Lesson Planning Tips
Guiding Questions for Planning
Think about the following:
- Where do you take your students? That is, what is the topic (theme, content, issue, or problem)? What is (are) its source(s)?
- Why is this topic (theme, issue, problem) important? Why should students learn this? What, if any, influence will it have on their lives?
- What do the students already know? How do their explanations or beliefs differ from those of the scholarly community?
- What knowledge will students construct? What “big understanding(s)”? What major concept(s)? What important facts?
- What processes and skills will students develop? What knowledge acquisition skills, thinking processes, manipulative or social skills?
- What “habits of mind” will students develop? What attitudes and dispositions, what values?
- What other parts of the curriculum can be naturally integrated with this content?
- What resources are available?
- How will students be engaged and stimulated to investigate the topic(s)?
- What can be done so that students share their knowledge with peers?
- How can students be motivated to apply and extend what they know?
- How will I assess what they learned?
- How will I evaluate my teaching? (Powell, Needham, & Bentley, 1994)
A Generalized Rubric for Grading a Student Assignment
|Category||Needs Work (1)||Satisfactory (2)||Proficient (3)|
|Understands concept||Contains inaccurate information||Mostly accurate Information, most is appropriate||Accurate and appropriate information|
|Originality and clarity||Not a clear and original presentation||Mostly clear and in student’s own words||Information clearly presented and in student’s own words|
|Mechanics of sentences||Few clear and complete sentences||Most sentences complete||Clear and complete sentences|
|Spelling||Many misspelled words||Mostly correct spelling||Correct spelling|
From The Educator's Field Guide. Copyright © 2011 by Corwin. All Rights Reserved.
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