Lesson Planning: A Research-Based Model for K-12 Classrooms, 1st edition
Published by Pearson (December 28, 2007) © 2009
- Melinda K. Schoenfeldt
- Denise E. Salsbury
- Hardcover, paperback or looseleaf edition
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- Part I establishes the theoretical foundations of the ideas used in the lesson planning process.
- Part II is a step-by-step guide to developing direct and inquiry-based lesson plans.
- Meeting the Needs of all learners — woven throughout each chapter, the authors address the diverse needs of students.
- INTASC Standards Correlation Guide appears on the inside front cover to help readers quickly identify the lessons that meet each standard.Â
- Connections to the INTASC Standards are woven throughout each chapter’s content and activities.
- Unit Connections explain how the chapter’s content is used in the development of a unit
- Technology in Education (TiE) — a feature throughout the book provide practical help in the lesson planning process including rubric generating sites, lesson plan templates, ideas for lesson activities, and links to useful classroom materials.
- Reality Check, a feature in each chapter, provides advice from practicing classroom teachers who represent a range of subjects and grade levels.
- Your Turn feature at the end of each chapter helps you create your own standards-based lesson plan in both direct and indirect instruction formats.
Instructional Strategies List
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Preface
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PART I:Â CONCEPTUAL FOUNDATIONS FOR PLANNING A LESSON
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Chapter 1:Â Planning is Necessary
    Planning is Professional Decision-Making
    Teacher Accountability: Past and Present
    Planning as a Road Trip Analogy
    Reasons for Planning
        Lesson Focus
        Remaining Focused During Instruction
        Selecting Appropriate Materials and Strategies
        Incorporates Academic Standards
        Classroom Management
        Reflective Practitioner
    Long Range Planning
    Daily Lesson Plans
    Interdisciplinary Thematic Unit
    In Summary
    Your Turn:
        Activity: Reflections on Planning
        Bibliography
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Chapter 2:Â Teaching is Informed Decision Making
    Making Decisions: Experienced and Expert Teachers
    The Importance of a Personal Philosophy of Teaching
    Philosophy: A K-12 Lesson Planning Model That Works
    Constructivism
        Context
        Commitment
        Content
    In Summary
    Your Turn:
        Activity 1: Your Beliefs
        Activity 2: Your Philosophy
    Bibliography
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PART II:Â STRUCTURAL FOUNDATIONS OF A LESSON PLAN
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Chapter 3:Â Identifying a Topic and Academic Standards
    Identifying Topics
    Identifying Academic Standards
    Standards and Educational Reform
    National Standards
    State Standards
    Identify a Topic and Standards for a Lesson
    In Summary
    Your Turn:
        Activity 1: Your State Standards
        Activity 2: Topic Identification
        Activity 3: Select and Align a Topic with State Standards
        Activity 4: Reflection
    Bibliography
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Chapter 4:Â Writing Lesson Goals and Objectives
    Goals and Objectives
        Purpose for Writing Goals and Objectives
        Defining Goals and Objectives
    Approaches to Writing Lesson Objectives
        Behavioral Objectives
        Goals Objectives
        Instructional Objectives
    Standards-based Lessons:
        Using Academic Standards to Write Objectives
    In Summary
    Your Turn:
        Activity 1: Distinguishing Between Goals and Objectives and Identifying Taxonomy Levels
        Activity 2: Writing an Instructional Objective
        Activity 3: Reflection
    Biblography
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Chapter 5:Â Designing Formative and Summative Assessments
    The Importance of Assessment
    Reasons for Classroom Assessment
    Assessment and Evaluation
        Types of Assessment
    The Assessment Process: Pre-assessment, Formative, and Summative Assessment
        Evaluation
    Creating a Rubric
    A Process for Measuring Teacher Impact
    In Summary
    Your Turn:
        Activity 1: Creating Your Lesson's Pre- and Post-Assessments
        Activity 2: Create a Rubric
        Activity 3: Creating a Formative Assessment
        Activity 4a: Differentiating Your Lesson's Product by Readiness
        Activity 4b: Differentiating Your Lesson's Product by Interest
        Activity 4c: Differentiating Your Lesson's Product by Learner
        Activity 5: Reflection
    Bibliography
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Chapter 6:Â Choosing the Lesson Content and Instructional Strategies
    A Highly Qualified Teacher in Every Room
    Understanding Context: The Learners
    What is Differentiation?
    Understanding Differentiation: Important Terms Defined
        Content
        Process
        Product
        Student Readiness
        Student Interest
    Learning Profile
        Intelligence Preference
        Environment
    Organizational Considerations
    Understanding Content
        Informational
        Instructional
    In Summary
    Your Turn:
        Activity 1: Identify Your Informational Sources
        Activity 2: Identify Your Instructional Sources
        Activity 3: Creating a Lesson Plan Annotated Bibliography
        Activity 4: Collaboration
        Activity 5: Reflection
    Bibliography
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Chapter 7:Â Selecting Lesson Materials
    The Next Step: Selecting Materials
        Materials Defined
        What Research Says
            Brain Research
            Literacy
            Technology as an Instructional Tool
        Meeting the Needs of All Learners
        Cultural Diversity
    Practical Considerations in Using Materials
    In Summary
    Your Turn:
        Activity 1: Select Literature/Print Sources
        Activity 2: Select an Activity and Its Corresponding Materials
        Activity 3: Selecting Visual Aids
        Activity 4: Create a Materials List
        Activity 5: Collaboration
        Activity 6: Reflection
    Bibliography
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Chapter 8:Â Creating a Lesson Plan
    Putting the Pieces Together
SECTION I:Â DIRECT INSTRUCTION
    What is Direct Instruction?
    Writing a Direct Instruction Lesson: Elements Defined
        Lesson Beginning
        Lesson Middle
        Lesson End
    Your Turn:
        Activity 1: Evaluation of a Direct Instruction Lesson Plan
        Activity 2: Write a Basic 3-Part Direct Instructional Lesson Plan
        Activity 3: Reflection
PART II:Â INDIRECT INSTRUCTION
    What is Indirect Instruction?
    Planning and Implementing Indirect, Inquiry Learning
    Writing Essential Questions
    Assessment of Learning
    In Summary
    Your Turn:
        Activity 1: Collaboration
        Activity 2: Creating an Inquiry Lesson Plan
        Activity 3: Peer Review
        Activity 4: Reflection
    Bibliography
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Index
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INTASC Principles List
Melinda Schoenfeldt earned her doctorate in Curriculum and Instruction from Kansas State University. Prior to earning her doctorate, Schoenfeldt taught elementary, middle, and high school courses in public and private schools. She is now an associate professor in the Department of Elementary Education at Ball State University. While at Ball State, she has taught undergraduate courses in lesson planning and classroom management in addition to supervising student teachers in the United States and Germany. She has also served as the faculty coordinator and instructor of study abroad programs in England, Denmark, and Mexico. Schoenfeldt won a dissertation award from the National Council for Geographic Education, was a visiting scholar in geography education at Silkeborg Seminarium in Silkeborg, Denmark, was a fellow at the Virginia Ball Center for Creative Inquiry, and is currently an Enhancing Student Learning Initiative fellow. Schoenfeldt is one of three members of the Learning Assessment Model Project (LAMP) development team. LAMP earned the 2005 Christa MacAuliffe Award for Excellence in Teacher Education. Schoenfeldt currently teaches graduate courses for Ball State University’s online master’s degree program in Elementary Education.
Denise Salsbury is an assistant professor at Ball State University in the Elementary Education Department of the Teachers College where she teaches instructional planning, classroom management, and integration of technology in core curriculum courses. She is PDS liaison to The Children’s Museum of Indianapolis and Minnetrista Cultural Center.
Salsbury received her Ph.D. from Kansas State University in Curriculum and Instruction with an emphasis in both elementary social studies and geography education. Her research interests include various aspects of geography and technology education for elementary students. Her first degree is in music education. While in Kansas, she was an active member of the Kansas Geographic Alliance, which gave her the opportunity to attend geographic education and leadership institutes at the National Geographic Society. Salsbury received a dissertation award from National Council for Geographic, and is currently Chair of the Geography Literacy Task Force for the organization. She has taught in grades K-6, specifically fourth grade for ten years, and had many opportunities to write thematic science and social studies curriculum for the school district.
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