Lesson plan

Teacher (Candidate) Name:

Grade Level:

Date of Lesson:

Subject:

Select a Class:

Whole Class or Group (4 students minimum)

Central Focus:

The Central Focus is a description of what the lesson or unit is trying to accomplish. It conveys the

core concepts that you want students to develop in the learning section of the lesson plan. It is not simply listing skills students will acquire.

Academic Content Standards (ALCOS; include number and text):

Use the Alabama Course of Study/College & Career Ready Standards

Lesson Title:

Student Learning Objective (s):

Objectives are written in behavioral terms (e.g., What do you want to see/hear students do/say so that you know that they have mastered the standard?). They should also be aligned to the CCRS/ALCOS Standards.

List the related IEP goals for today’s lesson.

“I can” statement for students.

These statements should be written in ‘student-friendly’ language

Essential Question(s) for the Lesson:

These questions are non-judgmental, open-ended, meaningful and purposeful. They readily invite the exploration of ideas. These are questions that ask students to develop their own thoughts and provoke inquiry. 1-3 Big ideas! How can these questions be used to guide your instruction?

Prior Knowledge:

What pertinent objectives did you already teach before beginning this lesson?

What should your students already know before being taught this lesson?

Academic Language

1. Language Function: Identify the purpose for which the language is being used, with attention to goal and audience.

What are the Key Communication Skills related to the learning objectives (e.g., reading, writing, listening, re-telling, answering, selecting, responding, demonstrating/performing, collaboration, etc use BLOOMS TAXONOMY chart for active verbs).)?

2. Language Vocabulary:

What Vocabulary/or symbols will you teach or develop (key words specific to the content you are teaching)?

What opportunities will you provide for students to practice the communication skills and vocabulary? What are your Planned Supports for assisting students (e.g., vocabulary development, modeling, guided practice, graphic organizers, etc.)

List Key Instructional Materials/Technology/Equipment:

What resources are required for this lesson in order to engage students? 

Examples: handouts, assignments, slides, websites, interactive whiteboard images and other resources

Promoting Safety in Physical Education Dr. Conkle ADDITION - Teacher Risk Management/Risk Identification/Risk Prevention/Warnings to Students): – How will you introduce strategies to promote safety?

Activity

Description of Activities and Setting (Instructional Strategies and Learning Tasks Task Presentation ( instructional, cues, strategies, Task Structure ( organization of students, equipment, space / – Discuss what you and the students will be doing) that supports diverse student needs.

Introduction to the lesson/ Instant Activity

1. Focus and Review

State your behavioral expectations for students.

How does today’s lesson relate to what students learned previously? This should tie into the lesson’s objective and standard. 

2. Energy and Engaging Activity

Introduction/ Set induction

How will you introduce the lesson? What is your “hook”? How will you motivate students?

(What is the “hook” for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard and should promote higher-level thinking. How will you introduce the content specific vocabulary words? *** Use knowledge of students’ academic, social, and cultural characteristics.)

Body of the Lesson/Teaching Strategies

3. Guided Practice

What will you have the students do after you introduce the lesson to learn the standards? What questions will you ask to promote higher level thinking?

List all your activities/Tasks here in a sequential /developmental manner such that students are challenged to move on to the next level. Include varied activities allowing for explorations, enjoyment and maximum participation. Graham et al. ( 2013) recommends 10-15 tasks for a 30 min elementary school PE Lesson

How will you introduce and model new knowledge?

What opportunities will you provide for students to practice content language/vocabulary? What language supports will you offer?

Accommodation(s): A change that helps a student overcome or work around the disability.

Modification(s): A change in what being taught or what is expected from the student.

Differentiation: Tailoring instruction to meet individual needs; differentiating the content, process, and/or product):

Low Skilled Level: these are at the pre-control level of skills Example: Students will be challenged to connect the term with the pictures instead of memorizing the definition. Students will be asked to raise their hands if they need clarity.

Medium Skilled Level : These are students at the control level of skill proficiency

High Skilled level : ( Majority y are at the utilization level/ while those on sports teams being at the proficiency level Students will be challenged to identify a definition for each term and give an example before seeing the images.

Language Syntax: Set of conventions for organizing symbols, words, phrases into structures, and sentences.

Language Discourse: Structures of written or oral language; how participants of the content area speak, write, and participate.

Closure/Summarizing Strategies

4. Independent Practice

How will students summarize and/or share what they have learned to prove they know and understand the standard(s) and its vocabulary? Will you provide opportunities for students to apply new knowledge while making connections to prior learning?

How will students practice independently?

Accommodation(s): A change that helps a student overcome or work around the disability.

Modification(s): A change in what being taught or what is expected from the student.

Differentiation: Tailoring instruction to meet individual needs; differentiating the content, process, and/or product):

Below Grade Level: Low Skilled: these are at the pre-control level of skills Example: Students will be challenged to connect the term with the pictures instead of memorizing the definition. Students will be asked to raise their hands if they need clarity.

Medium Skilled Level : These are students at the control level of skill proficiency

Above Grade Level: S: High Skilled level : ( Majority y are at the utilization level/ while those on sports teams being at the proficiency level Students will be challenged to identify a definition for each term and give an example before seeing the images.

Language Syntax: Set of conventions for organizing symbols, words, phrases into structures, and sentences.

Language Discourse: Structures of written or oral language; how participants of the content area speak, write, and participate.

5. Evaluation, Review, and Closure

How will you review the standard and close the lesson?

How does today’s lesson connect to what students will be doing next (e.g., tomorrow’s lesson)? (Let students see that your lessons are connected.)

6. Principles, Research, or Theory

What principles, research, or theory support the activities and assessments in this lesson?

Examples: http://www.emtech.net/learning_theories.htm#Cooperative%20Learning

7. Assessments

Type of assessment (Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Psychomotor domain Assessment

Cognitive domain assessment

Affective domain Assessment

Targeted Students Accommodations, Differentiated Instruction, Assessment & Data Decisions

Student/Small Group Accommodations –

How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).

To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the material will be taught and learned), product (what the students produce at the end of the lesson to demonstrate mastery), and/or learning environment (physical layout of the classroom, use of space, groupings, etc.) to account for the diversity in your classroom.

Proposed Changes:

If you could teach this lesson again to this group of students in your class, what changes would you make to your instruction?

Whole Class:

Analyzing Teaching: What changes would you make to your instruction-for the whole class and/or for students who need greater support or challenge-to better support student learning of the central focus? Assess Student Learning: Select one assessment, give feedback to at least 3 (high, medium & low) students, and discuss next steps

How will you provide specific, written feedback on assessments that will guide further learning? Be sure to address students’ individual strengths (what they did well) AND continuous needs (what they can focus on next time) relative to the learning objective.

Groups of students:

Individual students: