Lesson Planning: Writing Procedures

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Practice Writing Procedures:

Writing procedure is the most tedious part of creating a lesson plan. Procedures are describe how objectives will be carried out, how teachers plan to teach. It requires thought about what teachers need to d o and say while implementing activities with children.

Attached is an example in which objectives focus on a simple matching activity.

For this work, you will practice writing procedures for each of the given 5 objectives below.

Materials: A set of objects that vary in different attributes

(color, size, shape, texture etc.)

Objectives for Children

The child will:

1. Explore the objects.
2. Group the objects using one common attribute.
3. Tell what attribute he/she used to group the objects.
4. Regroup the objects, changing from one criterion to another.
5. Tell what attribute he/she used to regroup the objects.

Suggestions: You can type the procedure under each objective to make it easier for yourself rather than typing it parallel to the objective. Below is an example:

1.Explore the objects

D o:

Say:

2. Group objects using one common attribute

Say:

3. Tell what attribute he/she used to group the objects.

Say:

4. Regroup the objects, changing from one criterion to another

Say:

5. Tell what attribute he/she used to regroup the objects.

below is the example

Week 5 Lesson PlanningPractice Writing Procedures Sample Activity: Object Matching by Function Materials: Several functional pairs of objects such as a cup and saucer, soap and washcloth, sock and shoe Objectives for Children Procedure for Adult (What will the teacher d o and say?) 1. Explore the objects. Do: Give the child an array of objects to explore Say: This is fun. "Look at ("listen to, smell this, touch these, taste this...) what I have here." "You can play with these, too." 2. Choose one object from the group. Say: "Pick one of these ..."or... Which one would you like to start with so we can play a game? 3. Find a second object that functionally Say: Find something that goes with that (or you can be specific "with the shoe". fits with the first one. 4. Tell or show how the objects go together. Say: "Tell me how these go together".. or... "show me how these go together." 5. Cr e ate a new way to pair the objects. Say: "Show me something else that could go with the _________" (adult names the object)