NU 600 Unit 4 Class Session Lesson Plan Example

Course	NU 600 Teaching/Learning Strategies
Unit	Unit 4
Paper type	Timed lesson plan
Length	About 520 words, 4 pages
Format	APA 7 student paper
School	Herzing University
Program	MSN Nurse Educator
Updated	October 2026

Free sample paper for NU 600 Unit 4

Lesson Plan, Minute by Minute: Insulin Therapy and Hypoglycemia Seminar in the Third Week, 120 Minutes

Student Name

Department of Nursing, Herzing University

NU 600: Teaching/Learning Strategies

Instructor Name

February 10, 2026

What this page is doingThe title gives the session length, because the plan's first test is whether its segments add up to the time actually available. A plan that overruns in the room loses whatever was scheduled last, usually the practice.

Lesson Plan, Minute by Minute: Insulin Therapy and Hypoglycemia Seminar in the Third Week, 120 Minutes

Session Information

Learners: 11 second-semester BSN students in a medical-surgical rotation. Room: campus seminar room with tables for groups of three or four, projector, and whiteboard. Time: 120 minutes, including a 10-minute break. Materials: printed insulin order worksheet; five correction dose items loaded in the audience response system, which students access by phone; four printed stages of the unfolding case per group; SBAR checklist cards; exit ticket cards. Objectives: the five objectives written in unit 2, abbreviated in the plan as O1 to O5.

The Timeline

Each segment states what the educator does, what the learners do, and how long it takes. Formative checks are marked CHECK and sit inside the timeline, with a decision attached to each.

Minutes	Educator	Learners	Objective
0-5	Opens with a 90-second story: a patient found sweaty and confused at 11 a.m. on a colleague's unit; asks what the students would want to know first	Call out answers; instructor writes them on the board	Hook
5-15	Mini-lecture with one-page handout: basal, prandial, and correction insulin; onset and peak drawn as a timeline on the whiteboard	Complete the blank timeline on the handout while listening	O1
15-20	CHECK 1: four audience response items on insulin type and timing; results shown at minute 18	Answer individually	O1
20-30	Circulates, checks worksheets	Pairs identify each insulin in two sets of orders	O1
30-42	Works one correction dose example aloud; CHECK 2 at minute 40: five items	Solve five items individually	O2
42-52	Break; reviews CHECK 2 results and notes which students missed items	Break
52-57	States the three levels of hypoglycemia and the hospital protocol steps	Read the protocol card	O3
57-82	Releases the four case stages about every six minutes; CHECK 3 at each stage: each group reads its decision aloud	Groups decide at each stage and write the reason	O3
82-97	Assigns pairs; observes and scores two pairs	Role-play SBAR call; partner scores with checklist	O4
97-110	Poses delayed-tray problem; samples four pairs	Pairs decide and defend	O5
110-117	CHECK 4: exit ticket	Write the sign they would most likely miss and one correction dose	O2, O3
117-120	Previews next week's first supervised insulin administration	Ask questions

Decisions Attached to Each Check

CHECK 1, minute 18. If fewer than 80% of students answer any item correctly, I stop and reteach that point for up to five minutes, using the timeline on the whiteboard, then ask one new question on the same point. The time comes out of the pair worksheet, which is shortened to one set of orders. Checks of this kind are useful only when the teacher changes what happens next based on the answers; otherwise they are quizzes, not formative assessment (Black & Wiliam, 1998). Audience response systems make that decision quick, because the whole group's answers appear at once and no student has to answer aloud in front of peers (Caldwell, 2007).

CHECK 2, minute 40. Students who miss two or more of five items are noted during the break. Each is paired with a strong calculator for the case segment and assigned a short practice set before clinical. If more than three students miss two or more, I add a five-minute worked example after the break and cut the protocol review, since the protocol card is printed.

CHECK 3, during the case. If a group misreads a stage, for example calls the sweaty, confused patient anxious, I ask the room what else could explain the findings before revealing the next stage. The case does not advance past the glucose of 58 until every group has named hypoglycemia.

CHECK 4, exit ticket. I read all 11 before the next clinical day. Any student who misses the correction dose item has their first supervised insulin administration scheduled with me rather than with the primary nurse.

What this page is doingEach check is tied to a decision and a time source, so the plan shows what the educator will do when the group has not followed. A plan with checks that change nothing is a plan that assumes learning happened.

Timing Safeguards

The segments sum to 120 minutes. The two segments that can absorb overruns are the pair worksheet (minutes 20 to 30) and the delayed-tray pairs (minutes 97 to 110). The unfolding case is protected: if the session is behind, the delayed-tray problem becomes a written exit question instead of a discussion.

After the Session

The exit tickets, the CHECK 2 results, and my notes from the role-play go into each student's clinical file. For the one-minute exit question, I will group answers by the sign students said they would most likely miss; if the same sign appears repeatedly, it becomes the focus of the first clinical post-conference (Angelo & Cross, 1993).

References

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE Life Sciences Education, 6(1), 9-20. https://doi.org/10.1187/cbe.06-12-0205

Reading the NU 600 Unit 4 instructions

In Unit 4 you write a lesson plan for a class session. Expect to state the session information, objectives, a timed sequence of activities showing educator and learner actions, formative assessment points, materials and follow-up. Many versions ask that timings add up and that each objective be addressed. Check whether your section uses a template. A plan detailed enough for a colleague to teach from is the usual standard. Formative checks should sit inside the timeline and come with a decision about what you will do with the results. Plan where you will cut if time runs short. Classroom assessment techniques, such as minute papers or audience response, are well-documented and easy to cite for each check you include.

How this NU 600 Unit 4 example is built

The plan opens with session information in a few lines: learners, room, equipment and objectives carried from Unit 2. The timeline is a table with start and end minutes, educator actions, learner actions and checks, which lets anyone see the flow at a glance. The decisions section is the plan's distinctive feature: each check has a threshold and a response, such as reteaching or moving on. Timing safeguards name segments that can stretch or shrink, so the session ends on time without dropping the debrief. The after-session section explains how exit tickets and check results feed into clinical follow-up for each student. Each check cites a source on formative assessment, which supports the choice to build checks into the session rather than relying on a final quiz.

NU 600 Unit 4 rubric: what full points look like

Herzing's lesson plan rubric usually weighs alignment with objectives, the sequence and timing, learner engagement, formative assessment, materials and follow-up, and clarity. Alignment points require every objective to be addressed in a segment. Timing criteria reward segments that sum correctly and realistic durations. Engagement points go to learner actions in most segments. Formative assessment draws the closest reading: checks must sit inside the timeline and come with a planned response. Follow-up points reward use of results after the session. Clarity covers a table another educator could follow. References in APA 7 include Angelo and Cross on classroom assessment and Caldwell on audience response systems.

NU 600 Unit 4 help before you submit

Lesson plans in Unit 4 usually lose points through timings that do not add up or segments with no learner action. Another frequent issue is formative checks placed only at the end, too late to change the session. Checks without a planned response give the educator data but no decision. Students often list materials vaguely. Plans sometimes cover more content than the time allows, with no safeguard for overruns. Follow-up after the session is commonly missing. Objectives are sometimes not visible in any segment. Finally, write the plan so a colleague could teach it, because graders often read it that way and gaps a substitute would trip over cost points.

Get a NU 600 Unit 4 example written to your instructions

Send the Unit 4 instructions and the rubric from your NU 600 classroom, plus the session your plan has to run, its length and the room you have. We write a custom example with the sequence timed to the real period, checks placed inside it, responses prepared and a contingency named, returned in 24 to 48 hours. The first custom sample is free.

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NU 600 Unit 4 questions, answered

How detailed should the timings be?

Detailed enough that the totals can be added up and disputed. Five-minute granularity is usually right for a class period, with the opening and the closing given their own lines because those are the segments that get squeezed. Keep a word-for-word script out of it, since that is theater rather than planning and it occupies room the rubric wants used on something else.

Where do formative checks fit if the class is a lecture?

They fit more easily than the format suggests. A question posed to the whole group with answers collected on paper or by a show of hands, a short problem worked alone, a pair comparing conclusions: each can be timed at three minutes and placed between segments. What matters is that the answers reach the educator, because a check nobody reads is decoration.

Should the plan include what happens after the class?

A short line usually helps, naming what the learners take away and what the next session assumes they have done. Anything more elaborate belongs in a different document. The rubric for a session plan is generally concerned with the period itself, so keep the follow-up brief and make sure it is not quietly carrying work the objectives claimed the session would finish.

Where can I find a free NU 600 Unit 4 sample paper?

The complete NU 600 Unit 4 minute-by-minute lesson plan is posted here free of charge, with embedded checks and the decision attached to each. A custom plan can be built for your own session length and content.

Where should formative assessment go in a nursing lesson plan?

Inside the session, at points where the result can still change what you do next. This sample places four checks within 120 minutes and sets a threshold for each, such as reteaching if fewer than 80 percent answer correctly.

NU 600 Unit 4 class session lesson plan example