Micro Teaching 1

Leave me some comments on my first lesson!!!

Lesson plan review

Disclaimer:  I feel this was not a true or complete lesson plan that I witnessed.  It lacked objectives and was mainly just a class discussion.  It was not a waste of time for the students, but the use of time could have been better utilized, in my opinion.  Therefore, this lesson plan reflects a probable template of the lesson I witnessed. Lesson Plan Template for SED 406 and 407 part 1 = planning
Teacher Candidate: Brian Flamand/Ms. S.	Subject:  Social Studies	Grade(s): 9-10
Name of Lesson: Powers of the President
Learning Objective(s), including Bloom's taxonomic level: (label A, B, C, *D) *optional The student will actively discuss the multiple powers and roles of the POTUS in a classroom-wide discussion format.
Student Standards  CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Teacher Standards -   RIPTS 1. - Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the communities and world in which we live.
Rationale:   This lesson establishes basic knowledge of American Civics which assists in understanding past presidential decisions or events.  It is presented near the beginning of the unit to assure understanding of presidential actions discussed later in the unit.
Materials/Resources needed, including technology:  Computer -PowerPoint presentation: “Powers of the President”
Accommodations and Modifications (special needs and learning styles)   Students with poor vision may sit closer to the projection screen and/or use a print out of the presentation.
What content resources support this knowledge base?      Text book, US Constitution
How confident are you in this topic as you start this lesson?      Confident enough to answer inquisitive questions from students and to lead a class discussion.

(Boxes expand as you type)   Lesson Plan Template part 2 = action
Bell-ringer: How will you get students seated, and ready for academic work? (without your voice)
Anticipatory Set: How will you introduce the material, interest the students, show relevance of topic?
Phase (change as needed)/Time	Teacher action	Student action	Questions/Assessments
e.g. Intro/5 min.	Start presentation, lead discussion	Watch presentation, engage in class discussion	Formative assessment to gauge students’ understanding of presidential powers.
Presentation or Open-ended/	lead discussion	Watch presentation, engage in class discussion
Guided Practice or Convergent/	lead discussion	Watch presentation, engage in class discussion	Formative assessment to gauge students’ understanding of presidential powers.
Closing/
HW/Application/	NA
Review and Reflection: How will you review for students who are still having trouble?    Have another class discussion with more examples.
Extension: What will you offer to students who have mastered this?  Allow smaller group discussions and let students who have mastered this teach those who have not.
*Closing: How will you review the material, and draw conclusions? (may be listed above)

	Lesson Plan Template pt. 3 = reflection
WHAT?	What went well?    Most students seemed interested and engaged in conversation
	What area of weakness needs addressing?   Some behaviors of some students and other assumptions about American government.
	Which objectives were met? What is the evidence?  The objective to engage in a class discussion about the powers of the POTUS were met.  The evidence was the quality of the converstation.
	Which students did not meet objectives?  Students not participating and behaving improperly
	Was time managed appropriately?  There were 10 minutes of free time at the end of class.
	Did any teacher mannerisms or actions detract from the lesson? no
	*What were the strengths and weaknesses of classroom management? A strength was knowing how to address or ignore some improper behaviors while not letting it affect the rest of class.  A weakness was not having clear objectives.
SO WHAT?	Was the lesson engaging?  Most of the class seemed to enjoy it.
	*What did I learn from my peer observation (address at least one aspect)  The importance of having a clear plan with objectives.
NOW WHAT?	How will this experience influence your professional identity?   I feel the need to have these discussions, but with an objective for students to display or apply their engagement in the activity, such as a worksheet or short reflective writing assignment.
	How will it influence how you plan/teach/assess in the future?   I will be sure to have multiple options available for students to use the knowledge discussed.  A simple class discussion is good, but a closing entity is needed in order to help students retain the learned knowledge and for the teacher to assess what has been learned or not learned.