Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? I am teaching high school students in a church setting. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? I will be the main presenter. What is the long range goal(s) that is tied to this lesson? A long range goal that I have is that students will begin to think critically about theology, what it means, and that they can creatively own their faith. What is the specific learning objective(s) for this lesson? Students will be able to create a Glogster poster that reflects their initial thoughts on theology and who God is to them. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students will need to be able to learn to use the Web 2.0 program, Glogster, and have the ability to create a poster for the class. They will also need to be creative to participate in this lesson. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This is an application-based learning lesson. It will help the student maintain and own the knowledge they have received through a previously-viewed video and teaching moments. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This will be a one day lesson. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab ) AND what materials will be needed? Students will complete this lesson at home on a personal computer after leaving the church setting. Students will need access to the Internet and the Glogster website. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson kicks off the unit by asking the Why does theology matter? question and will allow the student to own their faith. This is a skill that they will carry with them the rest of the unit, as well as the rest of their life. How does this lesson relate to the PA Academic Standards? The PA standards are not applicable. This lesson will be given in a church setting.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson can be piggy-backed to a video lesson provided in week 1 of the curriculum titled, Theology Matters. This lesson will be a starting place for the upcoming lessons and conversations that we will have in class. How will you determine if students have met the lesson objective? (Think assessment) I have created a grading rubric that will assess the students creativity, clarity, content, and how well they utilized class time to think about and create their Glogster. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) The lesson will be presented by lecture, by viewing a video, and then by practically creating the Glogster either in groups or as individuals depending on the number in attendance.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) This lesson is not applicable to PA standards. Lesson Objective(s) (Stated in observable and measurable terms) The objective of this lesson is to provide a starting place for theological conversation and to allow students the freedom to share their theological understanding in a Glogster poster. Assessment Plan (What will be done to determine if lesson objectives have been met?) The Glogster poster will be assessed with a grading rubric. This will be provided to the students so that they are challenged to do their best work and they understand what is expected. Materials: A computer and access to the internet. Students may desire to have pencil and paper if they want to sketch some ideas before creating their Glogster. Inclusion Techniques for Students with Special Needs: I am available to assist these students with the program. I will also provide a student example that will give them a template to model their poster after. Enrichment Techniques: Students will present their posters to share with each other their thoughts, creativity, and understanding. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): If the lesson needs to be modified, students can use colored pencils and paper rather than computers. Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: Introduce the material with the video, Theology Matters, found on YouTube. Detailed Teaching Sequence: Welcome, Teaching, Video, Create Glogster, Present Poster (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred): See above. This is straightforward. The use of technology that can be found on the course website should make this fairly easy for a sub. Guided Practice/Independent Practice/Assessment Activities Students are encouraged to create multiple Glogster Posters, share them with others, and continue the conversation on theology in upcoming weeks. Closure: Participants can look forward to the following week as we introduce sources of theology. This will provide more clarity and conversation for students.