1. education
2. teaching and classroom resources
3. lesson plans

Author: Brenda Stephenson
The University of Tennessee
 Date submitted to deafed.net –
March 6, 2006
 To contact the author for permission to
use this PowerPoint, please e-mail:
bsimmon1@utk.edu
 To use this PowerPoint presentation in its
entirety, please give credit to the author.
Writing Lesson
Plans
Contributed by
Brenda Stephenson
The University of Tennessee
Lesson Plan template
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LESSON PLAN FORMAT
Teacher:
____________________________
Date:
____________________________
Class:
____________________________
Subject Area:
Unit Goal(s): (Tennessee Frameworks)
Behavioral Objective(s): ( Include Bloom’s taxonomy level)
Set:
Procedures:
Closure:
Remedial/Enrichment Activities:
Evaluation:
Materials and Media:
Webliography:
Deaf Role Models:
Class:
 In this section you need to identify the
grade level of students
 Example: Third Grade
 You also need to write a short description
of your population
 Example:
Class of 5 deaf students
Subject Area:
 In this section you will write the subject
area
 Examples:
 Math
 Language Arts
 Theme and subject area
 Science
 Social Studies
Unit Goal(s):
 In this section you will write the broader, more global
overall goals.
 You will use the curriculum goals OR state frameworks
goals (http://www.state.tn.us/education/ci/standards/index.php)
 If you use the state framework goals…list the numbers
also
 Example: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.
Behavioral Objective(s):
 Write the behavioral objectives for this
lesson
 Be sure to include a condition,
performance and criteria
 List the level of Bloom’s Taxonomy for
each objective
 Be sure to have at least 2 objectives
Set:
 Write a description of the set you plan to
use to introduce the lesson
 This should be something that will “grab”
their attention as well as something that
will show the relevance of the lesson to
those students
 Discuss examples
Procedures:
 In this section you will write all the steps
of what you plan to do
 Include the steps for the teacher activities
 Include the steps for the students
activities
 The more detail you have…the smoother
and more effective the lesson will be.
Closure:
 In this section of the lesson you will
include an activity that will summarize the
information presented to the students
 This may be a concluding activity to the
lesson such as students presenting what
they created or completed in class.
 This may be questioning by the teacher
about the objectives of the lesson
Evaluation:
 This is an explanation of how you will evaluate
your students’ performance on the objectives
 You may use a rubric to evaluate the objectives
 You may choose to evaluate the results of the
closure activity.
 The evaluation MUST be related to your
behavioral objectives.
Remedial/Enrichment
Activities:
 Remedial:
 These are ways that you will adapt the
lesson for students in your class who need
additional support and modifications
 Examples might be some visual that others
do not need or fewer problems, etc.
 Discuss examples
 Enrichment Activities:
 These are modifications that you would add
for students who complete the work early or
who need more challenging work
 Discuss examples
Materials and Media:
 In this section you need to list all the
materials and/or media you will need to
implement this lesson
 Examples:
 projector
 PowerPoint Presentation
 Lesson Plan sheets
Webliography:
 This is a list of any websites that you
used to:
 Find activities
 Find additional information to include in the
lesson
 Student sites for additional practice
 Frameworks URL
Deaf Role Models:
 Think of some way to include Deaf role
models for your students
 You may have a Deaf adult come
participate in the lesson in some way
 You may find some information about a
Deaf person who has made a
contribution in the area you are studying
Examples of lesson plans
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Class: Kindergarten Subject Area: Math
NCTM Frameworks: Algebra: Sort, classify, and order objects by size,
number and other properties.
Behavioral Objectives:
After a demonstration by the teacher, the students will identify, sort
and classify objects by size, shape and color.
Intro/ Procedure: We will start out by reviewing sorting by color. I will
place a variety of red and yellow triangles, circles, and squares of two
sizes (small and big) on the floor. The students will first sort by color, then
size and if time allows they will sort by shape..
Closure: We will play a game of I spy.
I spy something red……and they would take turns going around the room
trying to find objects that are that color. I spy something red with four
corners….
Enrichment Activities: After sorting by size, color and shape the students
will sort by number of sides.
 Evaluation: I will hand out a worksheet. “Sort by size” this is how
I will assess their ability to sort. Also, I will have a checklist of
vocabulary. Tthey receive a check for each word they say that is
listed here, in a sentence context:
 Vocabulary:
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Big, Small, Middle, Large, Tiny
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Sort-separate
Group-categorize
 Materials and Media:
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Shapes of various size and colors made out of construction
paper.
 Webliography:
 http://webtech.cherokee.k12.ga.us/littleriveres/ewilliams/tieredassi
gnmentskindergar.htm
 Deaf Role Models: N/A
1st Grade group
September 12, 2005
Language
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TSS: 1.01 Develop oral language.
1.02 Develop listening skills.
Objectives: Given high frequency words from the reading text book, the
students will be able to make a sentence using those words given a cue
of one word.
Set: “We’ve been practicing making sentences. Today we’re going to
make it harder. Who thinks they will win??”
Procedures:
1. I will give each of the students their lined strip and their baggie of high
frequency words. (They will want to organize the words)
2. I will tell them to make a sentence using one of the words. (i.e. Make a
sentence using the word “look”.)
3. The students will use their words to make their sentences. When they
are done, they will raise their hands. Then each student will read their
sentence and see if the group agrees that it is a sentence. If not, the
group will decide what can be fixed.
 4. A score will be kept on a dry erase board and at the
conclusion they will get as many marshmallows as
sentences they got correct.
 Closure: What makes a sentence? Tell me, is this a
question sentence or a telling sentence: “What did you
have for lunch?” They will each tell what they had for
lunch and then I will send them back to their
classrooms.
 Materials: 4 Lined strips, 4 bags of laminated highfrequency words, dry erase board, marker,
marshmallows
 Remedial: I will help Student A one on one think of a
sentence. Enrichment: They can help other students
think of sentences.
Money Lesson Plan-A
Class/Grade Level: 9-12
Duration: 90 Minutes
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Unit Goals with Tennessee Frameworks:
Reading:
Extend reading vocabulary.
Identify and begin to use a variety of resources to revise and edit
writing.
Mathematics
8.2.spi.7. apply given formulas to solve real-world problems;
8.2.spi.8. interpret graphs which represent rates of change.
Writing
The student will develop the structural and creative skills
necessary to produce written language that can be read and
interpreted by various audiences.
The student will be given the opportunity to develop this creative
outlet through additional writing experiences.
 Objectives:
 1. Given various sentence types the students will review and
practice grammar skills. They must answer 3/5 to complete the
assignment.
 2. Given prompts in the lecture the students will discuss days of
the week. The students must state the day of the week.
 Given a list of words (new vocabulary) the students will write “a or
an” in front of the word. The students must complete 3/6 to pass
the assignment.
 Given money the student will learn to count money and make
change. They must complete 3/5 times to successfully complete
the task.
 James will begin to create his own grocery store.
 Given a book the student is required to make a list of all
vocabulary words not known. The student must write 5 new words.
(James only)
 Materials and Media
 Money worksheets (homework), fake money, list of grammar
sentences to correct (written on board), “Vocabulary Builder Book
B”- pg 24, “Counting My Money” workbook, dictionary and money
quiz
 New Vocabulary:
 Dollar, dime, nickel, quarter, penny, (Introduce half dollar, don’t
add to quiz)
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 Set: Remember yesterday we learned how to count coins. Today
we will do the same with cash and coins. This is important. (Why?)
Because we want to know if we have enough money to buy what
we want and make sure we receive the correct amount of money
back. If we are going to spend money and shop we must learn
how to count it.
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Classroom: Students are seated at their desk. I will use the board to present the
lesson. I will also monitor the students’ progress by walking to their desk and
asking them to write answers on the board.
Procedures:
Greet the students. What is today? Can you spell it? What is tomorrow? Review
yesterday’s information. Ask the students to take out a sheet a paper and correct
the following sentences. They include the new vocabulary to test the students.
They are:
the bank didnt have dollars.
four quarter equal one dollar .
i must pay three dollar for lunch.
the ice cream is an treat. it is five dollar and ten cent at the store.
you can buy food at kroger, bi-Lo, and food city.
Instruct James to start p. 24 while other students are working. Check the student’s
work and correct it. Ask them to correct the sentences on the board.
Check James work and ask him to write each misunderstood word in a sentence.
Ask James to start on the mock grocery store list. He will create prices for each.
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The other students will focus on their division
worksheets.
After the students have completed all their projects,
ask them if they need a break.
Return to the class. Sort the money among the
students and James. James is the cashier and owner
of the store. Post his grocery store sign.
Using a basket ask the students to select a 7 items
from the basket. Using the money require the
students to purchase items from James and check
their change. Ask James to distribute the wrong
amount of change. (30 Minutes)
Quiz the students’ knowledge by giving them the
homework sheet if you have more time.
 Closure: Discuss tomorrow’s lesson will focus on the
hurricane.
 Remedial Activities: Before you present the lesson
make sure all the students have completed the
worksheet. If a student needs assistance (This will
apply to one student.) Quickly review and workout the
answers quietly while the other students are working.
 Enrichment Activities: Refer students to write a
paragraph (3 sentences or more) about their weekend;
if money portion is mastered. If money portion isn’t
mastered provide an additional worksheet that includes
the half dollar on pages 38-41. You may use the
homework assignment worksheet if you need an
additional assignment.
 Evaluation: Use the homework assignment.