5E Lesson Plan Template S2 Science - The UTeach Institute
5E Lesson Plan Template S2 Science - The UTeach Institute
5E Lesson Plan Template S2 Science - The UTeach Institute
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Paige Evans, Perri Segura,<br />
Tonya Jeffery<br />
<strong>UTeach</strong> <strong>Institute</strong> - NMSI Annual Conference<br />
Austin, TX / May 25 – 27, 2010<br />
<br />
<br />
Classroom Management <br />
Courses Goals/Skills Evidence/Implementation <br />
STEP 1 • Uses attention‐getting strategies <br />
• Utilizes an effective “teacher voice” <br />
• Uses of a method of knowing students <br />
names <br />
• Assigns student tasks for cooperative <br />
groups <br />
• Uses effective procedures and routines <br />
o Starts and ends on time <br />
• Utilizes power point to enhance <br />
implementation <br />
STEP 2 • Uses attention‐getting strategies <br />
• Utilizes an effective “teacher voice” <br />
• Uses of a method of knowing students <br />
names <br />
• Assigns student tasks for cooperative <br />
groups <br />
• Uses effective procedures and routines <br />
Classroom <br />
Interactions <br />
o Starts and ends on time <br />
o Assigns time limits to each activity <br />
• Develops power point to enhance <br />
implementation <br />
• Greet students at the door <br />
• Uses effective transitions for grouping <br />
• Uses attention‐getting strategies <br />
• Utilizes an effective “teacher voice” <br />
• Uses of a method of knowing students <br />
names <br />
• Develops student tasks for cooperative <br />
groups <br />
• Uses effective procedures and routines <br />
o Starts and ends on time <br />
o Assigns time limits to each activity <br />
• Develops power point to enhance <br />
implementation <br />
• Greet students at the door <br />
• Uses effective transitions for grouping <br />
• Discipline management strategies <br />
o<br />
o<br />
o<br />
Redirects/stops inappropriate <br />
behavior <br />
(example: sleeping, talking, getting <br />
out of seat, etc.) <br />
Proximity <br />
Gives clear instructions <br />
• Documented on mentor feedback form <br />
• Documented on master teacher <br />
observation form <br />
• <strong>Plan</strong>s written out on <strong>Lesson</strong> <strong>Plan</strong>ning <br />
Guide <br />
• Role playing during practice teach <br />
• Written and verbal reflections from <br />
students’ teaching experiences <br />
• Documented on mentor feedback form <br />
• Documented on master teacher <br />
observation form <br />
• <strong>Plan</strong>s written out on <strong>Lesson</strong> <strong>Plan</strong>ning <br />
Guide <br />
• Role playing during practice teach <br />
• Written and verbal reflections from <br />
students’ teaching experiences <br />
• Documented on mentor feedback form <br />
• Documented on master teacher <br />
observation form <br />
• Role playing during practice teach <br />
• Article, reflection, class work <br />
• Written and verbal reflections from <br />
students’ teaching experiences <br />
17
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