This PPT joins the work of Hunter, Gagne, and Danielson to create an effective lesson plan for all types of ages, learners, and content area.

1. Breakdown
&
Explanation
Krupp 1
Created by:
Melissa Krupp
missykrupp@gmail.com

2. This presentation via PowerPoint was created by
Melissa (Missy) Krupp. Any reproduction or other
unauthorized use of the material is prohibited
without the written permission of the
author/designer.
October 2014
Melissa Krupp
Author/Designer
missykrupp@gmail.com
@missykrupp (Twitter)

3. Explanation of Navigation
Animations Present:
– This symbol tells the learner to wait as there are animations present on this slide.
Home Button:
– Click on this button to return to the “outline” page also known as the “home page.”
Reminders:
Previous Slide:
– Click on this button on the keyboard to go to “previous” slide.
Next Slide:
– Click on this button on the keyboard to go to “next” slide.
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4. Customized Lesson Plan From the Works Of ...
Madeline Hunter
(1916-1994)
Charlotte Danielson
(Currently resides in NJ)
Robert Gagne
(1916-2002)
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5. Outline
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Lesson Plan Design (Works of)
Explanation of Navigation Buttons
Objective of PowerPoint
Parts of Lesson Plan:
I. Background (4 parts)
A. Name of course/class
B. Identify grade level
C. Technology/Resources/Materials
D. Accomodations/Modifications
II. Orient the learner (4 sections)
A. Essential Question (s)
B. Objectives
C. Standards
D. Interdisciplinary Standards
III. Instructional Design (8 Events)
A. Anticipatory Set/Hook/Daily Review
B. Input/Modeling or Present Information
C. Check for Understanding/ Provide Learner Guidance
D. Guided Practice/ Elicit Performance
E. Independent Practice/Provide Informative Feedback
F. Closure
G. Assessment
H. Enhance Retention/Transfer
IV. Recommendation (s)
A. Student/Teacher Feedback
Home Page
Outline is
directly linked to
each individual
slide.

6. Icon Explanation
There are four major components of the lesson plan.
To understand which part you are on, an icon is located at the bottom of each slide. Click on the
icon to bring you back to the first slide of these components. The number attached suggests which
piece is being addressed within the 4 components.
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Background:
1st Part of Lesson Plan
Orient the learner:
2nd Part of Lesson Plan
Instructional Design:
3rd Part of Lesson Plan
Recommendation:
4th Part of Lesson Plan
OL R

7. Objective of PowerPoint
L E S S ONP L AN
• List the criterion needed to design a lesson plan
• Explain the criterion needed to design a lesson plan
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8. Parts of the Lesson Plan
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9. 4 Parts to a Lesson Plan
Background
Orient the
learner
Instructional
Design
Recommendation
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10. Part I:
Background
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11. Background
Name of course/class
Grade level
Technology/Resources/Materials
Accommodations/Modifications
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12. Name of Course/Class
• Specify the title of your course/class per lesson plan (Some
teachers may teach different levels/courses throughout the year)
• Also valuable to show in lesson plan for administration who is
evaluating you in a classroom observation
• Locate course/class name in the district’s curriculum
Part 1 of 4 12

13. Identify Specific Grade Level
• Grade level is important to demonstrate the age appropriateness
of the lesson plan and the expected maturity of the learners
• Identify specific grade levels (Ex: 1st, 4th, 6th, or combined classes
9th/10th, etc.)
• Also valuable to denote for classroom observation
Part 2 of 4
13

14. Technology/Resources/Material
Part 3 of 4 14

15. What are “Technology/Resources/Materials”?
• Items/supplies needed by the teacher/student
• List any equipment, handouts, readings, supplies needed for
lesson
• List any electronic materials to present/assess lesson
• Can resources be shared with colleagues to maximize learning
and minimize school costs?
Part 3 of 4
15

16. Examples of “Technology/Resources/Materials”
Examples of Resources/Materials:
• Books
• Mnemonic devices
• Mobile whiteboards
• Visual aids, props, etc.
• Rulers, calculators, scissors, paint,
constructional paper, etc.
• Lab supplies, etc.
Examples of Technology:
• Audio equipment/speakers
• Access to web tools (stream video,
access websites, online textbook, visit
learning management system (LMS),
etc.)
• Ear buds
• LCD projector/Interactive Whiteboard,
Apple TV
• Slide changer/laser pointer
• Mobile device/Smartphone
• Communication board
• Document cameras, Elmo’s
• Voice output devices
Part 4 of 4 16

17. Part 4 of 4
17
Accommodations
&
Modifications

18. What are “Accommodations/Modifications”?
• Instruction that is customized towards a specific type(s) of
learner (can be a student with special needs (IEP) or Section 504)
• Difference between Accommodations and Modifications
Part 4 of 4 18

19. Examples of Accomodations/Modifications
Examples: Websites:
• http://www.ncld.org/students-disabilities/
accommodations-education/
accommodations-students-
learning-disabilities
• http://www.ncld.org/students-disabilities/
accommodations-education/
common-modifications-accommodations
• Visit website(s) for a more detailed
explanation
• Provide content in larger print
• Reduce number of items per
page/line
• Provide preferential seating
• Administer assessment in small
group setting
• Break down the work in smaller
sections versus all at once
Part 4 of 4 19

20. Part 2:
Orient the Learner
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20

21. Orient the Learner
4 parts:
 Essential Question(s)
 Objectives
 Standards
 Interdisciplinary Standards
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21

22. What is “Orient the Learner?”
• Prepare the learner as to the importance of this topic to their lives and how the
learning will occur
• Describe what learner needs to know after the lesson is complete, how they
will be assessed, and the overall big picture of the lesson
• Must be observable and measurable
• Make sure the objectives match the district/state standards for particular grade
level/subject
• Connect the learner with what they are doing in one discipline to the next to
show how learning is connected from one thing to the next
• Can be written as a 3-part objective or ABCD objective
(See next slide for further exploration)
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23. Essential Questions
Section 1 of 4 23

24. What are “Essential Questions?”
• Specific questions to lead the learner to understand the “Big Idea”?
• Learner must critically think regarding the answer as they cannot Google it
• Most of the time these questions have no correct/incorrect response
• Visit specific curriculum in the school district to locate these questions
Section 1 of 4 24

25. Examples of “Essential Questions”
• How accurate do you have to be when you measure?
• How does math influence all other subjects?
• Why is English the basis of all subjects?
• More examples/non-examples in specific content area(s)
Section 1 of 4
25

26. What is an “Objective?”
An objective is what you want the learner
to accomplish (learn) at the conclusion of the lesson.
Section 2 of 4 26

27. Writing Objectives (3 or 4 part)
3 part objective:
• Behavior
• Condition
• Criteria
ABCD’s of an objective:
A – Audience
B – Behavior
C – Condition
D – Degree
Writing Objectives: (1:46)
Instructional Objectives of ABCD: (2:07)
Creating Learning Objectives:
(9:55)
Section 2 of 4
27

28. Examples of Objectives
Section 2 of 4 28

29. What is Bloom’s Taxonomy?
• Bloom's Taxonomy developed by Benjamin
Bloom classifies objectives in six categories:
Knowledge, comprehension, application,
analysis, synthesis, and evaluation. These six
categories also suggest the level of difficulty.
Knowledge is the lower level where evaluation
is the highest level.
• The goal for all learners is to apply the highest
level of learning where and when possible to
reach the highest potential for all learners. It is
through application of instructional design
principles to create a rich, rigorous, and
rewarding learning opportunity.
Section 2 of 4 29

30. Example of An Objective Using Bloom’s Taxonomy
Create level – Design a scripted scenario that applies each of the 5
recommended steps to calm an irate customer.
Evaluate level- Critique a scenario to determine how/if each of the 5
recommended steps was used to calm an irate customer.
Analyze level- Compare each of the 5 recommended steps used to
calm an irate customer.
Apply level - Demonstrate how to conduct each of the 5
recommended steps to calm an irate customer.
Understand level- Explain each of the 5 recommended steps to
calm an irate customer.
Remember level - List the 5 recommended steps to calm an irate
customer.
Section 2 of 4 30

31. Bloom’s Higher Order Thinking Skills (HOTS) vs.
Lower Order Thinking Skills (LOTS)
Section 2 of 4 31

32. Bloom’s Action Verbs for Objectives
LOTS HOTS
Section 2 of 4 32

33. Bloom’s Taxonomy Web Tools
Tools one can
use to apply
Bloom’s
taxonomy for
21st century
learning.
Section 2 of 4 33

34. iPad
applications
to apply
Bloom’s
Taxonomy for
21st century
learning.
Section 2 of 4 34

35. HOTS
LOTS
Bloom’s Web Tools
Revised Blooms’ Question Stems Artifacts Tools
Section 2 of 4 35
CREATING design, produce, invent,
make, construct, re-write
film, story, song, project, plan,
media product, advertising, paint
animoto, goanimate, piclits, kerpoof,
glogster, pixton, voicethread, wikis, blogs,
creaza, thinkquest
EVALUATING argue, critique, interpret,
judge, measure
debate, panel, report, evaluate,
investigation, verdict, conclude,
persuasive speech
rubistar, notaland, voki, edmodo, cacoo,
exploratree, answerg garden, mixedlink
ANALYZING categorize, dissect,
classify, compare,
organize, outline,
deconstruct, integrate
survey, database, outline, abstract,
graph, chart, spreadsheet, checklist
liveshare, mindmeister, google docs, class
tools, mindomo, bubbl.us, holt,
expertchecklist, scholastic
APPLYING Implement, use, carry out,
execute
Illustrate, simulate, sculpture,
interview, demonstrate, diary
presentation, journal performance
linoit, kerpoof, fotobabble,
mybrochuremaker, pensu, posterous,
biography maker
UNDERSTANDING Interpret, infer, explain,
exemplify, paraphrase,
summarize
recitation, summary collection,
example explanation, quiz, show
and tell, list, label, outline
satellite, summarize, wordle, cramberry,
outline creator, note taker, thinklinkr,
label maker, bighugelabs
REMEMBERING recognize, retrieve,
describe, identify, name,
locate, find, list
definition, quiz, fact worksheet,
test, list, label, workbook
reproduction
vocaroo, spelling city, quizlet, yacapaca,
livebinder, worksheet generator
Pictured edited from its original form.

36. Section 3 of 4 36

37. What are “Standards?”
• Describe/tell what
students should know
and be able to do in
each subject and by a
certain age
• Some standards are
state while others are
domestic
Section 3 of 4 37

38. Examples of Standards
• Please visit the specific websites explaining various types of standards with examples
• When in the teaching field, visit the curriculum set by each specific school district
(Example: www.srsd.net – Click on “School” – “Department” (Select department of
choice) – Select curriculum – standards are listed within the curriculum)
Standards used when writing lesson plans:
A. New Jersey Core Curriculum Content Standards (NJCCCS) for all content areas:
http://www.state.nj.us/education/cccs/ (click on left side bar)
B. New Jersey Core Curriculum Content Standards (NJCCCS) for Technology:
http://www.state.nj.us/education/cccs/standards/8/
C. Common Core: http://www.corestandards.org/
D. International Society for Technology in Education (ISTE):
https://www.iste.org/standards
Section 3 of 4 38

39. Interdisciplinary Standards
Section 4 of 4 39

40. What are “Interdisciplinary Standards?”
• Standards that relate to more than one content area
Standards used when writing lesson plans:
A. New Jersey Core Curriculum Content Standards (NJCCCS) for all content
areas: http://www.state.nj.us/education/cccs/ (click on left side bar)
B. New Jersey Core Curriculum Content Standards (NJCCCS) for Technology:
http://www.state.nj.us/education/cccs/standards/8/
C. Common Core: http://www.corestandards.org/
D. International Society for Technology in Education (ISTE):
https://www.iste.org/standards
Section 4 of 4 40

41. Example of “Interdisciplinary Standards”
Science Scenario: You are a freshmen science teacher teaching the parts of the microscope.
History Connection: Before you identify the parts of the microscope you provide
historical background of how the microscope has changed over several decades
through several scientists. (Locate a history standard to support this learning).
Math Connection: While explaining the parts of the microscope, you address how
the magnification is a multiplication of the eyepiece with the objective. (Locate a
math standard to support this learning).
Note: The more interdisciplinary connections one makes, the greater the learning.
Section 4 of 4 41

42. Part Three:
Instructional
Design
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42

43. 8 Parts To Instructional Design
Event 1: Anticipatory Set/ Hook/ Daily Review
Event 2: Input/Modeling or Present Information
Event 3: Check for Understanding/ Provide Learner Guidance
Event 4: Guided Practice/ Elicit Performance
Event 5: Independent Practice/ Provide Informative Feedback
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Event 6: Closure
Event 7: Assessment
Event 8: Enhance Retention/Transfer

44. Event 1 of 8 44

45. What is an “Anticipatory Set, Hook, Daily Review”?
• How will I spark interest in the material?
• How will I draw in the learner?
• How will I motivate the learner to get
curious about the lesson?
• How can I involve as many students as
possible?
Event 1 of 8 45

46. Examples of an “Anticipatory Set, Hook, Daily Review”
• Present a new problem, question, situation, discussion (what if?)
• Use multimedia (short video/audio clip)
• Present a quote, something controversial, or analogy
• Create a hands on “demo”
• Use the “shock value” or surprising statistic
• Show a graphic, infographic, visual
• Use icebreakers
• Ask student(s) to complete a “Do Now”
Event 1 of 8 46

47. Input/Modeling
or
Present Information
Event 1 of 8
47

48. What is
“Input/Modeling or Present Information?”
• Detailed outline of content (aka teaching notes)
• Present new information (form of audio, visual,
tactile, kinesthetic, etc.)
• Explain new vocabulary
Event 2 of 8 48

49. Examples of Ways To
Input/Modeling or Present Information
• Readings
• Audio lectures
• Graphics
• PowerPoint/Prezi
• Projects
• Activities
• Text
• Labs/Demos
• Multimedia
• Simulations
• Websites
• Web 2.0 tools
Event 2 of 8 49

50. Check for Understanding/Provide Learner Guidance
Event 3 of 8 50

51. What is
“Check for Understanding/ Provide Learner Guidance?”
• Determine if learner
can make sense of
material
• Help learner with
strategies to
understand material
Event 3 of 8 51

52. Examples of
“Check for Understanding/Provide Learner Guidance”
• Provide sample
problems/scenarios
• Guided Practice (reading,
writing, discussing, etc.)
• Highlighting:
Compare/contrast
• Mind maps/drawing
• Commons mistakes/pitfalls
• Inferences, analogies,
and/or anecdotes
• Question/answer
• Rubrics
• Checklists
• Study guides
• Group (small/whole)
discussion
Event 3 of 8 52

53. Guided Practice/
Elicit Performance
Event 4 of 8
53

54. What is “Guided Practice/Elicit Performance?”
• Working with learners step-by-step
and coaching them to the answer
• Watch performance to see if/where
there are problems
• Allow opportunity for learner to
practice what they learned
• Provide opportunity for learner to
perform objective with coaching (if
needed)
Event 4 of 8
54

55. Examples of “Guided Practice/Elicit Performance”
• Worksheets, illustrations,
experiments, discussions,
etc.
• Written drafts of
assignments
• Activities
• Labs
• Individual/group
projects
• Individual/cooperative
learning
• Group collaboration
Event 4 of 8
55

56. Independent Practice/
Provide Informative Feedback
Event 5 of 8 56

57. What is “Independent Practice/
Provide informative feedback?”
• Further application (alone)
to practice
• Provide detailed,
constructive
criticism/correction
• Include specific ways to
improve
Event 5 of 8 57

58. Examples of
Independent Practice/Provide informative feedback
• Peer/self/instructor feedback
• Use rubrics when possible
• Give specific feedback of what
is good and areas needed to
improve vs. generalized
statement of “Good Job”
Event 5 of 8 58

59. Part : Closure
Event 6 of 8 59

60. What is “Closure?”
• Wrap-up of the lesson
• Brief overview
• Reinforce important points
• Clarify areas of confusion
• Can ask student(s) to do all of
the above orally with the class
• Can also be in the form of an
“Exit Pass”
Event 6 of 8 60

61. Examples of “Closure”
• What one thing did you learn
today?
• How does today’s lesson
impact your understanding?
• How would you summarize
today’s lesson for someone
who wasn’t here?
• What was the most
significant learning from
today?
• What “a-ha” did you have
today?
• What was the most difficult
concept in today’s lesson?
• What should I review further
in our next lesson?
• What was one think you were
unsure about in the lesson?
Event 6 of 8 61

62. Assessment
Event 7 of 8 62

63. What is “Assessment?”
Process of gathering information
to determine if the objectives
were successfully met. The
assessment should match the
objectives of the lesson.
Event 7 of 8 63

64. Examples of “Assessment”
• Quiz/Test
• Hands-on experiments
• Independently performed
worksheets
• Oral discussion
• Informal assessments:
thumbs up/down,
completion of online
document, etc.
• Authentic Assessments
• Written assignments
• Performance creation of
particular product
• Formative/Summative
assessments
• Q/A session
Event 7 of 8
64

65. Enhance Retention/Transfer
Event 8 of 8 65

66. What is “Enhance Retention/Transfer”?
• Make the learning “stick”
• Provide transition for
learners to apply
information
• Suggest next lesson or
“coming attractions”
Event 8 of 8 66

67. Examples of “Enhance Retention/Transfer”
• Relate objectives to personal
experiences
• Debrief class/student what has
been learned
• Summarize content/apply to
new situation
• Give learner new situation to
identify transfer of knowledge
Event 8 of 8
67

68. Krupp
68
Part Four:
Recommendations

69. Feedback for Student/Teacher on Overall Lesson
69

70. What is “Feedback for Student/Teacher on Overall Lesson?”
Student:
• Explain student’s learning
process
• What went well? What
needs to be tweaked?
• How can I increase my
learning?
• Self-Reflection
Teacher:
• Explain teacher’s learning
process
• What went well? What needs
to be tweaked?
• How can I hone my skills to
increase student learning
outcomes?
• Self-Reflection
70

71. Examples of “Feedback”
Circle appropriate number 1= not at all 5 = extremely
The lesson was informative.
1 2 3 4 5
The lesson was easy to understand.
1 2 3 4 5
I did everything possible to make my learning experience pleasurable.
1 2 3 4 5
I met the objectives of the lesson with ease.
1 2 3 4 5
What I liked about this lesson:
What I did not like about this lesson:
I would suggest the following to improve the lesson____________________________.
Ways I can improve my own learning is ______________________________________.
Additional comments:
71

72. Visuals:
Hunter: http://gatheringgardiners.blogspot.com/2013/06/madeline-hunter-1916-1994.html
Gagne:
http://www.distance-educator.com/dnews/images/gagne.gif
Bloom’s Taxonomy:
http://ictintegration.wikispaces.com/file/view/Bloom's_Taxonomy_comparison.png/128248303/624x457/Bloom's_Taxonomy_comparison.png ;
http://www.economiccompass.org/wp-content/uploads/2014/07/image.png; http://wp.lps.org/lamiller/files/2014/04/ipadblooms.png;
Whiteboard: http://www.clker.co m/cliparts/I/Y/h/X/u/Q/smart-board-blank-hi.png
MyLessonPlan: http://uctedtech.files.wordpress.com/2013/04/my-lesson-plan-app.jpg
Puzzle Pieces: http://www.greaterloveministries.org/wp-content/uploads/2013/12/Puzzle-pieces.jpg
Essential Question Tree: http://pimarscintel.pbworks.com/f/1264435467/tree.jpg
Instructional Component: http://www.sheldonisd.com/cms/lib6/TX01001102/Centricity/Domain/29/3D_Teaching_400x266.jpg
Hook: http://creativetips4writers.files.wordpress.com/2012/03/hook.jpg
Objectives: http://toolkit.smallbiz.nsw.gov.au/media/useruploads/images/Marketing_Ch1_Pt3_Marketing_Objectives.jpg
Accommodations and Modifications: http://images4.fanpop.com/image/photos/24100000/Colored-pencils-pencils-24173416-2560-1600.jpg
NJCCCS: http://users.rowan.edu/~yotsko26/NJCCCS.jpg
Common Core: http://education.vermont.gov/assets/images/pages/commoncore/commoncorelogo.png
ISTE standards: http://web-applications-aligned-to.modelschools.schoolfusion.us/modules/groups/homepagefiles/profile/2238780/116868/Image/iste-logo.png
Cartoon Presenter: http://images.clipartpanda.com/presentation-clipart-business_
person_or_sales_person_with_microphone_giving_presentation_at_white_board_0521-1005-1515-3155_SMU.jpg
Checklist: http://lms.dcsdk12.org/pd/pluginfile.php/21975/mod_book/chapter/5140/Lavender%20Checklist.png
Guided Practice: http://media2.govtech.com/images/770*1000/Shutterstock+Tech+Inclusion.jpg
Courses: http://www.thecompleteuniversityguide.co.uk/media/542898/fotolia_25421816_s_200x200.jpg
Rubric: http://ps101mediacenter.com/yahoo_site_admin/assets/images/rubric.15074642_std.gif
Feedback: http://classteaching.files.wordpress.com/2013/11/feedback-should.png
Specific Feedback: http://candidculture.com/wp-content/uploads/2013/09/SpecificFeedback1-300x222.jpg
Lesson Wrap-Up: http://4.bp.blogspot.com/-hHiXXb4EH7Y/UVcnbLbvPLI/AAAAAAAAA7I/xJjapcdYXOQ/s320/Slide001.jpg
Wrap-Up: http://sherigormley.com/wp-content/uploads/2013/02/wrap-up.png
Assessment Wordle: http://www.golime.co/Portals/125055/images/assessment-tools.jpg
Testing: http://www.partnerswithparents.com/images/originals/Testing_.png
Make Meaning and Transfer: http://d20innovation.d20blogs.org/files/2013/07/Meaning-making-and-transfer.jpg
Make Learning Stick: http://www.makelearningstick.com/images/logo.jpg
Making Learning Sticky: http://14434396.r.lightningbase-cdn.com/wp-content/uploads/make-it-stick.png
Standards: http://cdn2.hubspot.net/hub/188561/file-28960616-jpg/images/post-grant-standards1.jpg?t=1412970009503
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