4vpages due wednesday

Academic Language:

Lesson summary and focus:

Classroom and student factors:

National / State Learning Standards:

Specific learning target(s) / objectives: Teacher notes:

I. PLANNING

Agenda: Formative assessment:

Functions:Key Vocabulary: Form:

Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title

LESSON PLAN TEMPLATE College of Education

In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.

Identify the relevant grade level standard(s), including the strand, cluster, and stan- dard(s) by number and its text.

Specify exactly what the students will be able to do after the standards-based lesson.

Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approxi- mate time for each segment.

Identify the process and how you will measure the prog- ress toward mastery of learning target(s).

Clarify where this lesson falls within a unit of study.

Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?

Describe the structures or ways of organizing language to serve a par- ticular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Grouping:

II. INSTRUCTION

I do Students do Differentiation

Instructional Materials, Equipment and Technology:

A. Opening

Anticipatory set:

Prior knowledge connection:

B. Learning and Teaching Activities (Teaching and Guided Practice):

List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

Identify grouping strategies that will support your students’ learning needs.

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Identify how this lesson is meaningful to the students and connects to their lives.

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

Please use a corresponding numbered list.

Describe methods of differentiation, including accommodation or differ- entiation strategies for academical- ly, behaviorally and motivationally challenged students.

Please use a corresponding num- bered list.

Also include extension activities: What will students who finish early do?

Your “I Do” instructional proce- dures should include: The teaching strategy you will use to teach each step that includes model- ing and formative assessment; transition statements you will make throughout your lesson and essen- tial questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instruc- tions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment.

III. ASSESSMENT

Summative Assessment Differentiation

Homework:

Closure:

Explain how students will share what they have learned in the lesson. Identify ques- tions that you can ask students to begin the closure conversation. Identify how stu- dents will confirm transfer of the learning target(s)/ objectives to application outside the classroom.

Clearly identify any homework tasks as appropriate. Elaborate whether the home- work is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework.

Include details of any summative assessment as appli- cable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives.

Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motiva- tionally challenged students.