Basic ITIP-style lesson plan
format
I. Anticipatory Set
- Something that gets students ready to think about what
you’ll be teaching them
"If
you were going to draw a feeling like happiness or anger with colors,
what colors would you use? Why?"
II. Objective
- What you want your students to do and learn as a result of your
lesson
- "Students will understand
why Benjamin needed to draw in the play by completing a drawing
themselves of a time when they felt sad, happy, scared, etc."
III. Input
A. Task Analysis--things (skills, objects, etc.) needed for students
to complete the lesson
- Students will need to be able to draw, have appropriate
materials at hand, and have knowledge of the play "The Yellow
Boat."
B. Thinking levels--knowledge, comprehension, application, analysis,
synthesis, evaluation
- "Students will demonstrate
comprehension of the role of drawing in the play, and will apply that
comprehension to a drawing they make of emotional times in their own
lives."
C. Method of Presentation
- Teacher will lead discussion on why Benjamin draws in the play,
pointing out places where Benjamin draws and what he draws.
IV. Modeling
- Showing students what you want them to do by example
- Teacher leads students to specific parts of the play when Benjamin
uses drawing to express his emotions.
V. Check for Understanding
- Students can demonstrate understanding by finding other
examples in the play, or by describing times when they felt like
Benjamin does.
VI. Guided Practice
- Things to help students get started, with feedback from the
teacher
- Teacher could put list of emotions on board;
brainstorm events that have made Benjamin and/or students feel happy,
sad, angry, scared, etc., as ideas for drawings
VII. Independent Practice
- A chance for students to demonstrate their knowledge on their
own
- Students are given task of drawing another emotion as
homework
VIII. Closure
- A "wrap-up" of the lesson that reinforces the objectives for
the students
- Students share drawings, and tell what the story
is behind them, how they felt, why they used the colors they used, etc.
Teacher asks if the drawings made them feel any differently about the
scenes they depict.