Lesson Planning
      Plans should be submitted at least 2 days before the 
       observation.
      Lesson plans should be for lessons where you will teach 
       new content for your supervisor to observe; it should 
       not be a review or test day (Skowron, 2006).
      Plans should include all that you are planning for the lesson 
       and include the use of technology for the presentation of 
       the lesson (rating of 2) and student use of technology (a 
       rating of 3 possible) (Hopson, Simms, & Knezek, 2001).
      Lesson plans should include more than 1 activity and more 
       than 1 group size. There should be enough detail in 
       procedures to explain the activities and some detail of what 
       you will say and do, and what the students will be doing 
       and learning (lesson content).
     Lesson Planning
       Every lesson should include HOTS questions and not just 
       knowledge and comprehension questions. Every topic of any 
       lesson presents opportunities for high order thinking (Pogrow, 
       1996).
       Every lesson should include review of previous learning to 
       connect to new learning.
       Every lesson should have a purpose and importance and must be 
       stated orally to the students. They want to know “why we got to 
       learn this”.
       The objectives of the lesson must match with your GLEs or 
       standards and benchmarks and include where the objective falls 
       on Bloom’s Taxonomy (Forehand, 2005).
       Every lesson must have accommodations for diverse learners in 
       the strategies chosen, group size, materials used, and 
       assessment (Tomlinson, 2005).
     Lesson Planning
      All lessons should include a plan for remediation, early 
      finishers, and enrichment (see ideas).
      Students needing remediation should not be given just 
      some extra work to do and left alone. They need to work 
      with someone until they grasp the concept. Break it down 
      into smaller pieces. Give me depth of understanding here.
      There is a difference between early finisher activities and 
      enrichment activities (see ideas).
      Early finishers are sometimes students who rush through 
      their work, but often are students who learn fast. Don’t 
      assume that you will not have early finishers. Early 
      finishers can finish an activity early in the middle of a 
      lesson or near the end. Plan for it.
     Lesson Planning
       Every lesson should include either informal or formal assessment. 
       The informal assessment should be MORE than just asking 
       questions. Use some sort of check list.
       Not every lesson needs to include homework, but the lesson your 
       supervisor observes should (see your rubric).
       Not every activity, but every lesson must end with closure. 
       Closure is the teacher asking students about their learning. 
       Closure is NOT the teacher telling students what they did today or 
       what they learned today or “Here’s your homework” (see closure 
       ideas) Peter & Ryan, 2007).
       Every lesson should include a reflection of the lesson. Here’s an 
       opportunity to be honest and realistic about your growth as a 
       professional. There are strengths and weaknesses in every lesson.
       Remember: When you fail to plan well, …you plan to fail 
       miserably.
     Implementation of the Lesson Plan
      There should be a daily routine for students when entering 
      the class. It helps to have an agenda on the board so 
      students know what will occur that day, and it keeps you 
      focused.
      Have something for students to be doing as soon as they 
      enter so that you may silently take roll.
      Now that you have their attention, state and/or point to the 
      objective for the day’s lesson.
      Once you get them on the bus, they will need to know where 
      they’re going, wouldn’t you?
      Have a physical signal that you use to get students’ 
      attention. Mine is a raised open palm.
      When you implement activities, tell students what your 
      expectations are for the activity, e.g. cooperative learning 
      groups, games.