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Microsoft Word - Lesson Plan, Hunter, 2004.doc Lesson plan based on Madeline Hunter model of explicit teaching Learning Area: Date: Title, topic, key question Learning Objectives (Goals) Students...

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Microsoft Word - Lesson Plan, Hunter, 2004.doc
Lesson plan based on Madeline Hunter model of explicit teaching
Learning Area: Date:
Title, topic, key question
Learning Objectives (Goals)
Students will:……………….
Write learning objectives either as, students will understand (why, what, how, in what way) or will
(ve
plus detail). If you write ‘understand’, the criteria that demonstrate this understanding need
to be included here or in the detail of ongoing assessment so that how students will demonstrate
their understanding is clear. If you link goals to understandings (generalizations), you ensure that
learning focuses on big picture learning as well as more specific goals.

Anticipatory set:
Describe how you will gain the student’s attention, capture
their interest, tune in to their prior knowledge, and make
connections with their lives, e.g. a task which surfaces prior
knowledge, discussion of an object, asking a question, listening
to some music, drawing a mind map etc.

Communicate Learning Objectives:
Indicate how learning goals will be communicated to students,
how purposes will be made clear and how the worth of the
learning explained

Ongoing assessment
(Checking for understanding
and giving feedback)
Identify what you may want to
note about students’ prior
knowledge, and any questions
they may have about the topic
Input( including modelling):
Identify and organise what information is essential to enable
students to see the relationship of each part to other parts and
the whole. Present and explain information clearly with
examples that highlight the concept or generalization
(understanding). Use a model if possible so students can see
the end result of what the completed task looks like. Model
and explain how you go about the process e.g. how to complete
a graphic organizer or worksheet, how to use a piece of
apparatus, how to find out some information etc.

Note formative assessment
strategies to be used to check
students understanding of skills
and concepts that have been
introduced
Guided Practice:
Describe the learning activities that the students are going to
do. This could be divided into introductory, guided
inquiry/practice and culminating learning experiences if you
wish. Indicate how students will demonstrate their final
learning.
Indicate what formative and
summative assessment strategies
are going to be used to provide
feedback and assess what the
students are learning
Conclusion
Note how the lesson is to be concluded.

Note how learning is going to be
summarized for students and
what self-evaluation or reflection
they are going to be asked to do
e.g. a ru
ic.
Independent Practice:
Indicate what follow-up assignments and homework the students will complete to facilitate long-
term retention
Evaluation:
Indicate to what extent learning objectives were, or were not achieved and what evidence indicated
this. Identify areas of difficulty for the whole group or individuals and indicate how this may be
dealt with. Comment on suggestions for future learning.
Reference: Hunter, R XXXXXXXXXXMadeline Hunter’s Mastery Teaching. Increasing instructional
effectiveness in elementary and secondary schools. Updated edition. Thousand Oaks, CA: Corwin
Press.

Microsoft Word - Lesson Plan, Hunter, 2004.doc
Lesson plan based on Madeline Hunter model of explicit teaching
Learning Area: Date:
Title, topic, key question
Learning Objectives (Goals)
Students will:……………….
Write learning objectives either as, students will understand (why, what, how, in what way) or will
(ve
plus detail). If you write ‘understand’, the criteria that demonstrate this understanding need
to be included here or in the detail of ongoing assessment so that how students will demonstrate
their understanding is clear. If you link goals to understandings (generalizations), you ensure that
learning focuses on big picture learning as well as more specific goals.

Anticipatory set:
Describe how you will gain the student’s attention, capture
their interest, tune in to their prior knowledge, and make
connections with their lives, e.g. a task which surfaces prior
knowledge, discussion of an object, asking a question, listening
to some music, drawing a mind map etc.

Communicate Learning Objectives:
Indicate how learning goals will be communicated to students,
how purposes will be made clear and how the worth of the
learning explained

Ongoing assessment
(Checking for understanding
and giving feedback)
Identify what you may want to
note about students’ prior
knowledge, and any questions
they may have about the topic
Input( including modelling):
Identify and organise what information is essential to enable
students to see the relationship of each part to other parts and
the whole. Present and explain information clearly with
examples that highlight the concept or generalization
(understanding). Use a model if possible so students can see
the end result of what the completed task looks like. Model
and explain how you go about the process e.g. how to complete
a graphic organizer or worksheet, how to use a piece of
apparatus, how to find out some information etc.

Note formative assessment
strategies to be used to check
students understanding of skills
and concepts that have been
introduced
Guided Practice:
Describe the learning activities that the students are going to
do. This could be divided into introductory, guided
inquiry/practice and culminating learning experiences if you
wish. Indicate how students will demonstrate their final
learning.
Indicate what formative and
summative assessment strategies
are going to be used to provide
feedback and assess what the
students are learning
Conclusion
Note how the lesson is to be concluded.

Note how learning is going to be
summarized for students and
what self-evaluation or reflection
they are going to be asked to do
e.g. a ru
ic.
Independent Practice:
Indicate what follow-up assignments and homework the students will complete to facilitate long-
term retention
Evaluation:
Indicate to what extent learning objectives were, or were not achieved and what evidence indicated
this. Identify areas of difficulty for the whole group or individuals and indicate how this may be
dealt with. Comment on suggestions for future learning.
Reference: Hunter, R XXXXXXXXXXMadeline Hunter’s Mastery Teaching. Increasing instructional
effectiveness in elementary and secondary schools. Updated edition. Thousand Oaks, CA: Corwin
Press.

Microsoft Word - Lesson Plan, Hunter, 2004.doc
Lesson plan based on Madeline Hunter model of explicit teaching
Learning Area: Date:
Title, topic, key question
Learning Objectives (Goals)
Students will:……………….
Write learning objectives either as, students will understand (why, what, how, in what way) or will
(ve
plus detail). If you write ‘understand’, the criteria that demonstrate this understanding need
to be included here or in the detail of ongoing assessment so that how students will demonstrate
their understanding is clear. If you link goals to understandings (generalizations), you ensure that
learning focuses on big picture learning as well as more specific goals.

Anticipatory set:
Describe how you will gain the student’s attention, capture
their interest, tune in to their prior knowledge, and make
connections with their lives, e.g. a task which surfaces prior
knowledge, discussion of an object, asking a question, listening
to some music, drawing a mind map etc.

Communicate Learning Objectives:
Indicate how learning goals will be communicated to students,
how purposes will be made clear and how the worth of the
learning explained

Ongoing assessment
(Checking for understanding
and giving feedback)
Identify what you may want to
note about students’ prior
knowledge, and any questions
they may have about the topic
Input( including modelling):
Identify and organise what information is essential to enable
students to see the relationship of each part to other parts and
the whole. Present and explain information clearly with
examples that highlight the concept or generalization
(understanding). Use a model if possible so students can see
the end result of what the completed task looks like. Model
and explain how you go about the process e.g. how to complete
a graphic organizer or worksheet, how to use a piece of
apparatus, how to find out some information etc.

Note formative assessment
strategies to be used to check
students understanding of skills
and concepts that have been
introduced
Guided Practice:
Describe the learning activities that the students are going to
do. This could be divided into introductory, guided
inquiry/practice and culminating learning experiences if you
wish. Indicate how students will demonstrate their final
learning.
Indicate what formative and
summative assessment strategies
are going to be used to provide
feedback and assess what the
students are learning
Conclusion
Note how the lesson is to be concluded.

Note how learning is going to be
summarized for students and
what self-evaluation or reflection
they are going to be asked to do
e.g. a ru
ic.
Independent Practice:
Indicate what follow-up assignments and homework the students will complete to facilitate long-
term retention
Evaluation:
Indicate to what extent learning objectives were, or were not achieved and what evidence indicated
this. Identify areas of difficulty for the whole group or individuals and indicate how this may be
dealt with. Comment on suggestions for future learning.
Reference: Hunter, R XXXXXXXXXXMadeline Hunter’s Mastery Teaching. Increasing instructional
effectiveness in elementary and secondary schools. Updated edition. Thousand Oaks, CA: Corwin
Press.
Answered Same Day Apr 04, 2020

Solution

Anju Lata answered on Apr 11 2020
142 Votes
Learning Area: Under the Sea
    Date:11 April 2018
    Title: Speak, Read & Write it Activity
    Learning Objectives: Students will learn to identify, pronounce, read and write the names of things under the sea.
    Anticipatory Set:
We will play a video clip of ocean and it’s under the water environment, in the class using a projector, students will be encouraged to identify and tell the names of things they see in the video. We may recite a rhyme of fish that the students had learned in previous classes.
Children can be shown different pictures of water animals and can be asked to identify their names. They can be asked to color the pictures of animals in their art and craft books. Where did they see them last time and similar questions can be asked to initiate a discussion. The theme can be co
elated to Aquarium if somebody has seen it earlier.
    Ongoing Assessment:
Key Questions: Can you describe this animal? What color is it? How many legs it has? Where does it live? Can you see any pattern on its body? What does it eat? Which is the largest water animal you have ever seen?
Main Vocabulary: Describe the parts of the body of fish and similar sea animals, color, strips, fins, tail, and pattern. Main animals to identify: Shark, fish, crab, jellyfish, starfish, tortoise, seahorse, turtle, whale and octopus.
    Communicate Learning Objectives:
1. The teacher will draw on the whiteboard, the things that children saw in the video, and will ask the students to draw them in their notebooks.
2. The names of the things will be written in bold letters on the board and students will be asked to identify, speak and write those names in the notes.
3. Students may be asked to collect the images of sea animals from the chart (they can easily buy from a stationary shop) and paste them in their notes.
4. Children can be taken for a field trip to the nea
y beach and can be shown real sand, shells, stones, and water.
5. Pretend play using sand toys like flippers and binoculars can be provided at the beach to let the students enjoy the visit (Twinkl,2016).
6. Games involving molding the shapes of different sea creatures through colorful play dough can be an innovative way to introduce them to the animals.
7. Play can be shown through videos, in which larger sea animals eat smaller fishes and videos involving other cartoon animals under the sea.
8. Children can be taken to Aquariums to show them real fishes and tortoise-like animals living under the water and can be explained that they have different organs to
eathe underwater. If they are taken out of water (like fish), they will die.
    Input:
We can co
elate the topic with questions like where are oceans present on land, what type of water is found in the sea, jobs related to sea (marine biologist, fisherman, boat driver), how far is your home from the sea etc. Photos from the earlier sea
each visits can be shown to encourage curiosity. A fisherman can be invited to the school to explain his experience about the sea and its animals (Everything Preschool,n.d.).
    FA Strategies:
Activities like shark dice game, sea letters matching puzzles, sea life number cards and similar activities will identify the level of learning (Twinkl,2016).
    Guided Practice:
Students are going to play card games to learn the spellings of names. They will be taken to a beach trip. They will be asked to collect photos of sea and animals living in the sea.
    FA & SA Strategies: For the children who find it difficult to describe the animals, easier questions can be asked to prompt them.
Friendly behavior must be used to talk with children and communication must be encouraging, building...
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