Middle Tennessee State University
Murfreesboro, Tn 37132
Library Science

Lesson Plan Format -- A lesson plan is well-written if it allows any teacher to teach the lesson just by reading the lesson plan.

Lesson plans should follow this format:

Your Name
Name of Class in which you are enrolled
Class Number and Section of class
Title of Lesson
Book Title, Author, and Summary  being Used for the lesson (if you are using a trade book as a resource)
Target Grade Level/Subject
Lesson Description: A brief paragraph describing the lesson.
ALL STUDENTS


ADD THESE IF YOU ARE A LIBRARY SCIENCE PROGRAM STUDENT:

  • Add standards from AASL and ALA:   Information Literacy for 21st Century Students (Google)

 
Learning Objectives of the Lesson -- the objectives should support all of the standards chosen


ADD THESE IF YOU ARE A LIBRARY SCIENCE PROGRAM STUDENT:

 Big Six objectives http://www.big6.com/

Materials & Resources: list all of the items you will need to teach the lesson
 
Set: how is the lesson introduced? How will you determine prior knowledge upon which to build this lesson?
Activities & Procedures: Check to see that the tasks will lead toward objectives, that different learning styles are encompassed, that teaching strategies extend learning.
Assessment: how will you assess that each of your objectives is met?
Accommodations for
  • Physically Impaired Students,
  • English Language Learners,
  • Gifted students,
  • Developmentally Impaired Students,
  • Diverse Learners

Include every group!
Remediation plans for Objectives not met by the assessment process
Attachments (worksheets, rubrics, tests, etc. that are used to assess progress of the students)

Sample of Lesson Plan

Kathy Boudreau
Books and Media for Children
Libs 4150 /5160 -- Monday Night

TITLE:    Survival Kit

TITLE/AUTHOR:   Hatchet by Gary Paulsen

GRADE LEVEL:  Appropriate for grades 5-6.

OVERVIEW: In Hatchet by Gary Paulsen Brian experiences life without all the comforts of home.  After the storm and the tail of the plane is visible, Brian remembers there is a survival kit on board.  This activity allows the students to become aware of what they think should be in that survival kit.
Working in groups of two or three

CURRICULUM FRAMEWORKS:
Lanugage Arts Grade 5

Content Standard: 1.0
The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.


Social Studies Grade 5

Content Standard: 3.0
Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.
3.02 Recognize the interaction between human and physical systems around the world.
Visual Arts Grade 5
    1.2. Use problem solving skills to produce original works of art from imagination, memory, and observation
OBJECTIVE(s):
    • Students will be able to work as a group and divide the workload
    • Students will be able to identify a wilderness area in Canada & create a kit that reflects the nature of the environment chosen
    • Students will be able to use the book as a model for their own kit
    • Students will be able to identify their reasons for prioritizing the list of items

RESOURCES AND MATERIALS:

    • A copy of Hatchet for each student
    • Group divisions
    • Rubric for peer evaluation
    • Rubric for self assessment
    • Rubric for kit
    • Time in the library for research
    • Tell library and make sure books on Canada are available
    • Websites bookmarked for research project and listed on links bar
SET:
TTW** administer a 10 question pretest on Canadian geography and the book, Hatchet
TTW explain the activities to be required
TTW read the book aloud just up to the chapter that describes the survival kit ( more than 1 lesson period)
ACTIVITIES & PROCEDURES:
  1. TTW divide the class into groups of two or three.
  2. TLW* choose a record keeper for your group.
  3. TLW will research one wilderness area of Canada and list the things that they might need to survive in the wilderness of Canada.
  4. TLW brainstorm about items you might need to survive in the wilderness of Canada.
  5. TLW agree on a list of twenty items and list them in order of importance of necessity.
  6. TLW narrow the list down to twelve items. Include a reason for each of  the twelve items.
  7. TLW make a replica of your  survival kit. (Construction paper)
  8. TLW read the chapter describing Brian's kit after they have made their kit
ASSESSMENT:
    1. TTW will observe groups at work
    2. TLW use a rubric to  assess group participation
    3. TLW use a rubric to self-assess the process used to complete the project
    4. TLW assess their kit with a written checklist by comparing it to Brian's
    5. TTW will compare the book and kit with a Venn Diagram to assess  comprehension of the book
    6. TTW will use the discussions for assessment
      1. why some of things are alike and different
      2. why some of our items were not in Brian's kit
    7. TTW will use a rubric to assess the kit the students  have created and the reasons for the items in the kit
    8. TTW administer the test that was used as pretest
ACCOMODATIONS
 
  • Physically Disabled -- Peers will aid the student in comprehension of the assignment by reading aloud or completing some of the concrete kit components. The impaired student will direct the helping student.
  • L2 Learners -- Keywords will be highlighted for the student. A peer will help the student comprehend the major components of the assignment. The ELL teacher will be asked to aid the student in reading the book.
  • Gifted Students -- no accommodation needs to be made
  • Mentally / Emotionally Impaired --  consultation with Resource teacher will be made before the project.
  • Diverse Learners -- Roles may be assigned to match learning preference.
REMEDIATION

If less than 10% of the students have not obtained the objectives, they  will be asked to redo and resubmit their projects.
If more than 10% have not obtained the objectives, a whole class discussion of the process will  ensue. Another brief example will be completed by the class.
 

FILES TO BE ATTACHED TO THIS LESSON PLAN:

  1. rubric to  assess group participation
  2. rubric to self-assess the process used to complete the project
  3. written checklist by comparing their kit to Brian's
  4. Venn Diagram to assess  comprehension of the book
  5. rubric to assess the kit the students  have created and the reasons for the items in the kit
  6. test that was used as pretest

 

*TLW=The learner will

**TTW=The teacher will