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Types of Lesson Plans and Templates

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There are a number of different types of lesson plans and templates floating around out there. Here is a look at the most common ones:

* The 5 Step Lesson Plan

This is probably the version you learned to use at summer institute. I think it is the most straightforward lesson planning template and works for most topics and objectives. The 5 steps included in this version of the lesson plan are opening, intro to new material (“I do”), guided practice (“we do”), independent practice (“you do”), and the closing.

Here is an example 5 step lesson plan from Bunny Tucker: Bunny’s LP

Additional Resources:

* Blank 5 Step Lesson Plan Template

* Blank Lesson Plan Template from KIPP

* The 7 Step Lesson Plan

The 7 step template is similar to the 5 step lesson plan, but fleshes out the pieces of a quality LP a little more. The 7 steps are objective, motivation, intro to new material/directed lesson sequence, guided practice, independent practice, alternate and supplementary activities, and assessment. None of my corps members are currently using a 7 step template although if you read through their lesson plans they are implicitly including the parts of the 7 step LP. You can learn more about the 7 step LP and see an example in the Instructional Planning & Delivery institute text (pg. 28 & 29 in the toolkit).

* The 5 E Lesson Plan

The 5E model is best suited to inquiry-based instruction. The 5 steps lesson plan falls short in inquiry-based instruction because the “I do” occurs before the “you do”. It is often used in math & science classes when students are being asked to see patterns, understand concepts, or convey truths in the subject that are oversimplified when the teacher just “tells thems.” The 5 E’s are engage, explore, explain, elaborate, and evaluate.
Here is an example from Jarred Gibson, Teach For America’s Director of Math & Science Design:

Objective: SWBAT state that all living things are made of cells

Engage: A few days in advance, I’ll ask students what kinds of organisms they’d like to look at under the microscope. I’ll add to this list since they might not mention some interesting things. At the beginning of the lesson I’ll start by asking if they think they look like bacteria, blood, etc. Students will watch as I prepare one slide (onion root) to examine under the scope. I’ll have a few addl prepared slides (bacteria, frog muscle tissues, blood, other things students wanted to see). Then I’ll show students how to get cells from inside their cheek. Students will prepare slides on their own cheek cells.

Explore: Students will examine what’s under all the scopes and make drawings. They’ll have to identify what trends they’re noticin. Hopefully they’ll identify that everything is made of similar structures which look like round or rectangular boxes and that these structures often appear to have things inside of them.

Explain: Students read a short article about cells. We’ll discuss the reading and students lead students to explain that the structures they observed under the microscope were cells.

Elaborate: I’d present students with a piece of corks. I’d ask them if they thought it was living or not- most will say no. I’d say, well I’m not sure- scientists need evidence. How can we figure out whterh or not cork is living? Students will say that that we could look under the scope to see if cells are present. Students will prepare a final slide, this time of cork.

Evaluate: Students will look under the scope and see that the cork does indeed have cells and therefore must be alive. I’ll ask students to remember the other characteristics of living things they memorized earlier in the year (reproduces, grows and develops, obtains and uses energy, and responds to the environment) are in play here – is this cork truly alive? No, it’s not- it was alive at one point- it’s now dead and all we see are dead cells. But how did we know it was alive at one point? Because it was made of cells.

You can learn more about the 5 E model here: 5 E Model Executive Summary

Grace has been working to include more higher order thinking in her classroom and has use a modified version of the 5 E model to get her students to see the patterns in geometry. Grace did not label the engage, explore, explain, elaborate, and evaluate parts in her lesson plan, but if you read the content you will see that it does indeed follow the 5 E model. Check out her great work:

* Lesson Plan

* Class work

* Homework


Written by theonlinepd

February 21, 2008 at 6:04 pm

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