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At the Active Planning Stage, you are at the point where content - WHAT you will teach, becomes very important. We will be using the HUNTER Model for the planning of our lessons; Madeline Hunter taught at the lab school at UCLA and was very involved in researching the methods that good teachers use in presenting their lessons. Dr. Hunter developed a planning model which will become clear later; the model of the lesson plan that you will use is based on her work. Your lesson plan is intended to serve as YOUR guide when you teach the lesson; consequently, vague statements in your plans similar to the following are not going to assist you, \"I will review the steps to develop a database.\" If the purpose of the lesson plan is to help insure proper planning and appropriate delivery of the lesson, you must think about the steps that students need to follow and then include those steps in your plan. The latter is especially important in light of our limited working memory; when we are teaching, we are expected to be aware of everything that is occurring in the room (Kounin's with-it-ness or situational awareness) as well keep a focus on the lesson. That requires that the lesson serve as a guide in case our working memory gets overwhelmed - and it will! Consequently, you must list the steps that are involved in the process. Similarly, when you \"review\" at the beginning of the lesson, writing a vague statement such as \"I will review the basic facts in American history\" there will be little guidance. Obviously, if you write a sentence like that, you have some idea of what you want to cover; however, you must list those points that you want to cover to insure that they come in proper sequence, that you have not omitted any that are crucial to the lesson, and that serve as a guide when your working memory is taxed to its limits. Also note that that the focus in review and closure of your lesson is on the student - it is much more appropriate to write it as follows, \"I will ask students to explain the major reasons for the break away from England, including: no representation in decision making, the Quartering Act, and the lack of perceived religious freedom.\" Note that there may be other reasons for the break, however these would have been the ones that were stressed in class and which are key in understanding today's lesson.
