before teaching begin, we should have some preparations such as making lesson plan. this is example of english lesson plan for teachers..... Title

(descriptive, perhaps the ordinal number for location in unit)

Objectives

Learning Objectives: (usually the learning as opposed to the foundational objectives) Factors of Scientific Literacy: (if you plan to address all those listed, try to limit the list to three to five. If you are writing the lesson for others, you can suggest a longer list, and the person using the lesson will select three to five to emphasize. Notice that some factors are repetitive.) Common Essential Learnings: (only suggest those which you specifically address. Do not list PSVS just because you are using small groups. This does not teach, nor even allow students to practice. You must teach or set up practice situations for the common essential learnings for me to believe they have been addressed.) Multiple Intelligence: (for Marlene ­ I don’t worry about this.)

Instructional Method

(this will be short hand for teachers familiar with instructional methods for using your lesson. I expect all education students to be able to plan using at least eight different instructional methods. Once you are an experienced teacher, you will mix up your instructional methods. But it is helpful once in a while to revisit the pure forms ­ carry out a few lessons in each pure form.)

Materials

(this is the part you must check at least two days before you teach, so that you have time to run off copies, make overheads, get out to the store, set things up. If the materials are those readily available in most classrooms, you do not need to list them.)

Activity

Motivational set: (you might have this, you might have had a motivational set for the unit, which will keep the students interested throughout the unit. Some co-op teachers and faculty advisors demand motivational sets for every lesson. Not me, but I will not be either your co-op or your faculty advisor.) Body of the lesson: (usually, you will talk for just a few minutes, to calm the students, welcome them, set the tone of how the class will proceed. Then, as much as possible, the students are active ­ which means in science that they are intellectually active.) (During student activity, visit student groups as much as possible for monitoring and setting the tone of small group work, and for carrying out assessment. Assessment might be informal or you might have checklists or anecdotal comment sheets with you.) Debrief: (there are a number of different debriefing methods suggested on my web page. Mix the different debriefing methods with the different instructional methods. You will carry out assessment during debriefing. Did your students learn what you wanted them to learn? What evidence do you have that they learned this? By “they” ­ which particular students demonstrated learning? Which did not demonstrate learning?)

Evaluation

(You do not formally evaluate for every lesson. However, you will formally evaluate every objective ­ all the learning objectives, all the factors of scientific literacy you taught, all the common essential learnings. If you do not have a formal evaluation for a particular lesson, how will you formally evaluate those objectives ­ in a long term assignment? ­ in an exam? ­ in a class presentation? List the form and anticipated date of the evaluation.)

Rubric for Evaluating Lession Plans

	5	4	3	2	1
Components	Components demonstrate an intuitive understanding of teaching	Components masterfully integrated	All components accurately represented	All components present
Objectives	As for 4 and is assessed	Objective named is masterfully addressed	Objective named is recognizably addressed		Learning objective(s) (from science unit) and/or FSL named
Instructional Method	As for 4, & assessment matches method	Named and masterfully described	Recognizable	Named but not recognizable	Neither named nor recognizable
Common Essential Learnings	As for 4 and well assessed	At least one named, and masterfully integrated	At least one named, and recognizably there		At least one named
Incorporating Difference (gender, cultural, physical, etc.)	Plan for teaching and assessing identified differences	Plan for teaching content and strategies for identified differences	Plan for teaching content to identified differences	Needs of two or more differences identified and addressed	Identify that some students might have trouble