Journal:          If I could capture a star, I'd ...

Words of the Day:      cluster - a group of similar things gathered closely together

                                    Universe - all the matter and space that exists

Daily Oral Language:            Read the following sentence and circle the proper nouns. What is the rule for proper nouns?             The Sun is a star in the Milky Way Galaxy.

Daily Geography:       a) Name the ocean closest to the Arctic Circle.

                                    b) Which ocean is the farthest from the Arctic Circle?

Daily Math:    Write the following numbers in expanded form:        

a) 758  b) ten thousand five hundred nine       c) 2,707

Procedures:

8:00-8:30         Announcements, Homework calendar, Word of the Day, Journal

(Students enter class, get supplies, copy homework listed on board into academic calendar, copy words of the day and write in their journal. Teacher calls roll, etc.)

8:30-9:00         Students complete Daily Oral Language, Geography & Math activities

9:00-9:45         A) Review homework from last night over Thousands place & expanded form

                        B) Give notes from page 18 in Math book -- students copy into math notebook

                        C) Practice Millions place as a class; in groups; in partners; individual practice

                        D) Assign homework

9:45-9:50         Bathroom Break/ Head to Specials

9:50-10:45       Specials/ Planning Period

10:50-11:20     A) Reading Workshop - set up folder with paper in the middle for responses & choose novel to read

B) Silent reading for 20 minutes -- write response on board "Predict what will happen next to your main character or what your main character will do next."

                        C) Students write response in Reading folder

11:20-12:00     A) Give notes on Sci Fi genre and pre-write a sci fi story (20 minutes)

                        B) Give notes on Fantasy genre and pre-write a fantasy story (20 minutes)

12:00-12:50     Lunch/Recess

12:50-2:30       A) Read to students about stars from Kids Discover Magazine and discuss in groups (use Bloom's to develop questions)

                        B) Student pairs use Venn Diagram to compare/contrast different types of stars

                        C) Students create their own Mobius Loop and conduct experiments (see copied

directions)

2:30-2:50         Read Aloud or End of Day Journal and Clean up Room

2:50                 Dismiss class

__________________________

The items in this lesson plan that will not change are the opening items (8:00-9:00) and the daily occurrences (9:45-10:45; 12:00-12:50; 2:30-2:50). On library day (Wednesday), I will have the library time noted during our ELA (10:50-12:00) for 30 minutes. That will stay the same each week as well. Anything you do on a daily or weekly basis should be noted in your plans the first week. After that you don't have to retype it each week. Just highlight the parts of the lesson that will change and delete those; then you are ready to put in the new activities.

Please note that this is a basic lesson from the beginning of the year and as such is pretty simple. As the year progresses I have more complicated lessons that include an introductory activity, the mini-lesson, an application activity (or discussion), and a closure. So, for example, if we were doing a science lesson about the 3 layers of the earth during IC time (Integrated Curriculum), that part of my plan might look like this:

12:50-1:00       Student groups complete the "peach" activity according to teacher given directions (students cut a slice out of a peach using plastic knives;     student groups make a list of observations about the peach)

1:00-1:10         Student groups share observations - record on board, transparency, or butcher paper

Lead a discussion about these observations -- lead into mini-lesson on 3 layers of the earth (peach will end up with 3 layers, the skin, the flesh of the fruit, and the seed - this is very similar to the earth)

1:10-1:30         Mini-lesson on the layers of the earth -- give notes for students to copy down; read a little from the text book to support notes given

1:30-1:40         Student pairs create a T chart showing facts about the peach and the earth. Draw lines between attributes that are similar. Circle attributes that are different (skin of the peach doesn't move, earth's crust does move).

1:40-2:15         Student pairs color and label a model of the 3 layers of the earth

Student pairs write a simile or metaphor about the earth/peach (see ELA lesson on similes and metaphors)

Ex: The volcano burst out of the earth like a worm eating its way through the flesh and skin of a peach.

Extension -- For students who finish quickly, write a poem showing the earth/peach connection

2:15-2:30         Students share their simile/metaphor and/or poem

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That section of the lesson was more involved because there were more parts to it than simply reading aloud to students and having a discussion. So, within this Science period we have an intro, direct instruction, practice/apply, extension, and closure. It just isn't labeled as such.

If you are teaching middle or high school, you will have one or two preps to teach throughout the day. I use a similar format, but don't necessarily use times. If you are teaching a block period of 90 minutes, you might want to use times to help you stay on track. I need them because I tend to expound and go on side tracks that may not lead back to the topic at hand. If I have times set, I know I need to stick on topic and keep everything moving forward.

A secondary lesson plan would also not have all of the "daily" practice activities. If you teach ELA, then you'll have a journal or a Daily Oral Language, but not a math or geography warm up. The "daily" practice activities are really designed to be quick sponge/warm-up/focus activities to be completed by students as soon as they arrive in class. While they are completing this activity you are able to check attendance, pass back papers, and take care of other housekeeping type tasks. Then you take a few minutes to go over the answers or share journals before moving to the next part of your lesson. The sponge/warm-up/focus activity should either practice what was taught yesterday or lead in to the lesson for today.

So the lesson plan format for secondary levels might look like this:

Objective(s):

Materials:

Homework:

Daily Reinforcer/Journal:

Procedures:

1)

2)

3)

4)

Closure:

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This then becomes a type of "to do" list that gives you an outline of what you plan to accomplish during class. Some people find this format to be too much to do on a weekly basis. I don't find it time consuming except for the first week. Afterwards, it is easy because most of the plan stays the same. I just delete the parts that change and write in the new information.

The other benefit to a detailed lesson like this is that you won't have to rush to school, fax plans, or worry at all when unexpectedly out for a day due to an emergency. The plans are on the desk and detailed enough with page numbers of textbooks, etc., that any substitute could follow them. In the past I've had the principal sub for an hour or two in my class when I was stuck behind a bad traffic jam or had an emergency at home. She always leaves with positive comments about my plans and my class.

I also keep my plans in a 3 ring binder. I print them out on pre-punched and put them in the notebook. Each day’s lessons print out on one or two sheets of paper. Behind the plans I put the Master copy of any handout(s) I plan to use. These go into page protectors (so the holes don’t show up on copies). Transparencies are placed inside page protectors as well. That way everything I need is with the plans for that day. I simply flip the notebook open to the material I need, pull it out and use it for that day. Then I replace everything at the end of the day/class. This also makes it easier for a substitute to fill in for the day. Just make sure you point out in your sub folder to find the plans and materials in the Teacher Binder on your desk.

I have been using this format for years and it works like a charm. I have a detailed plan of what I want to do in the order I want it done. It is also detailed enough that I can get sick or have an emergency and not have to worry about rushing extra plans up to the school. I can usually get my planning done and typed out within an hour. The most time consuming part is making sure there is a smooth flow in the lesson and activities. If you find yourself struggling with planning and executing lessons, try this strategy and format. Perhaps it will work for you as well as it has worked for me.