Lesson Structure

Sami Auster & Madison McGinty

Learning target
Students can effectively create an interactive lesson plan for their future
students.

-Learn new methods to include in their classroom.

-Learn new methods to get students involved.

-Actively participate in activities to support your own learning.

 I: The beginning, delivery of key
info or modeling and explaining
the process you want your
students to learn.

We: Gradually allow students to

I/We/You complete examples with less and

less assistance (From I do; you
help to you do: I help).
Responsibility for
doing/knowing is gradually You: Provide students the
transferred from teacher to opportunity to practice on their
student. own with multiple situations and
opportunities of increasing
difficulties.
Most lessons are reliant on the
structure of I/We/You even if
unintentional.
The first step in creating a great
lesson is starting off with a
“DO NOW”.
What’s a “Do Now” ?
Do Now- A short activity that
you have written on the board
or printed out waiting for
students as they enter the
room.
An effective Do Now activity
follows these 4 criterias:
1. Found in the same place every day (keep it
2.
consistent).
Student’s should be able to complete the
activity without any direction from you or
any discussion with classmates.
3. Activity should take 3-5 minutes to complete.
4. The activity should generally act as a preview
of the days lesson or a review of a previous
lesson.
 Name The Steps
1. Identify the steps.
2. Make them “sticky”.
3. Use 2 stairways.
Break down complex tasks into
steps that form a path for
student mastery.
 -One of the most critical aspects of being a
student is knowing how/when to take notes.

Board = Paper -One way to help students start to take

organized notes is to give them a graphic
Model and shape how organizer that matches the information you
give them.
students take notes in order to
capture information you
present.

Control The Game
Ask students to read aloud
frequently, but manage the
process to ensure
expressiveness, accountability
and engagement.
-Develop a classroom norm that
establishes the idea that
EVERYONE has to read and
participate in order to become a
better reader.
Reading aloud is an excellent source of data. As a
teacher if you have students read aloud you can hear if
your students are capable of reading and be able to see
where they struggle.
 -Keep durations short and

Tips for having

unpredictable.

-Call on everyone to read not just

students read aloud those who volunteer.

-Transition from one reader to the

Don’t state aloud how long each
next using minimal words for
child will read aloud for, instead ask
the student to begin reading then example: “Susan, pick up” or
randomly interrupt and ask another “Popcorn, Susan.”
child to continue reading.
 (Continued) - Use bridging to maintain
continuity in reading between
students and teacher (take over
for challenging parts).
- Spot-check (a.k.a. Oral Cloze)
helps students demonstrate that
they are following along. “Jenna is
a...” wait for students to fill in the
blank.
Can you think of a time when a
- Use a placeholder. “Hold your
previous teacher used one of place. Track me.” engage eyes to
these strategies? What did it show students are ready to
feel like in the classroom? discuss. Begin again with “pick up
reading please, .”
 Accountable
Independent Assign independent reading
through a progression of prompts

Reading that gradually increase the

amount of texts students read on
their own.
When you choose to assign
independent reading, you are
always making a decision- “I
think they can read this text
successfully”.
 -Proximity: getting near students to
stress accountability and eliminate
behavioral problems.

ENGAGE with the students while

circulating.

Circulate
Ex: Simple walk-by

Touch/Non-verbal

Move strategically around the Basic Read/Review

room during all parts of the Pick-Up Read

lesson.
Reading, assessing, and responding to
students work in real time are
indispensable to checking for
understanding, showing interest, and
setting tone for accountability.

Break the Plane
The “Plane” is the imaginary
line that runs the length of the
classroom, parallel to the
board, and about 5 feet away.
- Adds energy to teaching and
allows you to observe what
students are doing.
- Do this within the first 5
minutes of class to show the
students you own the room.
- Plays a critical role in managing
behavioral situations and
making interactions private.
 Full Access to
Classroom is
Required
You must be able to naturally
stand next to students and
move around easily without
interruption at any time.
 Dot Round
Students are assigned to work
independently, and you circulate to
observe work. A subtle dot is put on
the paper if students have
something they need to correct.
This is not permanent, it is just a
reminder that something needs
checking.
 Move systematically: Cover all
parts of the room and be aware of
Moving throughout what’s happening everywhere,
and to show your movements and
your classroom any interactions when you
circulate are normal and natural.

Position of Power: Your goal

should be to remain facing as
much of the class as possible.
 At Bats Can you think of an example of when
your teachers made you practice topics
over and over again? What about those
Succeeding once or twice at a that didn’t make you practice over and
over again?
skill won’t bring mastery, give
your students lots and lots of
practice mastering knowledge
or skills.
 3: The first 3 minutes are setting
expectations for work, product,
progress, and behavior. Making
sure students are on task (not
circulating).

30i: Circulate intentionally and do

check-ins with students in 30

3-30-30 second intervals.

30g: Group oriented

A tool designed to help guide accountability. Stand up, scan the
teachers through time room, use proximity, and make
management when students corrections.
are working independently.

Exit Ticket
End each class with an explicit
assessment of your objective
that you can use to evaluate
you (and your students’)
success.
- 1-3 questions. Varried formats
(multiple choice, short answer,
T/F).
-Allows teachers to check
students understanding and
gather data, focus on key
objectives.
-Great Do Nows. Collect data and
start the next lesson by
reteaching ideas presented in the
exit ticket.