directly aligned to the lesson objective and must build progressively upon one another in an effort to move students towards mastery.\r\n\r\nThe body of the lesson does not need to be scripted, but must be detailed enough that another teacher could deliver the lesson as planned.\r\n\r\n<em><strong>Example of CEP Student's Body of Lesson:\u00a0<\/strong><\/em>\r\n<div align=\"left\">Gradual release model:<\/div>\r\n<div align=\"left\">\r\n\r\n1. Direct Instruction\r\n<ul>\r\n \t<li>Sentence on the board<\/li>\r\n \t<li>Ask students to help me read the sentence and determine if the sentence is missing any elements that make it a properly written sentence.<\/li>\r\n \t<li>Using a think-aloud strategy, I will model, identifying the need to start a sentence with a capital letter, end with a stop sign (punctuation), and that each sentence must contain a subject and verb (recent lessons). While doing this I will introduce the icon used to label each element creating a visual for the class.<\/li>\r\n<\/ul>\r\n2. Guided Practice\r\n<ul>\r\n \t<li>One at a time, ask students to read a sentence on the worksheet. Using a think- aloud strategy, the student will help me lead the class in identifying the four elements and labeling them with the correct icons.<\/li>\r\n<\/ul>\r\n3. Practice with Peers\r\n<ul>\r\n \t<li>Paired students given a sentence requiring editing, collaborating to complete the above process<\/li>\r\n \t<li>Pairs will switch activity sheets and correct peers\u2019 responses<\/li>\r\n \t<li>Pairs will share out with class<\/li>\r\n<\/ul>\r\n(Support and Feedback: Positive praise will be used at all times. If students are having difficulty or demonstrating confusion, <span style=\"font-size: 1em\">staff will prompt the student to use the example on the board as a guide to help them.)<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h2><span style=\"color: #ffffff\"><strong>CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\r\n<\/header><\/div>\r\n<table style=\"border-collapse: collapse;width: 100%;height: 207px\">\r\n<tbody>\r\n<tr style=\"height: 207px\">\r\n<td style=\"width: 100%;height: 207px\">\r\n<ul style=\"list-style-type: circle\">\r\n \t<li><strong><span style=\"font-size: 14pt\">State the opportunities being implemented to facilitate students' mastery of the objective.\u00a0 <\/span><\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">Specify appropriate continuous teaching components using cited language, such as, \"Modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding\".<\/span><\/strong><span style=\"font-size: 14pt\"><\/span><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">Ensure the sequence of steps in teaching the content is evident. <em>ALL<\/em> students\u2019 foundational understanding of concepts should be taught before introducing higher level skills\/content. (often requiring differentiation)<\/span><\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">Explanations are clear and accurate.<\/span><\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">Participation is prompted from ALL students.\u00a0<\/span><\/strong><\/li>\r\n \t<li><strong><strong><span style=\"font-size: 14pt\"> Students are interacting with content and one another.<\/span><\/strong><\/strong><strong>\u00a0<\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\">If a student appears ready for additional challenge you provide an objective-aligned extension.<\/span><\/strong><\/li>\r\n \t<li><strong><span style=\"font-size: 14pt\"> Intermediate and Advanced level candidates: Incorporate higher order thinking and consider depth of knowledge.\u00a0<\/span><\/strong><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h1><span style=\"color: #ffffff\"><strong>Systematic Closing of Lesson<\/strong><\/span><\/h1>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThe closing of a lesson should restate the lesson objective and offer opportunity for students to reflect on their own learning\/progress toward meeting the objective.\u00a0 During this time students might be invited to share responses to higher-order thinking questions and to explain their thinking.\u00a0 This should provide an opportunity for students to have misunderstandings clarified and to have questions addressed.\u00a0 Students can confirm\/contradict predictions and discuss reasons for outcomes.\r\n\r\nIt is important that lesson conclusions are utilized for the collection of formative assessment data so that individual students' mastery of the lesson objective can be determined.\u00a0 This post lesson, formative assessment must directly align with both the pre-assessment given before the lesson was planned and the lesson objective.\r\n\r\nThe closing of your lesson should take approximately 30% of the time allotted for your lesson.\r\n\r\n<em><strong>Example of CEP Student's Lesson Closing:<\/strong><\/em>\r\n\r\nReflection &amp; Formative Assessment\r\n<ul>\r\n \t<li>\u00a0 Reflection on today\u2019s objective prompted; question students' learning (What questions do they have?\u00a0 What was challenging? Easy?; objective reviewed<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li>\u00a0Students complete exit ticket activity; prompts:<\/li>\r\n<\/ul>\r\n*How many sentences are we going to label?\r\n\r\n*Use your icon stickers to label all 4 elements in each sentence.\r\n\r\n*Where is your visual resource if you need help remembering what each icon means?\r\n\r\n*After you have finished, write your own sentence that we can use in tomorrow\u2019s lesson.\r\n\r\n*I can only use it if you label each of the 4 elements correctly.\r\n\r\n*Additional questions?\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h2><span style=\"color: #ffffff\"><strong>CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\r\n<\/header><\/div>\r\n<table style=\"border-collapse: collapse;width: 100%\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 100%\">\r\n<ul style=\"list-style-type: circle\">\r\n \t<li><span style=\"font-size: 14pt\">R<\/span><span style=\"font-size: 14pt\"><strong><span style=\"font-family: inherit\">estate the objective.<\/span><\/strong><\/span><\/li>\r\n \t<li><span style=\"font-size: 14pt\"><strong><span style=\"font-family: inherit\">Guide students in reflection upon their learning, prompting self-assessment.<\/span><\/strong><\/span><\/li>\r\n \t<li><span style=\"font-size: 14pt\"><strong>Invite questions.<\/strong><\/span><\/li>\r\n \t<li><span style=\"font-size: 14pt\"><strong><span style=\"font-family: inherit\">Include time for your lesson post-assessment<\/span><\/strong><\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">Aligned Resources<\/span><\/strong><\/h1>\n<\/header>\n<\/div>\n<p><strong><span style=\"font-size: 14pt\">All learning materials being used in a lesson must be clearly identified.\u00a0 This includes the\u00a0URLs of any online resources.\u00a0 It is vital that each of these lesson materials and resources align with the lesson&#8217;s objective.<\/span><\/strong><\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2><span style=\"color: #ffffff\"><strong>Aligned Resources in the CPS Lesson Plan<\/strong><\/span><\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<p>Include a list of all the learning materials needed for the lesson, including any instructional resources and technologies.\u00a0 Be descriptive enough that a substitute teacher could easily pick up the plan and teach the lesson.<\/p>\n<p><em><strong>CEP Student Example:\u00a0<\/strong><\/em><\/p>\n<div style=\"text-align: left;\">\n<table>\n<tbody>\n<tr>\n<td>Clipboard with table for data collection<\/p>\n<p>SmartBoard<\/p>\n<p>Poster paper<\/p>\n<p>Sharpies<\/p>\n<p>Label Icons<\/p>\n<p>Sentence Strips (Students draw randomly.)<\/p>\n<p>Exit Tickets<\/p>\n<p>Mini-label icons<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2><span style=\"color: #ffffff\"><strong>CPS&#8217;s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\n<\/header>\n<\/div>\n<h2><strong><span style=\"color: #ffffff\">GSC&#8217;s Aligned<\/span><\/strong><\/h2>\n<table style=\"border-collapse: collapse;width: 99.5349%;height: 76px\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\n<ul style=\"list-style-type: circle\">\n<li><span style=\"font-size: 14pt\"><strong>All resources and materials needed for the lesson should be clearly listed and aligned with your MLO(s) (measurable learning objective) and standard or goal.<\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><strong>Technology is used as a tool for student interaction with the content, enhancing student learning (deepening understanding; providing clarification; increasing student engagement). <\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><strong>If implemented, technology is appropriate for students\u2019 developmental level.<\/strong><\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><strong><span style=\"color: #ffffff\">Len Plan Rubric Criteri<\/span><\/strong><\/h2>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">SEL: Scial Emotional Learning\u00a0 &#8211;\u00a0 \u00a0<\/span><\/strong><\/h1>\n<p><span style=\"font-size: 18pt\">Social-emotional learning (SEL) is\u00a0the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.\u00a0 At the Center for Educator Preparation incorporating the teaching of social\/emotional skills and the aligned expectations of our students into our lessons at all instructional levels is of high priority.\u00a0<\/span><\/p>\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">\u00a0<span style=\"font-size: 14pt\"><span style=\"color: #ff00ff\"><a href=\"https:\/\/www.youtube.com\/watch?v=h973WVZ9eAw\" style=\"color: #ff00ff\">https:\/\/www.youtube.com\/watch?v=h973WVZ9eAw<\/a><\/span>\u00a0 \u00a0 \u00a0<span style=\"color: #ff00ff\">(preschool students)\u00a0<\/span> \u00a0<\/span><\/span><\/strong><\/h1>\n<p><span style=\"color: #ff00ff;font-size: 14pt\">Elementary students:<\/span><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Social and Emotional Learning: A Schoolwide Approach\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/XmVhO3nL2EM?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/header>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\"><strong><span style=\"color: #ffffff\">Systematic Introduction of Lesson<\/span><\/strong><\/h1>\n<\/header>\n<\/div>\n<p>Lesson introductions clearly state the purpose of the lesson and describe the objective of the lesson in language students can understand.\u00a0 Students should be able to describe what they will know and\/or do by the end of the lesson to demonstrate learning.\u00a0 This purpose and\/or objective is often written in student-friendly language for students to reference throughout the lesson.\u00a0 Presenting the lesson objective both visually and orally is ideal (for students already reading).\u00a0 Having students repeat it for reinforcement is also ideal,<\/p>\n<p>The lesson introduction is also a chance to &#8216;hook&#8217; students by appealing to their interests and sparking their prior knowledge in an engaging way.\u00a0 This is a great opportunity to share your enthusiasm for the lesson topic with students.<\/p>\n<p>When planning an effective introduction, be sure to:<\/p>\n<ol>\n<li><strong>Determine your &#8216;hook&#8217;<\/strong> by selecting an activity that will capture your students&#8217; attention and spark their interest in the lesson topic.<\/li>\n<li><strong>State AND post<\/strong> the lesson objective for learners.<\/li>\n<li>Consider posting and sharing a lesson agenda which might be used to inform students of the lesson activities.<\/li>\n<\/ol>\n<p>The introduction of your lesson should take approximately 10% of the time allotted for your lesson.\u00a0 It is brief but motivating, ideally offering students a purpose for learning by connecting with their lives.\u00a0 Modeling or instruction is not part of the lesson introduction.<\/p>\n<p><em><strong>Example of CEP Student&#8217;s Lesson Introduction:\u00a0<\/strong><\/em><\/p>\n<div style=\"text-align: left;\">\n<table>\n<tbody>\n<tr>\n<td>\u00a0 \u00a0 \u00a0 \u25cf \u00a0 \u00a0 \u00a0 Activate Prior Knowledge &amp; hook<\/p>\n<p>*Review nouns and verbs playing the paddle game<\/p>\n<ul>\n<li>Introduce lesson objective (on slide and orally) &#8211;\u00a0&#8220;Correctly\u00a0 label 5 sentences with four required partsfor writing a simple sentence.\u201d<\/li>\n<\/ul>\n<p>* \u201cHow should I structure my writing?\u201d (prompt discussion, inviting examples)<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2><span style=\"color: #ffffff\"><strong>CPS&#8217;s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\n<\/header>\n<\/div>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\n<ul style=\"list-style-type: circle\">\n<li><strong><span style=\"font-size: 14pt\">Clearly communicate the objective of the lesson. <\/span><\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\">Target students\u2019 interests, spark their prior knowledge, and\/or otherwise engage the students in the lesson.\u00a0 <\/span><\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\">Include how you plan to communicate and display your lesson objective.\u00a0<\/span><\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h1><span style=\"color: #ffffff\"><strong>Systematic Body of Lesson<\/strong><\/span><\/h1>\n<\/header>\n<\/div>\n<p>The body of the lesson often includes the teaching or exploration of content.\u00a0 It is vital that educators know their learners well so that they may determine the best strategies for helping students navigate the lesson content.<\/p>\n<p>If the body of a lesson includes teacher delivered, direct instruction, ensure that all explanations are clear and accurate.\u00a0 Consider modeling and providing examples for students to follow.\u00a0 If student learning can be amplified through the embedding of technology, by all means do so.<\/p>\n<p>The body of a lesson provides an excellent opportunity for students to actively engage in learning activities and build understanding of the lesson objective, with the teacher serving as a facilitator.\u00a0 Plan to implement, facilitate and foster interaction among students as appropriate and refer to <a href=\"https:\/\/cft.vanderbilt.edu\/guides-sub-pages\/blooms-taxonomy\/\">Bloom&#8217;s Taxonomy<\/a> to select strategies that increase intellectual engagement.<\/p>\n<p>Differentiation, &#8216;a teacher&#8217;s reacting responsively to a learner&#8217;s needs&#8217; (Tomlinson and Demirsky Allen), , should be used in planning lesson activities.\u00a0 Differentiated structures to include in the body of your lesson might be:<\/p>\n<ul>\n<li>centers<\/li>\n<li>workshops<\/li>\n<li>flexible groups<\/li>\n<li>cooperative learning<\/li>\n<li>tiered instruction<\/li>\n<\/ul>\n<p>The body of your lesson should take approximately 60% of the time allotted for your lesson.<\/p>\n<p>Citation: &#8220;Leadership for Differentiating Schools and Classrooms,&#8221; Carol Ann Tomlinson and Susan Demirsky Allen, 2000<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h1><span style=\"color: #ffffff\"><strong>The Body of the Lesson in CPS&#8217;s Lesson Plan<\/strong><\/span><\/h1>\n<\/header>\n<div class=\"textbox__content\">\n<p>In the body of your lesson you must describe the modeling, guided practice, questioning, independent practice, scaffolding, and\/or differentiated instruction planned to occur within the lesson.\u00a0 Students&#8217; higher order thinking and depth of knowledge should be considered.<\/p>\n<p>Include detailed descriptions of lesson activities, describing how you intend to carry out each learning activity.\u00a0 For instance, rather than noting: <em>&#8220;We will discuss fact &amp; opinion&#8221;, <\/em>describe how you plan to facilitate the discussion.\u00a0 For example:\u00a0 <em>&#8220;Students will engage in a think\/pair\/share about facts and opinions then each pair will share their thoughts with the group&#8221;<\/em>.\u00a0 Rather than noting <em>&#8220;I will ask students questions about the story&#8221;<\/em>, actually list the higher order questions you plan to ask your students to respond to, and describe how you will solicit their responses.\u00a0 Lesson activities must be directly aligned to the lesson objective and must build progressively upon one another in an effort to move students towards mastery.<\/p>\n<p>The body of the lesson does not need to be scripted, but must be detailed enough that another teacher could deliver the lesson as planned.<\/p>\n<p><em><strong>Example of CEP Student&#8217;s Body of Lesson:\u00a0<\/strong><\/em><\/p>\n<div style=\"text-align: left;\">Gradual release model:<\/div>\n<div style=\"text-align: left;\">\n<p>1. Direct Instruction<\/p>\n<ul>\n<li>Sentence on the board<\/li>\n<li>Ask students to help me read the sentence and determine if the sentence is missing any elements that make it a properly written sentence.<\/li>\n<li>Using a think-aloud strategy, I will model, identifying the need to start a sentence with a capital letter, end with a stop sign (punctuation), and that each sentence must contain a subject and verb (recent lessons). While doing this I will introduce the icon used to label each element creating a visual for the class.<\/li>\n<\/ul>\n<p>2. Guided Practice<\/p>\n<ul>\n<li>One at a time, ask students to read a sentence on the worksheet. Using a think- aloud strategy, the student will help me lead the class in identifying the four elements and labeling them with the correct icons.<\/li>\n<\/ul>\n<p>3. Practice with Peers<\/p>\n<ul>\n<li>Paired students given a sentence requiring editing, collaborating to complete the above process<\/li>\n<li>Pairs will switch activity sheets and correct peers\u2019 responses<\/li>\n<li>Pairs will share out with class<\/li>\n<\/ul>\n<p>(Support and Feedback: Positive praise will be used at all times. If students are having difficulty or demonstrating confusion, <span style=\"font-size: 1em\">staff will prompt the student to use the example on the board as a guide to help them.)<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2><span style=\"color: #ffffff\"><strong>CPS&#8217;s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\n<\/header>\n<\/div>\n<table style=\"border-collapse: collapse;width: 100%;height: 207px\">\n<tbody>\n<tr style=\"height: 207px\">\n<td style=\"width: 100%;height: 207px\">\n<ul style=\"list-style-type: circle\">\n<li><strong><span style=\"font-size: 14pt\">State the opportunities being implemented to facilitate students&#8217; mastery of the objective.\u00a0 <\/span><\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\">Specify appropriate continuous teaching components using cited language, such as, &#8220;Modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding&#8221;.<\/span><\/strong><span style=\"font-size: 14pt\"><\/span><\/li>\n<li><strong><span style=\"font-size: 14pt\">Ensure the sequence of steps in teaching the content is evident. <em>ALL<\/em> students\u2019 foundational understanding of concepts should be taught before introducing higher level skills\/content. (often requiring differentiation)<\/span><\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\">Explanations are clear and accurate.<\/span><\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\">Participation is prompted from ALL students.\u00a0<\/span><\/strong><\/li>\n<li><strong><strong><span style=\"font-size: 14pt\"> Students are interacting with content and one another.<\/span><\/strong><\/strong><strong>\u00a0<\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\">If a student appears ready for additional challenge you provide an objective-aligned extension.<\/span><\/strong><\/li>\n<li><strong><span style=\"font-size: 14pt\"> Intermediate and Advanced level candidates: Incorporate higher order thinking and consider depth of knowledge.\u00a0<\/span><\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h1><span style=\"color: #ffffff\"><strong>Systematic Closing of Lesson<\/strong><\/span><\/h1>\n<\/header>\n<div class=\"textbox__content\">\n<p>The closing of a lesson should restate the lesson objective and offer opportunity for students to reflect on their own learning\/progress toward meeting the objective.\u00a0 During this time students might be invited to share responses to higher-order thinking questions and to explain their thinking.\u00a0 This should provide an opportunity for students to have misunderstandings clarified and to have questions addressed.\u00a0 Students can confirm\/contradict predictions and discuss reasons for outcomes.<\/p>\n<p>It is important that lesson conclusions are utilized for the collection of formative assessment data so that individual students&#8217; mastery of the lesson objective can be determined.\u00a0 This post lesson, formative assessment must directly align with both the pre-assessment given before the lesson was planned and the lesson objective.<\/p>\n<p>The closing of your lesson should take approximately 30% of the time allotted for your lesson.<\/p>\n<p><em><strong>Example of CEP Student&#8217;s Lesson Closing:<\/strong><\/em><\/p>\n<p>Reflection &amp; Formative Assessment<\/p>\n<ul>\n<li>\u00a0 Reflection on today\u2019s objective prompted; question students&#8217; learning (What questions do they have?\u00a0 What was challenging? Easy?; objective reviewed<\/li>\n<\/ul>\n<ul>\n<li>\u00a0Students complete exit ticket activity; prompts:<\/li>\n<\/ul>\n<p>*How many sentences are we going to label?<\/p>\n<p>*Use your icon stickers to label all 4 elements in each sentence.<\/p>\n<p>*Where is your visual resource if you need help remembering what each icon means?<\/p>\n<p>*After you have finished, write your own sentence that we can use in tomorrow\u2019s lesson.<\/p>\n<p>*I can only use it if you label each of the 4 elements correctly.<\/p>\n<p>*Additional questions?<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2><span style=\"color: #ffffff\"><strong>CPS&#8217;s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h2>\n<\/header>\n<\/div>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\n<ul style=\"list-style-type: circle\">\n<li><span style=\"font-size: 14pt\">R<\/span><span style=\"font-size: 14pt\"><strong><span style=\"font-family: inherit\">estate the objective.<\/span><\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><strong><span style=\"font-family: inherit\">Guide students in reflection upon their learning, prompting self-assessment.<\/span><\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><strong>Invite questions.<\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><strong><span style=\"font-family: inherit\">Include time for your lesson post-assessment<\/span><\/strong><\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":11,"menu_order":4,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-73","chapter","type-chapter","status-publish","hentry"],"part":18,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/73","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":33,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/73\/revisions"}],"predecessor-version":[{"id":427,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/73\/revisions\/427"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/parts\/18"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/73\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/media?parent=73"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapter-type?post=73"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/contributor?post=73"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/license?post=73"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}