Lesson Plan Proposal

Submitted by Cheryl Madrid

November 8, 2014
Learning Theories and Models of Instruction
Professor Shaw

Content Standard: Take notes on an academic lecture/speech, identifying the key points and
details, and summarize the notes during a discussion.
Specific Skills:
1. Students identify key points and necessary details when listening to a speech/lecture
using cues/markers.
2. Students use notes to summarize the speech/lecture.
3. Students present summaries to class during a discussion period.
Essential Question: How can I use my background knowledge and experiences in order to
understand the key ideas?
Overview
Objective: Ss will be able to take sufficient notes outlining the main ideas and key details in
order to summarize a speech and lead a discussion.
Note taking, using notes for another purpose, and leading a discussion are all SLOs for LS6.
Presentation: (20 minutes)

Curiosity and Connection: Elicit background information on the topic. What do you
already know about ? 3 minutes
T reviews the note taking strategies for the lecture and teaches necessary vocabulary
related to the lecture. 3 min.
Coherence: T puts an outline/advance organizer on the board for students to use while
taking notes. Ss copy into notebooks (or T hands this out as worksheet to save time). 3
min.
T plays lecture one time while taking some notes on the board to model. Ss listen.5 min.
Connection: Re-engage: Think-pair-share. Ss write down one key point to add to notes
on board. Ss pair up and tell key points to one another; ss put on board. 6 min.
Answer essential question.
During this procedure, students actively listen to one another and are able to suggest
corrections or inaccuracies related to the lecture notes (a key rule in class).

Practice: (30 minutes)

Ss listen for the second time adding in other key points and details to their notes.10 min.
Coherence/Concentration/Coach: Re-engage: Ss identify 2 questions related to lecture.
Ss put questions of poster paper/attach to walls. Walking Tourss answer questions by
walking around the room and answering those from other students. 15 min.
During this activity the teacher is also involved: helping students correct grammar and
vocabulary, answer effectively, encouraging students to think more deeply and add in
background knowledge.
Coach: Interact with each student as he/she answers questions.
Class reviews the questions together. 5 min.

Production: (50 minutes)

Context: Re-engage/Choices: Ss choose to do one of these individually or in small

groups 35 min.
1. Stop-think-summarize (Ss summarize the lecture notes)
2. Outcome statements: I now understand______________/I was surprised by
____________________/I can see the connections _______________________/ I
am beginning to wonder why ________________________
3. Two column notes (Ss organize their lecture notes with main idea on the left side
and related details on the right)
Concentration: Add to your goal setting journal: How does this lecture relate to your
goals? 10 min.
Coach: Interact with each student to hear answers and encourage him/her in reaching
goals.
Goal setting journal week 4 answers.
Context: To assess, students will choose a new lecture based on the unit topic from a list
provided by T. Ss will take notes, summarize, and prepare to lead a discussion. 5 min. to
explain assignment.

Week 5 additions:
1. Goal setting journal answers: T provides written dialogue feedback to outline the
progress students have made in reaching their objectives. This plan takes place at the end
of the midterm (half of the term) so midterm grades and progress will be included in the
comments.
2. Midterm evaluation questionnaire: Students receive this and it includes the exercises and
activities done in class so far; students identify those that they felt were productive and
worthwhile; students add in anything they want to include in the second half of the term.
This is a paired homework, non-graded activity.
3. Office hours and study hall: Ss are reminded of these as we move forward in the term.

4. By the end of week 4, students have received feedback on: 4 weeks of journal goal setting
exercises, 2 lecture quizzes and note taking, note taking and summary of the campus
lecture tour, one lead and participate in a discussion= midterm grade.
Week 6 additions:
Time added to each section
6 Cs added as appropriate

References
Cheung, E. (2004). Goal setting as motivational tool in students self-regulated learning.
Educational Research Quarterly, 27(3), 3-8.
Farbman, D. (2012). The case for improving and expanding time in school: A review of key
Research and practice. Timeandlearning.org.
GoodwinGoodwin, B. and Hubbell, E. (2013). The 12 Touchstones of Good Teaching. VA:
McRel.