Web Lesson Plan Creator

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I. Mission: What is the big picture? Web Links for Further Information:  

Teaching Mission:

To guide learners toward becoming multicompetent users of

Other

If your class has drafted a Learning Mission Statement, record it here:
II. Personal Mission/Values related to teaching ==> 12 Principles for Teaching/Learning

Personal Mission/Values related to teaching (Covey/others):
NOTE: To select more than one item, use control-click to select addtional items (command-click on Macs)

Others:    

Which personal teaching improvement goal do you have for this year/semester/unit/lesson?


Which principle do you most need/want to focus on during this lesson?

III. Overall Course Goal/s ==> Teaching Goals Inventory

Overall Course Goal/s (from Angelo/Cross)

1. Teaching students facts and principles of the subject matter
2. Providing a role model for students
3. Helping students develop higher-order thinking skills
4. Preparing students for jobs/careers
5. Fostering student development and personal growth
6. Helping students develop basic learning skills
7. Other:

IV. Select your Standard/s ==> ACTFL K-12 Performance Guidelines

Select your Standard/s
COMMUNICATION
Communicate in Languages Other Than English


Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES
Gain Knowledge and Understanding of Other Cultures

Standard 2.1:
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS
Connect with Other Disciplines and Acquire Information


Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through

COMPARISONS
Develop Insight into the Nature of Language and Culture


Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES
Participate in Multilingual Communities at Home & Around the World


Standard 5.1: Students use the language both within and beyond the school setting

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



V. Proficiency Goals ==> ACTFL Proficiency Guidelines - Speaking (PDF)

Proficiency Goals (speaking only)

NOVICE
speakers are characterized by the ability to:
• respond to simple questions on the most common features of daily life
• convey minimal meaning to interlocutors experien-ced with dealing with foreigners by using isolated words, lists of words, memorized phrases and some personalized recombinations of words and phrases
• satisfy a very limited num ber of immediate needs

INTERMEDIATE
Speakers are characterized by the ability to:
• participate in simple, direct conversations on generally predictable topics related todaily activities and personalenvironment
• create with the language and communicate personal meaning to sympathetic interlocutors by combining language elements in discrete sentences and strings
of sentences
• obtain and give information by asking and answering questions
• sustain and bring to a close a number of basic, uncomplicated communicative exchanges, often in a reactive mode
• satisfy simple personal needs and social demands to survive in the target language culture

ADVANCED
speakers are characterized by the ability to:
• participate actively in conversations in most informal and some formal settings on topics of personal and public interest
• narrate and describe in major time frames with good control of aspect
• deal effectively with unanticipated compli-cations through a variety of communicative devices
• sustain communication by using, with suitable acccuracy and confidence, connected discourse of paragraph length and substance
• satisfy the demands of work and/or school situations

SUPERIOR
speakers are characterized by the ability to:
• participate fully and effectively in conversations in formal and informal set -
tings on topics related to practical needs and areas ofprofessional and/or scholarly interests
• provide a structured argument to explain and defend opinions and develop effective hypotheses within extended discourse
• discuss topicsconceretely and abstractly
• deal with a linguistically unfamiliar situtation
• maintain a high degree of linguistic accuracy
• satisfy the linguistic demands of professional and/or scholarly life

Multilevel class? Check all that apply.


VI. Class/Learner Profiles ==> Multiple Intelligences

Class/Learner Profiles

Course Level:

Age/ Grade Level:

Number of students Number of teams

General Class Maturity Level/Special Considerations:


Pacing Needs:


Special Needs (number of 504 plans and specify needs):


Learners’ Styles (predominant style/s in this class or variation needed this lesson)
Cognitive Style
Analytic (Field Independent)      Global (Field Dependent)

Learning Styles
Auditory     Graphic (letter)     Graphic (pictoral)     Tactile     Kinesthetic

Multiple intelligences
Logical     Verbal     Musical     Visual     InterPersonal
Intrapersonal     Kinesthetic     Naturalist     Existential

Social Style
Competitive     Collaborative     Teacher-Driven     Peer Driven-1-2
Peer-Driven-3+     Individualistic     Self-Driven     Parent-Driven

What they should know already:


Special recent or upcoming events, distractors, etc.?



VII. The Lesson Context ==> Bloom et al.'s Taxonomy of the Cognitive Domain
==> Learning Skills Program - Bloom's Taxonomy

The Lesson Context

Unit Theme:
Vocabulary level and scope:
Percentage of Cognates/recognizables



Unit Structures:
Level of depth for each structure:
1.

2.

3.



General Unit Learning Goal/s (see standards and add modes):
1. Interpersonal
2. Interpretative
3. Presentational
4. Meta-learning



Specific Unit Performance Objectives ( see links to Bloom’s taxonomy) Check ones already achieved, check those targeted in this lesson, leave remaining without checks:

 Achieved Targeted Category (Bloom's taxonomy)
1. Knowledge (list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where)
2. Comprehension (summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend )
3. Application (apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover)
4. Analysis (analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer)
5. Synthesis (combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite )
6. Evaluation (assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize )


For each Objective in this lesson, indicate the starting knowledge/skill degree (note learners’ ranges) and the expected outcome performance level during lesson, and then two weeks after unit completion.
  Pre-lesson Lesson
Obective 1.
Obective 2.
Obective 3.
Obective 4.


VIII. The Lesson  

The Lesson (designed through backward engineering)

Why should the learners want to learn this lesson (intrinsic/extrinsic motivational factors? How and when will you convey this to them?

After participating in this lesson, what exactly should the learners be able to do, what will they know? (State in performance terms what they can do and as a memory retention %, what they will remember.)
1.

2.

3.

4.


How will you assess their knowledge and/or their skill attainment? (see assessment page)


What is your criteria for individual achievement of the learning objectives? What is your whole class criteria (% of learners demonstrating adequate attainment)? Define these in light of the proficiency level targeted for the end of the curriculum.


For each of the learning objectives, list items (in new window)

For Objective 1:

For Objective 2:

For Objective 3:

For Objective 4:


IX. Assessments (opens in new window)  






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