Instructions for submitting a lesson plan

Post in the “lesson” blog in the control panel. You must be registered to access the control panel:

Writing good lesson plans is intellectually challenging because the teacher needs to consider many different levels–the standards that are being taught, the ability levels students bring to the lesson, the activities that are undertaken, the emotional and cognitive dynamics of the classroom, and where the unit of which the lesson is a part is headed. Their very difficulty makes good lesson plans very useful for other teachers. Experienced teachers will adapt lesson plans freely to their needs, but having a repository of thoughtful possibilities saves time and leads to better teaching.

Background information or rationale for this activity

Provide introductory and background information for the teacher. This should include the curriculum (the information content) to be taught and which of the ALERT skills will be practiced.

Grade level: Specify the grade levels for which this lesson might be appropriate.

Subject: What subjects might this lesson be appropriate for? e.g. English, geography. . .

Cite standards addressed by this activity

Quote the standard(s) that will be addressed by this lesson, and provide a citation (is it a district, state, or national standard?)

List learning objectives of this activity

An objective is a description of what a student will actually do that can be observed by the teacher, to draw inferences about what the student has learned. The verb is key to the objective: a student might classify, compose, construct, define, describe, demonstrate, distinguish, estimate, identify, interpret, locate, name, order, solve, and so on. . .

Describe steps teacher will follow

Provide a description of what the teacher does during the lesson, including how the lesson will be introduced, what instructional techniques will be used (providing the “hook,” telling a story, giving directions, checking for understanding, modeling a skill, outlining a procedure).

Describe steps students will follow

Provide the sequence of activities students will follow, including the exact problems, projects, or activities that will be used.

Describe the assessment process

Describe how the teacher will assess student understanding or skill (what questions will be asked, what tasks will be monitored, what work will be assigned and evaluated). This assessment should flow directly from the lesson objective.

What extension activities may be used?

How might individual students or student teams go beyond this lesson? What homework assignments might allow skill practice or concept development or knowledge enrichment?

Additional resources

List articles, books, websites, media or other resources that may be useful with this lesson.

Posted by Michael L Umphrey on 10/14 at 11:02 AM
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©2005 Montana Heritage Project

List of rubrics and checklists

Youth Heritage Festival

Overview of assessment protocols at Youth Heritage Festival
Writing Checklist
Student Presentations
Display Panels and Binders

Assessment Criteria for Portfolio Binders

Research Process

ALERT Research Process (html)
Research Essay (html)
Essay of Place (html)
Public Presentations (html)
History Writing, 6 Traits (PDF)

Powerpoint Assessment (html) (PDF)

Posted by Michael L Umphrey on 02/01 at 09:35 PM
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©2005 Montana Heritage Project

Writing checklist

Writing TraitsPossible Points Score
Ideas and Content: Depth and complexity of ideas supported by rich, engaging, and/or pertinent details; evidence of analysis, reflection, and insight 10 
Voice: Establishes and maintains clear focus; evidence of voice and/or appropriate tone8 
Use of Research: Use of references indicate substantial research8 
Organization: Careful and/or suitable organization8 
Sentence Fluency: Variety of sentence structure and length; precise and/or rich language8 
Conventions: No or few grammar, spelling, or usage errors8 

Posted by Michael L Umphrey on 02/01 at 02:37 PM
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©2005 Montana Heritage Project
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