HCPSS Lesson Plan Format DRAFT

Howard County Generic Lesson Plan Format

Tell students what youre going to teach, teach it to them, then ask them to say, show, or apply what theyve learned.
Teaching Strategies
Lesson Title: Inflammatory Bowel Disease & The Correlation Between Inflammatory Designate appropriate
Bowel Disease and Depression strategies/areas
___Scaffolded Questioning
Objectives: The objective in teaching the Anatomy and Physiology students would to ___ Independent Reading
give them an understanding of what Inflammatory Bowel Disease is. The risk of major ___ Interpretation of Graphics
depression due to the illness being chronic, and how to properly assess the patients when (maps, graphs, cartoons,
students go into health professions. tables)
___ Concept Attainment
Time required: Estimated number of minutes required for the lesson ___ Cooperative Learning
The estimated time that will be required will be an entire class period (Fifty Minutes). ___ Think-Pair-Share
___ Roundtable
___ Jigsaw
___ Pairs Check/Review
___ Independent/Group Project
Materials: (List of all materials that will be needed for the lesson) ___ Integration of Technology
Powerpoint Presentation ___ Print alternatives, i.e., E-text
Projector ___ Use of Audio Clip/Music
Laptop/Computer ___ Interactive Student Notebook
___ Formal Writing
___ Informal Writing
___ Graphic/Visual Organizers
___ Modeling/Demonstration
___Think Aloud
___ Reciprocal Teaching
___ Group Activities
___ Simulation
___ Use of Video Clip
___ Lecture bursts
___ 3-minute pause
___ Different purposes for
viewing/reading
___ Cross-Curricular Connections
Other___________________
Pre-Assessment of Prior Knowledge: (Drill; Warm-up) Differentiation Strategies
...provides a review of previous knowledge learned in class or in the real world (Differentiate Content, Product,
and a connection to what will be learned in this lesson. Process)
Start class by asking Does anyone know what Inflammatory Bowel Disease?. If any ___ Tiered assignments
student raises their hand, then ask them to define what Inflammatory Bowel Disease is. If ___ Flexible grouping
none of the students do not know what Inflammatory Bowel Disease, introduce self and ___ Learning centers
story. ___ Curriculum compacting
___ Varying questions
___ Independent Projects
___ Brain Compatible Instruction
___ Cultural Context
___ Multiple Intelligences
Engagement: Learning Modalities
Introduction would be along the lines of:, My name is Serena and I am a sophomore ___ Visual
here at Centennial. This year I am in the Independent Research program and as my ___ Auditory

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product, I am here to teach about what inflammatory bowel disease is, the risk of ___Tactile/Kinesthetic
depression a child or teen has when enduring through this illness and how to properly
assess a patient during their checkup. Then introduce personal story, include own General Accommodations to
experience with Pancolitis and depression. Access Curriculum
Approximate Time: Ten Minute ___Adapt the skill level
___ Adapt the number of items
___ Adapt materials
___ Provide learning strategy
___ Provide audio/video/digital access
___ Increase personal assistance

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Lesson Development/Procedures: (Body of the Lesson) Co-Teaching Model

Activity- Scenario Cases ___ One lead/one support
___ Station Teaching
Transition ___ Two Groups
After presenting my own story with the class, I will present my presentation, which ___ Alternative Teaching
consists of four slides approximately. The first slide will be presenting a video where the ___ Multiple Groups
students will watch a video on Inflammatory Bowel Diseases, and understand the two ___ Team Teaching
main different types of Inflammatory Bowel Diseases. The next slide will include the
factors as to why a patient may be at risk for depression and I will explain the factors in a IEP Goals/Accommodations
greater extent. The last slide will include the directions for the activity. (Based on Students IEP/504 Plan)
Approximate time: 10-11 min

Activity-Scenario Cases Reading Strategies

Each student will receive a different scenario case in which they will have to Text
envision themselves as doctors and analyze if their patient shows signs of ___Literary
depression. After each student in the in their groups finishes their case, they will ___Informational
discuss as a group their case and their diagnosis of their patient. After fifteen Before
minutes, the whole class will discuss the cases and review each case. ___ Purpose
20 min ___ Prior knowledge
___ Preview
___ Vocabulary/Concepts
___ Predict

During
___ Chunking
___ Self-monitoring through
clarifying
questions and notations on text
___ Reread
___ Metacognitive conversation

After
___ Summarize or paraphrase
___ Write BCRs in response to
reading
questions
___ Use rubrics
Transition General Reading Processes
After the students are finished the cases, I will review all the cases and the correct ___ Decoding
answers with them. ___ Vocabulary
Closure: ___ Fluency
Students will complete closing survey. ___ Comprehension
(Clarifying, Visualizing, Questioning,
Predicting, Accessing Prior
Knowledge, Summarizing, Making
Inferences, and Determining Main
Idea)

Approaches to Reading in the

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Content Area
___ Reading Apprenticeship
___ Other

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Checking for Understanding throughout the Lesson (EPR; Structured Every Pupil Response (EPR)
Questions) Strategies
Exit Ticket: ___ Choral Answer
1. Did you learn new from this presentation? If so, please indicate what ___ Thumbs Up/Thumbs Down
you did learn. ___ 1, 2, 3 Flash
2. What did you learn about the correlation between psychosocial ___ Written Answers on Wipe
issues and inflammatory bowel diseases? Boards
3. Is there anything that can be improved from this lesson? ___ Show of Hands
___ Cue Cards
___ Think, Pair, Share

Assessment: ASSESSMENT
I will ask the students to complete an exit ticket, in which they will evaluate my ___ Collect and Grade
teaching, which I can use possibly use for my primary research for my project. ___ Check for Completion
___ In-Class Check
Approximate Time five min ___ Rubric
___ Checklist
___ Peer/Self Assessment
___ Journal/Learning Log
___ Portfolio
___ Constructed Response
___ Quiz
___ Test
___ Presentation
___ Performance Assessment
___ Informal Assessment
___ Exit Slip
___ Other

Homework/Enrichment:

None

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