Lesson Plan Format:
Objective
(State the observable skill that you want your
students to learn.)
Materials
(List the materials and equipment that you
use in the lesson.)
Set
(Use a hook to engage the learner, and relate
the learning to the learner.)
Process
(State step by step what the learner will do to
master the objective.)
Questioning
List at least four questions you plan to
incorporate into your lesson, each on a
different level of Bloom's Taxonomy. Label
each of the questions to indicate the level of
Bloom’s Taxonomy
Accommodations
● Provide for students with physical,
social or personal challenges (if any
are known).
● Provide for at least two of the three:
visual, auditory, kinesthetic learners.
(state the ones for which you
planned.)
● Provide for at least two of the Multiple
Intelligences. (State the ones for
which you planned.)
Closure
(Provide a logical ending for your lesson -
perhaps summarizing or talking about the use
of the skill. Involve the learners in this
closing.)
Assessment
(create a means by which you can see the
learners have met the objective. Evaluating
the learner's’ work.)
Students to improve at presentation skills and
know how to draft a strong thesis.
Microphone.
Use a hook of Cats Vs Dogs to engage the
students, complete with pictures and videos
of my animals.
Students will state what’s wrong with some
intentionally incorrect portions of my
presentation. They raised their hands and
said what they saw that was wrong and why.
“What is wrong with this slide and why?”
“What makes this a good slide?”
“Why might you want visual aids on their
slides?”
“How could I change this slide to make it
stronger?”
Stand next to unwieldy students.
For a student with a physical disability,
position her directly in front of a screen so
that she does not need to adjust her chair.
Visual - I had pictures and videos on my slide
to give examples of what was expected of the
students.
Auditory - I had a video attached and we have
a microphone system so that auditory
listeners are accommodated for.
I hoped to close with a quick class-wide
conversation on good presentation skills and
poor presentation skills. We ran short on time,
but a “Think, pair, share” was the goal
The assessment was through a discussion
that was supposed to happen, where I would
see the growth of the students after the
presentation.