Planning and the Lesson Cycle
PLANNING “In Your Seat”
TASK ANALYSIS
1. Select objective from curriculum sequence.
2. Identify all components of the objective.
3. Eliminate non-essential components.
4. Place essential components in sequence.
DISTRICT-WIDE CURRICULUM
A sequence of curriculum objectives based on
TEKS (Texas Essential Knowledge and Skills) and local needs
SELECT AND ANALYZE OBJECTIVES
A process used to select an objective from the district-wide curriculum, analyze the
components of the objective, and select the component at the correct level of difficulty
for the learner
PLAN LESSON
A process by which the teacher selects activities, strategies, and materials that are
appropriate for the learner to master the objective
TEACHING “On Your Feet”
Opening:
FOCUS
An activity to cause a mental shift to the subject; an introduction that sets the stage for
the lesson
OBJECTIVE
A statement of what the learner does to demonstrate learning
PURPOSE
A statement of why the learning is important for the students
12a
Direct Instruction:
EXPLANATION
What the learner needs to know to be successful with the objective
MODELING
A visual presentation of the information and how to use it
MONITORING
Teacher observes as the learner demonstrates knowledge and/or understanding of the
information given
GUIDED PRACTICE
A teacher directed activity where the learner is given step-by-step information
[Students should be grouped with in classroom by task differentiation]
ASSESS MASTERY
A process used to determine if a learner needs to be retaught or can move to independent
practice
RETEACH (If Necessary)
If the student still does not understand the concept, the teacher might use different
materials or modalities to present the concept again
INDEPENDENT PRACTICE
The application of information presented without the assistance of the teacher
[Students could be in differentiated groups]
ENRICHMENT/EXTENSION
An activity used to expand on basic learning
EVALUATE MASTERY
An activity used to determine the degree to which the learner met the objective
Closure:
SUMMARY/REVIEW
The review of main ideas and objectives learned
LARGER CONTEXT
An activity that relates objectives mastered to life experiences and/or future learning
12b
Learning Should Be. . .
Collaborative - Are students working together, perhaps in pairs or in small groups? Are
they sharing ideas?
Active - Are students actively engaged in such experiences as using manipulatives,
working on projects, or taking part in simulations or role-play activities?
Integrated - Are students involved in meaningful work within a relevant context?
Are they engaged in tasks that encourage them to relate concepts and apply skills across
content areas? Are they able to make connections?
Reflective - Are students asked to plan, monitor, and evaluate their own work?
Are they asked to think back through how to solve a problem or work through a task?
Do they think, talk, and write about their own ways of working and learning.