Test

1. CTE Lesson Plan Template
CTEC/510 Version 1
1
Copyright © 2017 by University of Phoenix. All rights reserved.
University of Phoenix Material
CTE Lesson Plan Template
Lesson Plan
Subject/Content Area Automotive II/ Brakes
Grade Level 11-12
Lesson Topic Introduction to Service Brakes
Lesson Objectives
(What do you want students to
know by the end of the lesson?)
Students will gain a better understanding of the components in the
service brake system. They should be able to identify parts visually,
in a group setting, and work independently completing vocabulary
worksheet. This will set the base for the escalation of material in this
unit.
State Standards/Common Core
State Standards (CCSS)/CTE
Standards
(What state, grade level, and
CTE standards does this lesson
address?)
RST.11-12.4 Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 11-12 texts
and topics. Essential Skills and Knowledge • Analyze the meaning,
use, and effect of science and technical vocabulary, symbols, and
other domain specific-words or phrases as it contributes to the
meaning of the text. • Interpret, explain, and apply appropriate
academic and/or domain-specific vocabulary when responding and
discussing science or technical text. (See CCSS L 9-10.4 & L.9-10.6)
RST.11-12.7 Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively,
as well as in words) in order to address a question or solve a
problem. Essential Skills and Knowledge • Analyze print, non-print
and digital text for explicit details that are relevant to addressing a
question or solving a problem. (See also MD Standard SLM 4.0) •
Compare, draw conclusions, and connect significant details and
ideas between and among different media formats. • Evaluate
information from multiple sources of print, non-print, and digital texts,
for accuracy, relevance, reliability and validity. • Integrate information
from multiple sources of print, non-print, and digital texts to address a
question or solve a problem. (See CCSS W.11-12.6, W.11-12.7,
W.11- 12.8, W.11-12.9b, SL.11-12.2)
NATEF V.Brakes A.General 4, Identify brakes system components
and configuration P.01
Resources and Technology
(What materials do you need for
this lesson? What technology
will you use for this lesson, such
as computers or SmartBoards?)
Cleartouch smartboard, Laptops, Consulab trainers, printed
worksheet- these items will be used in lesson. Instructor will use
Consulab brake bench to allow students to experience brake system
operation. Students will work in group setting using a smart board to
complete puzzle of pictogram brake system that they will printout and
use for their Brake ID Lab. Still in the group setting, they will research
various parts of the brake system on their laptops. They will work in
the online resource AllData, this is an industry standard sight.
Students will identify items and use worksheet to record their
answers from the lab setting-Brake components match worksheet. 10
Service Brake components on a lab table for students to use in the
worksheet exercise. They will match the items to the description on

2. CTE Lesson Plan Template
CTEC/510 Version 1
2
Copyright © 2017 by University of Phoenix. All rights reserved.
the worksheet. Students will us Smartboard to express content
through a game of Pictionary if needed.
Anticipatory Set and Prior
Knowledge
(How are you going to focus
students’ attention at the
beginning of the lesson? How
are you going to use information
that students already know to
form a foundation for introducing
new concepts?)
Brief discussion on brakes, “What happens when you push the
pedal?”. Students will have an instructor led open conversation
regarding brake operation, to allow students to share their current
knowledge and let them understand what they need to focus on
throughout the lesson. Instructor will use Consulab brake bench to
demonstrate brake system function. Students will demo unit to see
how the system works and what the purpose is. A quick overview of
trainer will set up the list of items to concentrate on in next lab
setting.
Differentiated Instruction
(How are you going to
differentiate the lesson for all
learners, such as students with
special needs, English language
learners (ELLs), and gifted and
talented learners?)
By use of group formatted game, ELL students will have the
opportunity the see and hear vocabulary terms/items connected to
get an understanding of their meaning/description. This format allows
students to observe, question and interact in a supportive manner.
Advanced learners will help extend knowledge for classmates in the
group setting, it allows them to lead and extend.
Learning Styles and Behavior
(How does your lesson address
the needs of the visual, auditory,
and tactile learner? How will you
manage student behavior?)
The lesson utilizes technology such as Smartboards to allow more
access for visual learners, as well as another means for expression
for students. Worksheet generated from pictogram puzzle will allow
for a written component. Students will also be given the option to
present through a game of Pictionary if they seem to be challenged
presenting content. This game allows students to present by drawing
or puzzled pictogram parts on a smartboard as an alternative. The
components of this lesson plan will have students moving frequently
through lab setting, but they will be in classroom seated for game
segments to help control the enthusiasm 😊
Model
(How are you going to model for
students what you expect them
to be able to do?)
Instructor will identify basic components and give a brief overview
while students experience the Consulab trainer. Students will then
see a completed Lab worksheet to better understand the goals. They
will be given instruction that by the end of the lesson they should be
able to identify service brake components and give a brief overview
of their operation.
Guided Practice
(How are students going to
demonstrate their understanding
of the lesson objectives?)
Open interaction with Consulab brake trainer during warm up
interactive demo allows instructor to monitor students’ knowledge,
help them engage with peers, and gain an understanding of their
current knowledge in a fun manner. As they work with trainer
students will gain an understanding of current knowledge and where
they need to work.
Checking for Understanding
(What questions and activities
will you use to determine
whether students are ready to
work on their own?)
Completion of worksheet and lab results will give instructor input in
student understanding, retention of material and ability to progress to
next level. If needed lab can be reset as a Show-n-Tell with students
taking turns to identify and explain various brake components. This
will provide an informal review for students and gives instructor
another means to assess progress.
Ongoing Feedback
(How are you going to provide
your students with ongoing
Instructor will have ability to give feedback, support information or
redirect as needed to accomplish task through analyzing student
progress during open set piece. Review and observation during lab

3. CTE Lesson Plan Template
CTEC/510 Version 1
3
Copyright © 2017 by University of Phoenix. All rights reserved.
feedback or assistance during
the guided practice?)
with feedback provided and returned graded worksheet. Also,
worksheet will be reviewed after completion with group.
Formal and Informal
Assessment
(How will you determine whether
students have mastered the
objectives?)
Completion of worksheet will allow instructor to quantify results and
give formal assessment as well as feedback component for students.
The interactions during lab will give instructor insight into students’
progress and allow instructor to give feedback in an informal manner.
Through modeling in lab session instructor can determine the extent
of students learning and gain insight in to needed redirection. Games
such as Pictionary allow for another point of informal assessment by
instructor as well. Students will receive grades for class assignment
worksheet and lab grade.
Closure
(What opportunities will you
provide for students to reflect on
what they have learned?)
Open review of completed worksheet with group will allow them to
understand their knowledge thus far. The group setting of Pictionary
allows for informal self-assessment, as students can evaluate the
answers given through their own perspective and compare them to
their results. A round robin Q&A session is normal practice in class
as a debrief.
Independent Practice
(What independent practice
activities will you provide for
students to practice what they
have learned in class?)
Students can take pictures of family vehicle showing components of
brake system. They will then present the information and describe
what they see, give assessment of safety and overall condition of
component. This is an extension of current lesson to assess student
learning and retention of material as well as set up for next lesson,
brake operation and safety inspection parameters. Instructor will use
this as an independent lab for students, will be graded as an open
quiz.
Lesson Reflection
(What went well? What would
you do differently next time?)
This lesson has worked for me. It was incorporated in some
variations a few years ago, it is multi-tiered and starts with a soft
learning process, leads to a formal assessment in the worksheet and
lab form. It allows for differentiated instruction to serve all learners by
utilization of varying technologies and instructional strategies.
Students seem to learn well in groups with peers to guide them.
These groups are set up to allow students to gain and share
information. Through this Think-Pair-Share is achieved and it is
utilized throughout the lesson. The lab section of lesson has been
adapted and changed to better utilize space and content, as well as
incorporates multiple delivery technologies. Consulab brake trainer
allows for real world application and gives students a better
understanding of component as it is placed on a chassis. Pictionary
section was added to distribute material in another manner, students
seem to respond well to this. Allows students to learn from each
other and is a great team building component. Smartboard has been
utilized in lesson prior, however I have not tried the Puzzle worksheet
Pictorgram component before and I am excited to insert this. The
board will lay flat so students can gather around, it will then take an
image and break it into however many pieces that you tell it. On the
worksheet is vocabulary and pictures that they match, they then send
the picture to the printer and use this as a worksheet in the lab to
identify the components on trainers. There they will record the item
number off the chassis component onto the worksheet. This gives
multiple ways to distribute information using varying delivery
components and technologies. By having students take picture of
family vehicle brake components and presenting them it allows for

4. CTE Lesson Plan Template
CTEC/510 Version 1
4
Copyright © 2017 by University of Phoenix. All rights reserved.
Flipping the Class to them leading instruction and presentation of
material that they have researched and developed into their
presentation. This too is a new concept that I am excited to utilize
more. Instruction in this manner engages my students more and they
respond well.