STUDENT TEACHING SCHEDULE FORMS AND LESSON PLAN FORMATS
DR. MARVIN CHAPMAN
SPRING 2011
MONTHLY CALENDAR
IN THE CELL FOR EACH DAY OF THE MONTH, WRITE A BRIEF DESCRIPTION OF THE SUBJECTS, SKILLS AND TOPICS TAUGHT BY THE STUDENT TEACHER THAT DAY. SEE EXAMPLE ENTRY
MONTH: August 2009
EXAMPLE
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYDate: / Date: / Date: 26
1. Daily Oral Language
2. Reading Assessments
(Fluency and Comp.)
3. Math tubs – Mult.
Concepts 2-6
5. S.S. -- Intro. To
Community Unit
4. P.E. movement to
Music (related to
Social Studies unit)
5. Science exploration
(related to S.S. unit)
6. Art – (special) related to S.S. unit / Date: / Date:
Date: / Date: / Date: / Date: / Date:
Date: / Date: / Date: / Date: / Date:
Date: / Date: / Date: / Date: / Date:
Date: / Date: / Date: / Date: / Date:
On the “Class Schedule for the Day,” list times and activities that will help keep the class “on time” and “on schedule” for the entire day. Allow ample time in your lesson designs to maintain smooth, well-articulated transitions to each daily activity. See example entries below:
CLASS SCHEDULE FOR THE DAY
DAY AND DATE: Wednesday, August 26, 2009
TIME / ACTIVITY / TEACHER SUPERVISING / NOTES7:45-8:00 / ARRIVAL AND MORNING CENTERS / STUDENT TEACHER / STUDENTS ARE GIVEN “ARRIVAL” CENTER ROTATION FOR THE WEEK ON THE FRIDAY BEFORE
8:00-8:15 / IN-SCHOOL TV DAILY NEWS AND PLEDGE / STUDENT TEACHER / USE VERBAL CUE TO SIGNAL ATTENTION TO TV
8:15- 9:00 / READING GROUP ROTATION / STUDENT TEACHER
COOPERATING TEACHER
TEACHER ASSISTANT / FOLLOW “THE EXPANDING UNIVERSE” READING PROGRAM SEQUENCE FOR EACH GROUP
9:00-9:15 / STRETCH BREAK
RESTROOM BREAK / STUDENT TEACHER / USE STUDENT HALL AND RESTROOM MONITORS (ASSIGNED FOR THE WEEK)
ETC. / ETC. / ETC. / ETC.
COMPLETE THIS FORM FOR ALL LESSONS USING DIRECT INSTRUCTION UNTIL THE UNIVERSITY SUPERVISOR DIRECTS YOU TO DO SOMETHING DIFFERENTLY
DIRECT INSTRUCTION LESSON PLAN FORMAT
FULL LESSON PLAN FORM
DATE SUBMITTED TO CT _____ (CT initials) DATE APPROVED BY CT _____ (CT initials)
DATE TAUGHT: ______US EXAMINATION ______
Grade Level/Subject Topic
Rationale
NCSCOS Objective
Instructional Objective
Prerequisite Knowledge and Skills
______
Materials
Resources
Technology
Content and Strategies
Focus/Review
Objective (as stated for students)
Teacher Input
Guided Practice
Independent Practice
Closure
Evaluation/Assessment
Plans for Individual Differences
COMPLETE THIS FORM FOR ALL LESSONS USING INDIRECT INSTRUCTION UNTIL THE UNIVERSITY SUPERVISOR DIRECTS YOU TO DO SOMETHING DIFFERENTLY
INDIRECT INSTRUCTION LESSON PLAN FORMAT
FULL LESSON PLAN FORM
DATE SUBMITTED TO CT _____ (CT initials) DATE APPROVED BY CT _____ (CT initials)
DATE TAUGHT: ______US EXAMINATION ______
Grade Level/Subject Topic
Rationale
NCSCOS Objective Reference
Instructional Objective
Prerequisite Knowledge and Skills
Materials
Resources
Content and Strategies
Engage
Explore
Explanation
Elaborate
Evaluate
Plans for Individual Differences
After you demonstrate proficiency at lesson planning, your University Supervisor may move you to the following lesson planning format:
SHORT LESSON PLAN FORM
Dr. Marvin Chapman
DATE SUBMITTED TO CT _____ (CT initials) DATE APPROVED BY CT _____ (CT initials)
DATE TAUGHT: ______US EXAMINATION ______
LESSON TITLE:
1. “Unpacked” NCSCOS Objective(s) (Things that can be measured):
2. How students will demonstrate they have achieved the objective(s) (What they will be able to do?):
3. Brief description of Learning Strategies and Instructional Activities to be used
(Lesson Design – Including Differentiation Strategies):
4. Description of standards for Mastery and Partial Mastery of each objective
(Performance Criteria – Including Differentiated Criteria):
5. Description of the Assessment Method(s) (How will the teacher measure Mastery and Partial Mastery):
6. How the teacher will record the results of the assessment and how those results will be used: