Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate

questions, ideas, information, or opinions.

1.4.6.B: Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews).

• Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).
• Use sources, as appropriate, to task.

Lesson Objective(s)
(Stated in observable and measurable terms)
Students will:
*organize their thoughts and express their future aspirations and dreams using Excel to chart this information.
*improve technical skills by familiarizing themselves with Excel in which they have no more than 3 errors.
*evaluate their own work using a rubric provided by the teacher.
*create a checklist using Microsoft Excel.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
The students will create a checklist based on their goals and aspirations of “What I Hope to Become.”
The students will self-assess their work using the teacher created rubric.
Materials:
*Computer
*Teacher-made Rubric

Inclusion Techniques for Students with Special Needs:

Students with Special Needs will be provided additional assistance by a special education teacher. The student s with special
needs will be permitted additional time as needed. The students with special needs will be allowed frequent breaks as needed as
well. Students will also be provided with a modified paper rubric to refer to as needed.

Enrichment Techniques:
The students may upload their checklist on to the class website or their own personal website.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Students with special needs may require additional support when completing this assignment. A special education teacher or peer
may be assigned to these students to assist with the creation of the checklist. A video tutorial will be shown to the students as
well. The students may require additional time on task.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Students will create a list of goals they wish to accomplish on a sheet of paper. They must list at least 10 things that they wish to
accomplish or who they hope to become after high school. They should rank these goals in order of importance.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
The students will view the Excel tutorial.
The teacher will give the students directions on what he/she hopes to accomplish through this lesson. The teacher will also have a
hard (paper) copy of the expectations to give to the students.
The teacher will explain to the class that everyone will be responsible for making a checklist using Microsoft Excel. The checklist
will have to include 10 goals/aspirations that the students wish to become/accomplish after high school. This will be a part of the
autobiography section “What I Hope to Become…”
The students will log on to their computers.
The teacher will ask the students if they have any questions.
The teacher will guide the students on how to make a checklist on Excel. They will also be permitted to create a
graph/spreadsheet/chart if they prefer over the checklist.
Each student will present their finished product to the class in a 3-5 minute presentation.

Guided Practice/Independent Practice/Assessment Activities

The students will work independently on this project. They will then present the information they put into their project to their
classmates. The students will assess one another from their 3-5 minute presentation. The students will be graded from an average
of their peers assessments.

Closure:
Students will present their checklists to the class. They should use the teacher’s presentation as a guideline for how to do this
effectively. They need to give a background about what they have done so far towards the progression of their autobiography.
They will explain why they chose the goals they chose and how they plan to accomplish these aspirations. Each student will
assess one another and themselves at the close of each presentation.