61. Activity design and presentation on receptive skills

74. DESIGNING LESSON PLANS AND USING DIDACTIC MATERIALS.
The daily lesson plan is the most detailed standards-based plan that a teacher will develop. It outlines the purpose and activities of what will be done on a specific day or across several days. Unit plans help to turn year-long plans into daily plans. Standards-based daily lesson plans are composed of objectives and activities that are based on the unit plans. The standards-based daily lesson plan allows the teacher to make academic learning relevant to students by intertwining content knowledge, information-processing skills, and life experiences. The daily lesson plan includes the following components:
Lesson Information
The teacher begins to plan each lesson by considering the students’ characteristics as well as the learning context. This consideration entails a deep understanding of what he or she is to teach (content standards, standards-based curriculum, and guidelines), what students should be able to do, and what performance will look like when instruction has been completed. Lesson information includes not only the content but also the learning and developmental needs of the students. The teacher must consider the time he or she has to complete the lesson and other resources available, and should decide whether or not the lesson should take one class period or several. Questions to ask include:
Am I planning the right amount of activities for the time I have?
Is the scope of the lesson too ambitious for the time allotted?
Will students be able to stay on task, or will they become disengaged because they’re spending too much time on one small aspect of work?
Success in the lesson depends on how appropriate the focus, time frame, activities, and assessments are for the students. It also depends on the skill with which the teacher is able to match instructional strategies to student learning needs.
Lesson Topic
The lesson should begin with a topic derived from the adopted standards-based curriculum for a school or district. Because it relates to specific information the teacher is trying to impart, the topic should be part of the larger curriculum (such as unit instruction) required at your grade level. However, the specific topic for the lesson may emerge from student questions or interests (e.g., a lesson about the environment or space exploration), from community resources (e.g., the Rio Grande River, Manzano Mountains, Carlsbad Caverns), from local expectations included in the content standards (e.g., cattle ranching, New Mexico water rights, the connection between language and culture), and other topics listed in the standards (e.g., data analysis, geometry, life science).
Benchmarks and Performance Standards
Decide on the benchmarks and performance standards you will address during the lesson. These may come from one content area or integrate standards and benchmarks from several content areas. Remember to consider how much time you have for the lesson.
Intended learning outcomes
“When first planning for instruction, teachers frequently focus on the selection of content, teaching method, and instructional materials. These are all important elements of instructional planning, but the entire process is more effective if attention is first directed toward instructional objectives” (Gronlund, 2004, p. 3).
Intended learning outcomes:
Are tied specifically to the standards or benchmarks addressed in the lesson.
Clarify intended learning outcomes for both the teacher and the student
Provide a focus for instructional planning
Set the stage for teaching, learning, and assessment
Identify specifically how learning will be evidenced