Madeline Hunter Lesson Plan Example (Page 2 of 2) in pdf

Madeline Hunter Lesson Plan Example

Common Nouns

“c”

Proper Nouns “P”

people

teacher

____________

________

Robert

places

_________

Ontario

city

____________

things

_________

Pepsi

_________

Charlotte’s Web

Questioning Strategies: Probe students for higher levels of thinking during activity to draw others who are not

coming up to the board into the learning process (ie: knowledge, comprehension, application, analysis,

synthesis, and evaluation).

Checking for Understanding

Present activities that the students perform under teacher supervision to ensure that they are able to follow the

directions. If they make mistakes, you are able to show them how to do it correctly.

1. Erase the answers from the board, leaving only the column headings visible.

2. Using examples and non-example word cards, ask student to place the correct word under “P” or “c”

columns with sticky tack.

3. Continue to have students repeat the rule when teacher asks to clarify why they knew to place the card in

the columns.

4. Ask for thumbs up/thumbs down for all students to actively participate in confirming the learning.

Closure *

These are statements by a teacher that are designed to bring a lesson or presentation to an appropriate

conclusion. Closure is the act of reviewing and clarifying the key points of a lesson. It is used to:

1. Cue students to the fact that they are at the end of the lesson.

2. Help organize student learning.

3. Help students to eliminate confusion and frustration, and to reinforce a clearer picture of what the lesson was

intended to show.

1. Ask of the class, “Who can tell me why it’s important to distinguish between proper and common nouns?”

2. Briefly review and restate the rule and purpose of the lesson.

Independent Practice / Evaluation – “Show me What you Know”

Homework or seatwork assignments given to the students for them to complete successfully without the need

for teacher supervision or intervention. Some of the worksheets could be different (tiered) based on student

readiness or ability levels, or answers could be provided orally.

* Closure could be used prior to independent practice or at the succession of class.

1. Distribute worksheets to students (tiered for 2 different levels of ability ie: limited written output, first letter

provided compared to broader questions asking students to come up with their own examples).

2. Read instructions aloud to specific students.

3. Walk around and monitor to assist as needed.

Evaluation: Anecdotal comments on students’ ability to follow strategies learned in lesson to complete

worksheet independently or with scaffolding assistance.

For more tips on Madeline Hunter’s lesson design, go to:

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Madeline Hunter Lesson Plan Example Page 2

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