3 More Lesson Plan Examples

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3 More Lesson Plan Examples by Mind Map: 3 More Lesson Plan Examples

1. Lesson Plan: Podcast Lesson Plan

1.1. Objectives

1.1.1. From ICT Continuum

1.1.1.1. Cognitive Outcome

1.1.1.1.1. P-3.1 evaluates original inquiry questions and creates new questions for future inquiry

1.1.1.2. Affective Outcome

1.1.1.2.1. E-3.2 weighs personal benefits and risks of using ICT

1.1.2. From Manitoba Curriculum

1.1.2.1. General Learning Outcome

1.1.2.1.1. Drama: Responding

1.1.2.2. Specific Learning Outcome

1.1.2.2.1. DR-R4 The learner applies new understandings about drama/theatre to construct identity and to act in trans-formative ways by justifying own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.

1.1.3. Blooms Wheel

1.1.3.1. Higher Level: Create

1.2. Prerequistes

1.2.1. Review

1.2.1.1. class expectations for dramatic performances

1.2.1.2. give students an example of your own monologue podcast performance using ICT technology

1.2.1.2.1. My exemplar: https://soundcloud.com/user-283380650/podcast-example-for-ict-class

1.2.2. Goals

1.2.2.1. For drama students to become more comfortable with voice and intonation exercises through the use of ICT (voice) technology (programs such as Sound Cloud, Audacity, and Jing)

1.2.3. Resources

1.2.3.1. Materials

1.2.3.1.1. computers, podcast technology applications (e.g. Sound Cloud, Audacity, Jing), microphone

1.2.3.2. People

1.2.3.2.1. students are encouraged to listen to other monologues online before beginning the task

1.2.3.3. Facilities

1.2.3.3.1. computer lab

1.2.3.3.2. quiet space

1.2.3.3.3. outdoors

1.2.4. Set Context

1.2.4.1. Monologues can be a powerful tool for helping others understand a topic through dramatic presentation

1.2.4.2. Students will make their podcast as a dramatic monologue regarding ICT topics

1.2.4.3. Students must develop their character (motivations, emotions, etc. before beginning their monologue)

1.3. Notes

1.3.1. Lesson or Series Title

1.3.1.1. Voice Monologues in Dramatic "Radio" Theatre

1.3.2. Goals

1.3.2.1. For students to make a podcast monologue discussing ICT use personally and professionally (in school)

1.3.3. Objectives

1.3.3.1. measure against the outcomes listed

1.3.4. Reasoning

1.3.4.1. Often when people think about the dramatic arts people think of visual theatre. Students will be able to demonstrate dramatic skills through the use of voice

1.3.5. Content

1.3.5.1. Grade 11 Drama Class (20 students)

1.3.6. Method of Instruction

1.3.6.1. Students will be given an example of a voice monologue and then will have class time to work independently on their podcasts

1.3.7. Method of Evaluation

1.3.7.1. formative evaluation-student self-directed checklists and journal reflection on the process

2. Lesson Plan: Collaborative Lesson Plan

2.1. Objectives

2.1.1. Manitoba Curriculum

2.1.1.1. Specific Learning Outcome (Social Studies)

2.1.1.1.1. KE-050 Give examples of the cultural, political, and economic impact of globalization on Canada.

2.1.2. General Learning Outcome

2.1.2.1. Economics

2.1.3. From ICT curriculum

2.1.3.1. Cognitive Outcome

2.1.3.1.1. P-3.2 designs own electronic plan

2.1.3.2. Affective Outcome

2.1.3.2.1. Co-3.1 leads a group in the process of collaborative learning

2.2. Prerequisites

2.2.1. Review

2.2.1.1. expectations for group work

2.2.1.2. how to share google documents with others

2.2.1.3. how to share research on Zotero

2.2.1.4. show sample before students begin task

2.2.1.4.1. My exemplar: https://docs.google.com/presentation/d/1h2XigtKj7hEq71Zm3bzzygFMNvXyQE6TaTsm4KU-R78/edit#slide=id.gd5c8137b9_0_111

2.2.2. Goals

2.2.2.1. for students to work effectively in a small group to accomplish a task

2.2.3. Set Context

2.2.3.1. Grade 10 Social Studies class, 20 students (5 groups)

2.2.3.2. Globalization has had both positive and negative effects on Canadians and the world

2.3. Resources

2.3.1. Materials

2.3.1.1. computers, google accounts, Zotero accounts, internet

2.3.2. People

2.3.2.1. groups of 4, student led inquiry after initial instruction

2.3.3. Facilities

2.3.3.1. classroom, computer lab (or computer on wheels or Ipads)

2.4. Notes

2.4.1. Lesson or Series Title

2.4.1.1. Globalization

2.4.2. Goals of Lesson

2.4.2.1. For students to continue learning collaborative skills in the area of ICT (through the use of google slides and Zotero)

2.4.2.2. For students to learn more about the impacts of globalization

2.4.3. Objectives

2.4.3.1. see outcomes above

2.4.4. Reasoning

2.4.4.1. It is important for students to learn how to use technology and to learn how to work in groups

2.4.4.2. Students enjoy using technology that supports learning

2.4.4.3. Students need to think critically about global issues

2.4.5. Content

2.4.6. Method of Instruction

2.4.6.1. mini lesson, teacher will give brief instruction (reminder of how to use google slides and Zotero, presentation example shared with the students; then student lead inquiry)

2.4.7. Method of Evaluation

2.4.7.1. A rubric can be developed to assess the students on the outcomes in the lesson, make connections to ELA outcomes (e.g representing and speaking)

2.4.7.1.1. This is a sample collaborative rubric I could use in the classroom-created by Caroline McCullen (https://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html

3. Lesson Plan: Videocast Lesson Plan

3.1. Objectives

3.1.1. From Manitoba Curriculum

3.1.1.1. General Learning Outcome

3.1.1.1.1. Math: Personal Finance (Grade 10 Essentials Math)

3.1.1.2. Specific Learning Outcome

3.1.1.2.1. 10E1.P.1. Demonstrate an understanding of calculations for gross pay and net pay earned through income sources, including Q wages Q salary Q contracts Q commissions Q piecework

3.1.2. From ICT continuum

3.1.2.1. Cognitive Outcome

3.1.2.1.1. R-3.1 self-monitors learning goals, reflects on the value of ICT to complete learning tasks, and sets personal goals for using ICT to learn

3.1.2.2. Affective Outcome

3.1.2.2.1. E-3.1 evaluates effects of personal ICT behaviour on others

3.2. Prerequisites

3.2.1. Review

3.2.1.1. expectations for assignment

3.2.1.2. give an example of what the students are required to do

3.2.1.2.1. My exemplar: https://youtu.be/pN-v5fifq-U

3.2.2. Goals

3.2.2.1. For students to learn a math concept in order to teach others using ICT in the classroom (making a instructional video on a math concept)

3.2.3. Set Context

3.2.3.1. Students often learn best when they have to demonstrate their knowledge to others, by challenging the students to make a video to express their understanding of a topic it encourages the students to step outside their comfort zone

3.2.3.2. Grade 10 Math Class, 25 students

3.3. Resources

3.3.1. Materials

3.3.1.1. computers, google accounts, Youtube, internet, microphone

3.3.2. People

3.3.2.1. no extra people required to complete the task

3.3.3. Facilities

3.3.3.1. a place to record videos

3.3.3.1.1. computer lab

3.4. Notes

3.4.1. Lesson or Series Title

3.4.1.1. We all have something to teach to others

3.4.2. Goals

3.4.2.1. For students to be able to teach a math concept to others through using Videocasting technology

3.4.3. Objective

3.4.3.1. Check against outcomes

3.4.4. Reasoning

3.4.4.1. See context ideas

3.4.5. Content

3.4.5.1. one short video clip demonstrating a math concept (1-2 minutes in length)

3.4.6. Method of Instruction

3.4.6.1. Give an example to the students

3.4.6.1.1. Then self directed assignment due at end of unit (shared on Youtube)

3.4.7. Method of Evaluation

3.4.7.1. Did students explain the concept well?

3.4.7.2. Did they put their video on Youtube for others to learn about their topic?

3.4.7.3. Student self-evaluation, checklist