Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern: Renee Burdock

School in which the lesson is being taught: University High School
Grade level of students for whom the lesson was developed: 11
Subject/content area(s) for the lesson: Mathematics
Title of the lesson: Class Ending Routine
Time needed for lesson: 15 Minutes
Be more specific throughout.

1. LEARNERS & LEARNING ENVIRONMENT

a) For this particular class there are no IEP students, no ESL students and no students with
a 504. There is a mix of high performing (in what ways?) and low performing students (in
what ways?) including athletes and students who like attention. There are also some 12th
grade students that did not pass the class, that have to re-take it. (ethnicity? socio-
economic? life experiences? development level of other non-repeaters? Strengths?
Weaknesses?)

b) Materials Needed: Pencil, 3-ring binder, Notebook, calculators

2. OUTCOMES & ASSESSMENT

a) State Standards and Student OutcomesLearning Goals (list state common

core standards verbatim)
Students will be able to Make use of structure by .
Students become more comfortable by use of routines. (you can't easily
measure comfort. Reword using examples in syllabus or websites I gave
you.)

b) Assessment and EvaluationEvidence of Student Learning

Class Circulation, questions and answers How does this assess/evaluate?
Student response on daily bell work. How does this assess?

3. INSTRUCTIONAL PRACTICE

a) The teacher instructs the students to turn to the back page of their guided notes
for their practice problems. The students are finishing up their notes (from
previous lesson? Make sure you touch on what was done before so I know what
lead into your part) and turning to the practice page. The teacher then instructs
the students to work with their shoulder partner or in small groups (choose one
way. Not an "or" and say why you are choosing to do it that way) to do the
practice problems. During this time the teacher is circulating, checking students
progress and understanding and answering questions where needed.
b) At approximately 10 minutes to the end of the hour the teacher asks the
students to pull out their bell work and to reflect on the days lesson. They are to
rate their understanding on a 1-4 scale. 4 Completely understand and could
teach an absent student, 3 understand pretty well but may need some more

1
 help, 2- understand a little but need more explanation/clarification,1- Do not
understand at all. (how is this info used?) The students are reflecting on their
work and understanding and recording their score on the bell work sheet. The
teacher then instructs the students to remember to put away their calculator,
and not to line up at the door and wait for the bell. The students are replacing
their calculators and getting ready to exit class.

c) Graphing Calculators aid in problem solving. How?

d) Students complete the last column on the sheet which is rank your confidence
at the end of class, using the 4 point scale. Again, how is this used and is there
any connection to next lesson planned?

4. REFERENCES & RESOURCES

web? teacher? 4 point scale came from? where did the the info for the guided notes
come from? textbook?
5. PROFESSIONAL RESPONSIBILITY: Teacher Reflection