Presentation/Assigment

General Lesson Plan Template with Guiding Questions Directions: For day-to-day planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan.

Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

Standard(s): (no more than 2-3 standards)

Lesson Objective(s): What will students know or be able to do by the end of the lesson?

Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon?

Assessments: How will you measure progress towards the objective? What criteria will you use?

Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful?

Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc.

Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

First Five: (5 minutes) ❏ How will students enter the classroom and get prepared to learn? ❏ What initial task will students perform that aligns to the objective(s)? How will you review it?

Teacher Actions Student Actions

Introduction of New Material: (10 minutes) ❏ How will you build upon the skills/content of recent lessons? ❏ How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry)? ❏ What will students be doing to process this information?

Teacher Actions Student Actions

Guided Practice: (5 minutes) ❏ How will you know that students are ready to begin working independently? How will you gather that data? ❏ What will you do if students are confused or misunderstand? ❏ What directions will you give to students for independent practice?

Teacher Actions Student Actions

Independent Practice: (25-30 minutes) ❏ What responses do you expect to see from students? Which misconceptions do you anticipate? ❏ How will you assess the quality of student work? (rubric, checklist, etc.) How will you gather data? ❏ How will you elicit and coach student thinking? How will you support students who struggle?

Teacher Actions Student Actions

Last Five: (5 minutes) ❏ How will you assess learning? ❏ How will you students summarize what they have learned? ❏ How will students prepare to transition to a new subject or class?

Teacher Actions Student Actions

Reflection

Reflection

Provides a thorough and specific reflection about what you learned about lesson planning that is likely to improve your teaching practice.

Did the learning tasks support the student to work toward learning objective/learning target proficiency that was identified in this lesson? Explain. If not, what would you do to address it?

Checklist:

Developing Well-Developed

Standard(s): (no more than 2-3 standards)

Teacher Candidate has basic understanding of content/standards and makes some attempt to connect with other disciplines or grade level.

Teacher Candidate has an extensive understanding of content/standards and makes meaningful connections to other disciplines and grade level.

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Lesson Objective(s)

What will students know or be able to do by the end of the lesson?

Lesson objective/s is/are observable, measurable and/or performance based and/or connected to grade level standard/s.

Lesson objective/s is/are observable, measurable performance based and connected to grade level standard/s.

Connections to Prior Learning

What prior content, concepts, and/or skills does this lesson build upon?

Teacher Candidate activates prior knowledge: eliciting from students what they already know or building initial knowledge that they need in order to access upcoming content.

Teacher Candidate activates prior knowledge: both eliciting from students what they already know and building initial knowledge that they need in order to access upcoming content.

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Lesson Plan Assessments

How will you measure progress towards the objective? What criteria will you use?

Teacher Candidate provides a minimum of one assessment of the learning objectives and also includes at least one student self-assessment that is likely to improve student engagement and achievement.

Teacher Candidate provides a minimum of two assessments of the learning objectives and also includes at least one student self-assessment that is likely to improve student engagement and achievement.

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Description of Lesson Differentiation

How will you adapt the content, process, and/or products to meet so all students can be successful?

Teacher Candidate provides a partial or general description of lesson modifications and accommodations that are only somewhat likely to improve student engagement and achievement.

Teacher Candidate provides a thorough and specific description of lesson modifications and accommodations that are likely to improve student engagement and achievement.

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Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc.

Teacher Candidate provides links to any resources that are being utilized during lesson facilitation or includes links to resources for students who require modifications and accommodations.

Teacher Candidate provides links to any resources that are being utilized during lesson facilitation and includes links to any resources for students who require modifications and accommodations.

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Lesson Activities

How will you engage students in grade/developmental level work that relates to their lives?

Lesson activities are developmentally

appropriate

and are interesting.

Lesson activities are

developmentally appropriate,

creative, and relate to students’ lives.

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Reflection Teacher Candidate provides a partial or general reflection about what they’ve learned about lesson planning that is somewhat likely to improve their teaching practice.

Teacher Candidate provides a thorough and specific reflection about what they’ve learned about lesson planning that is likely to improve their teaching practice.

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Connecting Theory and Practice

Teacher Candidate mentions at least 1 course or external reading and/or resource that supports their description and reflection.

Teacher Candidate makes specific mention of 2 or more course or external readings and/or resources that support their description and reflection.

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Conventions Teacher Candidate makes some (2+) errors of spelling, grammar, or format; however, the overall readability is not greatly impacted.

Includes APA citations for both in-text citation and works cited page.

Teacher Candidate makes no errors of spelling, grammar, or format.

Includes APA citations for both in-text citation and works cited page.

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