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.