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Willa
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After reading this thread on lesson planning I have a follow-up question.
How do you write lesson plans for a day's work?
I know that the basic way -- what I do usually and what most of the homeschool recordkeeping forms I've seen seem to provide for -- is to just write down page numbers.
Do any of you write things out in more detail? Do you use a format? Could you give a sample? 
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Willa
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Martha
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there are some things you can simply write "next page" on.. math worktexts for example are like that for many people.
but I can't do that for history and science and religion and art.
for those, which we all study the same topic to varying degrees of depth, I have to make a "bullet point" as I call it. some might prefer an outline.
I keep in my binder the main discussion for the WEEK set up something like this for my oldest, a 7th grader. I'll use history as an example, but it often overlaps with science:
- read chapter X
- choose 2 activites of interests (let's say from his reading he wants to know more about eletricity after reading about Franklin's experiment and why they lined up in rows to fight in wars back then)
OR
- choose 2 people/places of interests (similiar to above)
Talk to or read about the those interests to a younger sibling who can't read to learn about it on his own.
- write a brief summary of the chapter you read, illustrate if you would like. remember to use proper paragraph formation (topic sentence, complete thoughts, and punctuation, edit for spelling and other errors)
I have lots of books on my own shelves for him to investigate further and there's always the library or internet (only if I'm sitting with him).
hmm. you know that looks really over-whelming when I type it like that. for that matter it looks rather daunting in my binder! I think I should convert it to an excel shreadsheet for easy reference... OH! another reason to make a spreadsheet - I love those things!
I'll hope right on that... after the dishes, laundry, poo clean up (oh the joys of potty training!), math lesson, and gradng science work and making a couple phone calls, lunch, more dishes, and the company, and leaves... 
ETA: that should read "I'll HOP right on that", but it might be a more accurate Freudian slip the way it is. I didn't notice that other thread, so I'm off to see what all can be learned there. Maybe a better method or an already made spreadsheet!
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ALmom
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I show my children the books we plan to read and ask how many pages they can comfortably read and retain in the day. They have been very honest with me. I use that guide for reading. If they have said 10 pages, then I will see the book is 200 pages and give them 20 school days to read it. I don't necessarily write down the page numbers but note that the time allowed assumes x pages per day. I don't put the page numbers on the plan - it will just say "Read name of book" and will include some things I may want them to notice or think about. Now, if I want to restrict them from not doing too much at once, then I'll put page numbers (this is mostly on workbooks or textbooks that I intend to use as spines or jumping off points). With lit and history reading, I am generally looking for a realistic expectation about what we can accomplish but don't want to slow them down or encourage the doing the minimal. Most of the time they are done a little sooner (especially since I always try to err on giving more time than not enough and they typically like to read and read through the weekend unless it is something like Plato or Biology text. If they finish early, they can either move ahead or do something totally self-directed or take a bit more time with any writing assignments. When my plan for the year is accomplished, that time is their own but they must choose something gainful to finish out the school year (ie not computer games, TV, lounging, or running wild). If they wanted to do nothing but nature observations and sketches, I really wouldn't have a problem with it. I could probably predict what each child would choose (one would either be nature sketching/photographing, experimenting or trying to get ahead in math, 2 others would be reading histories, biographies or historical novels, another would be in the Montessori room or tagging along with brother on nature/science finds and we'd have extra read alouds.
I write a lot out in more detail as I'm the detail nut. I write my questions out, things I want to discuss (they can read them and be less on the spot to think about it and have a better idea of things to be thinking about as they read). We both waste less time trying to think about what we had had in mind in the first place and I'm not frantically trying to remember what that book was about and flipping through it trying to jog my memory since I looked over it during the summer (while child is getting glossy eyed waiting for me to finish my re-read). I include information about where something is located, resources. Sometimes I give book list choices. With some subjects it does lend itself to page numbers but even here, I will note that they should come to me first for discussion if it is an area that I think needs to slow down or needs more intro on a topic. (Ie I have a child who wants to race ahead and do an entire workbook but I don't want any more than 1 page per day, because I want to discuss and talk about and apply things a bit - or the child who will do an entire math workbook in a week but doesn't bother to read instuctions and so never bothered to notice about order of operations or some very key detail). I don't want them just barreling through workbooks and such. My mantra is that we really want to learn.
I include any study guides, specific things I expect to see (ie a list of people and events that must minimally be included on your timeline). I will give specific paper topics if that is important to me or if I simply want to see them write, I'll offer some ideas but also give them the option of "or a paper topic of your choice". I will note when they must get me to work with them or if something needs parental pre-approval (this is based on the child, child's temperment and any safety concerns).
Other places I leave open ended. "Either choose (a list of acceptable books) or if you have another book during this time period that you would like to substitute, bring it to me for prior approval" - this is almost always given but it precludes any after the fact disagreements. (A few of mine would choose any non challenging, twaddly thing in the area of non interest just to be done - ie it was chosen because they knew they could do the obligatory 'reading' in 2 seconds and then go back to something else they didn't hate so much). If my child is very self motivated in a certain subject and has been learning tons following his own rabbit trails, then my plans for that area generally include some ideas of things I think he might like, but also includes a "or do an experiment of your choice (dad approval now for at least one child) or research a science topic of your choosing."
Once things are written down, I do have my dh and the child glance through it as a reality check. Is this really doable without undue agony in a day. I want us to be stretched a little, but not overwhelmed trying to do too much (I tend to try and do too much). Based on input here, we do the pre school year tweaking and we are set.
During the year, we definitely cut anything that proves to be nothing but busy work. Ie the vocab workbook had some neat things in it, but whole sections were not helping the child at all. We dropped everything but analogies and writing sentences using words. We both like the results. (This is my child who doesn't like to read much beyond science and it does help him to see multi-level meanings, and practice using descriptive langauge and make himself clear, and builds non-science vocabulary as I gently draw him into more literature and history reading. My big readers haven't done vocabulary workbooks much. They get a lot of this from reading. I'll use a science text for some of these big readers as they tend to avoid that subject - even if all it does is give them some science vocabulary while we count on slipping in some discussions with our science fan to entice the interest a bit. In the meantime, these children are not still thinking that the elbow is in the rib cage.
Willa, if you want a sample I could get my dh to help me attach a scanned copy to an e-mail or something. I doubt you'd be able to read it. It really is in very bad chicken scratch with lots of our cross outs, etc. What is detailed and what is open ended really depends on the child. With my highschooler, I've actually done hers by subject. Her science is extremely dry and schoolish. My goal is to simply get her to be familiar with some kind of vocabulary and have at least a few basic connections and manage to get some science in. She hates science and tries to pretend it doesn't exist. Her history/lit isn't even written out completely yet for this year, though she has requested that I do this next year. It will be a bit more open ended - books and papers that I really require, a sequence, resource list, but with a stab at breaking it into one day at a time. I am sure she will add in plenty of her own projects, etc. as these areas are her talent - loves to write and read, especially history.
Hope this helps some. I'll be quiet now  promise and watch everyone else's input.
Janet
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Erin
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It is holidays here, we start term back and I have spent over two days preparing for the next term and am still not finished. Now I write my own units and curriculum but it occurred to me there has to be some way of streamlining things more. Has anyone any tips?
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domchurch3
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I just saw in my email inbox a series from simplycharlottemason.com. I have not dived into it yet but it pertained to what many of us are pondering on so maybe it might help a few of us out.
http://simplycharlottemason.com/home/blog/2008/03/12/new-pla nning-series/
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KellyJ
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I use a combo of two-page in Word and a Catholic planner. The table has space for subject headings and days of the week. I type things ahead of time into the Word document, and then they get taped or stapled onto the correct pages in the planner. The planner gives the dates and information of interest, such as saint of the day, questions for reflection, and so on.
Edited to add: I'm so "not with it" today. I forgot to answer about what we put in. I tend to put in as much detail as possible in the limited space I have. Sometimes I end up typing "See Mom for details." Of course, after I've got everything typed up and printed out, I may add in other things by hand, cross things out, move things, etc. If it is a change for a specific child, I'd leave it as is; but, if it is a change in how I have them approach the subject, then I try to remember to alter the weekly list so that I know for future children at that age that we use a particular text or do a particular assignment in XYZ way. Of course, this assumes that I will use the same with others, but at least it's there in writing to remind me.
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Mary G
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Domchurch3 -- thanks for posting the blog post from Simply CM -- it's very interesting.
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Cheryl
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Yes, Thank you. I enjoyed reading the planning blog posts on SCM.
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marihalojen
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Willa, I think this is a great topic, one I was just talking about at Park Day with some other homeschool moms who were teachers once upon a time and I know we have moms here who used to teach in brick and mortar schools.
Does anybody write out "real" lessons like what used to be required in the school systems?
Here's a blank form that is very similar to what I used to use.
INSTRUCTIONAL GOAL (outcome that students should be able to demonstrate upon completion of the entire unit)
PERFORMANCE OBJECTIVE (use an action verb in a description of a measurable outcome)
RATIONALE (brief justification -- why you feel the students need to learn this topic)
LESSON CONTENT (what is to be taught)
INSTRUCTIONAL PROCEDURES
*Focusing event (something to get the students' attention)
*Teaching procedures (methods you will use)
*Formative check (progress checks throughout the lesson)
*Student Participation (how you will get the students to participate)
*Closure (how you will end the lesson)
Not one of us at Park Day bothered to plan that intensely for our own children and I've been thinking about that ever since. Back in the classroom, if I just winged a lesson it never went as well as if I went ahead and sketched out the plan in detail.
So, to cut to the chase: Am I doing my dd a disservice by not writing lessons for her? If I'd do it for a stranger's offspring why am I not for my own?
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lapazfarm
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marihalojen wrote:
So, to cut to the chase: Am I doing my dd a disservice by not writing lessons for her? If I'd do it for a stranger's offspring why am I not for my own?
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Short answer: no.no. and no.
Long answer:
Though there can be some value in occasionally sitting down and putting goals to paper, to focus one's thoughts, there is no reason this type of lesson planning is necessary for your child, Jennifer. One of the beautiful things about homeschooling is that we know our children so well. This type of planning goes on in our heads all the time. We know the goals, the objectives, how to focus their attention, etc instinctively because our children are in our hearts. Always.
I might even venture to say that planning to that level of detail may even be detrimental in your situation (and mine). The time you spend on those plans could be spent on observing your child, following her interests, anticipating her needs, having stimulating conversation, and building relationships and lifelong memories that no amount of planning can account for.
I can't imagine anyone ever claiming that what you do (or don't do) is a disservice to Marianna. You two are an amazing team and whatever it is you do, you need to just keep on doing it!
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marihalojen
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Thanks for the kind words, Theresa! I'm not planning on converting a dinghy into a school-at-home room or anything! I can find better uses for that dinghy and I sure didn't need a Focusing Event or Student Participation boxes filled in to do so!
It just must be that time of year where everyone is thinking of planning or would that be planning on planning? It seems to be the topic of conversation IRL and online and I guess I simply felt the need for a bit of clarification on what exactly these Lesson Plans are, does that make sense?
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Carole N.
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Jennifer, I haven't seen anything like that since I was working on my masters! It seems like it requires a lot of work to do what comes naturally to so many of us. It confused me then, and it would still bother me.  And I am not saying that I don't plan, but I certainly do not go to that extent.
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Erin
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| Posted: April 25 2008 at 4:33pm | IP Logged
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Marihalojen wrote:
Does anybody write out "real" lessons like what used to be required in the school systems? .....
Back in the classroom, if I just winged a lesson it never went as well as if I went ahead and sketched out the plan in detail. |
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Jennifer,
'Teaching' at home is very different to teaching in the classroom, different in so many ways that everything is different.
I do agree that some planning is needed though, for years I winged it and it was fine whilst they were younger or maybe it was that then I only had a few children. Now I have to plan more, probably is no where near the detail that many mums here do though.
Lapazfarm wrote:
| This type of planning goes on in our heads all the time. We know the goals, the objectives, how to focus their attention, etc instinctively because our children are in our hearts. Always. |
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This is soo true, my brain never stops. I know my goals and objectives though are more the bigger picture, ie. M will read this year, D will become more proficient in spelling. (These two have been goals for a few years now )
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Martha
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| Posted: April 25 2008 at 4:59pm | IP Logged
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geez no!
nothing nearly so ...
redtape like!
I view the lessons "plans" I have as more of a teacher checklist or a goals list for the week.
some people don't need or want that. They can keep it in their head or they just do the "next thing" - that kind of makes my stress level rise if it's for every subject. Some it's okay, but if *I* did that for every subject *I* would go nuts and *I* wouldn't get much accomplished or feel like I did anyways. The lesson plans are for ME - not really the kids.
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Mary G
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The main reason teachers have to do such extensive planning is a very CYA mentality -- you have to be able to prove that your were covering all the bases, teaching to the tests, ensuring that your kids all pass end-of-year or standardized tests.
I think we homeschool for the opposite reason-- I don't really care what my kids (at this point, anyway) score on standardized tests ... I want them to love learning before I shove it down their throats in time to pass the SAT ! Becuase I basically only have 3 being "taught" and we do many subjects (particularly unit studies) together ... it's relatively easy to keep much of it in my head and be ready to scrap or reverse or accelerate depending on the kids' reactions.
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Carole N.
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Mary, I so agree with what you are saying, but I was afraid to say it myself! I always felt that it was for tracking purposes, to show that learning was actually taking place in the classroom. And I hated having to do it.
At home is is so much more different. Life Martha, I tend to make checklists of what I want to accomplish that week. I do have goals in mind, say complete geometry this year. But the main goal is always to make learning the priority and to make learning a joyful experience. Unfortunately, with college in the background arriving sooner than I can imagine, it makes the task a bit more difficult.
But I cannot stress over lesson planning. I do find that my week goes easier if I have it all collected in one or two spots of what we are to accomplish during the week.
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Willa
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Mary G wrote:
| The main reason teachers have to do such extensive planning is a very CYA mentality -- you have to be able to prove that your were covering all the bases, teaching to the tests, ensuring that your kids all pass end-of-year or standardized tests. |
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I see your point, definitely! The school lesson plans I find on the internet have much more baggage than I need in my home. Yet I have always wondered if the lesson-planning has some legitimacy in terms of how children learn. Not all the extra "standards covered" but something more like a Montessori album format of preparation, presentation, extensions/variations, etc.
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Willa
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Willa
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Martha wrote:
I'll hope right on that... after the dishes, laundry, poo clean up (oh the joys of potty training!), math lesson, and gradng science work and making a couple phone calls, lunch, more dishes, and the company, and leaves...
ETA: that should read "I'll HOP right on that", but it might be a more accurate Freudian slip the way it is. |
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I think I should take that as my motto. I'll HOPE right on that. Sums up a lot of my homeschooling and parenting endeavours
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Willa
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Tina P.
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Martha wrote:
there are some things you can simply write "next page" on.. math worktexts for example are like that for many people.
but I can't do that for history and science and religion and art. |
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I *used* to have a backward approach to history and science, religion (and art doesn't even get an honorable mention). I would write daily what we *did.* To me, because I tend to overreach with my goals, it seemed more honest to do it that way. I've gotten lazy with this in the past years and I *really* need to get myself back into the habit.
I don't bother with writing "next page" for math, spelling, and grammar. I count the pages and divide by the number of days we've left in the year. If we miss some, we continue on through summer unless even *I* don't like what's coming up next or I can do it another, more CM, way. I note the ending date on the calendar. However, I have so many ending dates for so many kids I get a little lost when I check the calendar ... maybe I should color code them.
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Erin wrote:
| This is soo true, my brain never stops. I know my goals and objectives though are more the bigger picture, ie. M will read this year, D will become more proficient in spelling. (These two have been goals for a few years now ) |
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Not trying to hijack the thread, Willa. I just wanted to empathize with Erin.
Erin:
I'm finding that patience in these areas pays off. My 13 yo, on his first Phonetic Zoo spelling test (and all our kids *do* is listen to jingles and test), had only two wrong! That is phenomenal for him. He used to get about half of the 20 words wrong at first.
I also had a slow reader. He was eight before he was confident enough to read fluently. He's a great reader and loves to read about history now.
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4Real Forums : Planning and Ordering our Days
Topic: More on Lesson Planning
