When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What is a lesson plan and what are the eight essential elements of a lesson plan?.“ Since there are 13 elements in each lesson plan we will divide this lesson plan into three parts. Here is the first part of this lesson on teaching mentees how to write lesson plans.
Enduring Jewish Knowledge Rationale for the Lesson: We have previously established that a parent is obligated to teach or hire a teacher to instruct his or her child in the study of Torah. Judaic lesson planning is a mitzvah in that the teacher is preparing a written and thoughtful strategy to engage students in the study of Torah, la’asok b’divrei Torah. The lesson plan itself is designed to motivate and empower students to acquire, apply, and create Judaic knowledge.
Essential Question/s: What is a lesson plan?
Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)
Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to this question: what is a lesson plan?
Objective/Learning Outcome: (What the student is supposed to learn from this lesson)
In his or her own words, the student will be able to:
- Define a lesson plan
- Identify and explain the eight essential elements of a lesson plan
Name of the Active Learning Procedures: Co-op Cards and Ticket Out
Anticipatory Set: (Motivation activity that prepares students for the learning outcome)
Suggested Motivational Statement:
Teacher says: ”Do you know that many of the things that teachers do are not observed by their students? Think about that question for a moment. What things do teachers do before, during, and after class that (a) are not observed by students and (b) are designed to enable students to learn?”
Introductory Activity: (Initial exercise to focus on the objective/learning outcome)
The teacher then poses this question to his or her students: “What things do teachers do before, during, and after class that (a) are not observed by students and (b) are designed to enable students to learn?”
Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)
1. The teacher invites his or her students to individually record their answers to the above question (i.e. “What things do teachers do before, during, and after class that (a) are not observed by students and (b) are designed to enable students to learn?”) in their notebooks, and discuss their thoughts with a new learning partner.
2. Conduct a classroom discussion on the things that teachers do that students do not see by using the Numbers Method, an instructional procedure described below.
The Numbers Method
The teacher poses a question to the class. After some think time has elapsed, e.g. 10 seconds, students raise their hands indicating that they want to share something. The teacher then assigns each student whose hand is raised a number identifying the order for sharing information.
3. During the classroom discussion, if your students do not note the importance of a lesson plan as preparation for teaching, then give your definition of a lesson plan (i.e. a written and thoughtful strategy to engage students in the study of Torah, la’asok b’divrei Torah). The lesson plan itself is designed to motivate and empower students to acquire, apply, and create Judaic knowledge.
4. Explain the eight essential elements of a lesson plan according to Madeline Hunter which you can find at the top of this post : Eight Essential Elements of A Lesson Plan (Hunter, 1982)[1]
[1] These are the eight essential elements of a lesson plan according to M. Hunter (1982). Lesson plans, however, can also include other elements such as enduring Jewish knowledge, essential questions, standards, benchmarks, social skills, and thinking skills.
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