Post-Reflection New Lesson Plan
About two classes after I presented my Learning Artifact, Professor Kim and I thought that it would be a good idea to allow some time in class to let students work on an outline. I presented a small lesson plan for this class.
Objective: The goal of this lesson is to allow students class-time devoted to making an outline. A lot of the hard part of making outlines is that people don't ever really start one; once you start an outline, you're more inclined to finish it. Outlining, in my personal preference, is vital in crafting a strong paper. So, by going more in depth with outlining and giving time in class to let student start their own, hopefully it is something that they will use when they write their Position Papers.
Materials:
Outline of lesson: Write out the sequence of the lesson from start to finish, with time stamps.
Objective: The goal of this lesson is to allow students class-time devoted to making an outline. A lot of the hard part of making outlines is that people don't ever really start one; once you start an outline, you're more inclined to finish it. Outlining, in my personal preference, is vital in crafting a strong paper. So, by going more in depth with outlining and giving time in class to let student start their own, hopefully it is something that they will use when they write their Position Papers.
Materials:
- Internet access (UTA)
- Projector (UTA)
- Presentation is provided at the end of the lesson plan (UTA)
- Students don't need to prepare anything other than giving their undivided attention during the presentation (put away laptops and phones).
Outline of lesson: Write out the sequence of the lesson from start to finish, with time stamps.
- 0:00-0:02 Re-introduce the topic of outlining and reference it from my last presentation. Talk about how today we're going to dive a little deeper into the outline and allow time to work on them.
- 0:02-0:06 Basically repeat the section of the Learning Artifact that has to do with outlining but go more in-depth with the example that I provided. Talk about bolding, highlighting, bullet points for ideas, adding links to sources to keep track of where research is going, and topic sentences.
- Emphasize here that outlining is different for each person, and that was just what worked best for me.
- Allow time for questions
- 0:06-0:10 Give students 2 minutes to remind themselves what they wrote last class about how they would create their own outlines. Give about 30 seconds to look at their notes, and then a minute and a half in small groups. Then, for another 2 minutes talk as a whole about different outline formats so that everyone can listen and hopefully be inspired.
- 0:10-0:20 Give students time to work on their outline and walk around after a couple of minutes to see if anyone needs help with how to format their own outline.