lesson plan in evaluation format

Miss Hunter’s Elementary Lesson Plan Template Explanation

To receive full credit, meet the rubric requirements.

Name_________________________________ Date_________ Grade ______Subject_______

Standards Copy the MCCR Standard(s) including the number.

Learning Objectives List casual, specific, measurable objective(s) specific to this one lesson. At the end, conclude “with _____% accuracy.

Assessment

· Formative; feedback I suggest you write the assessment section after you write your procedures. Write your standards, objectives, anticipatory set, procedures, and closure. Then go back and study your procedures. Identify all the assessments/activities (question/answer sessions, discussion, observation of small group work, a worksheet or workbook page, writing assignment, modeling with manipulatives, etc.,) during the lesson that will inform you about what the students seem to know or not know. These are the formative assessments used to determine if the students have met the learning objective. List them as your formative assessments and include how the students will receive feedback for each activity. The phrase “immediate oral feedback” describes the feedback in many cases.

· Summative; feedback The summative assessment is not happening today. In this lesson, they are learning and practicing a skill. They are not yet ready to be tested on it. For the summative assessment, list the date when the test will be administered, briefly tell what skill(s) the test covers, and tell how the students will receive feedback about their responses.

Differentiation and accommodations (both academic and behavioral ) I suggest you write this section after completing the anticipatory set, instructional procedures, and closure. Be specific. List the first names of the students in the low group (may use a different name for your groups) and explain what is being done differently with these students to help them learn the skill. List the first names of the students in the high group and explain what is being done differently with these students to extend their learning. It needs to be evident when this will happen. Attach the differentiated materials along with the other materials for the lesson, and clearly label them as to which group will use them.

If there are behavioral accommodations, be sure to include them in this section, or state that there are none.

You may certainly use peer tutoring during your lesson, but peer tutoring will not count as differentiation. We cannot depend on elementary students to teach for us. Do not misunderstand. Peer tutoring has its place and can be helpful to some students. Just be aware it is not differentiation.

Anticipatory set You can present the 5 parts of the Anticipatory Set to the students in any order you choose but keep writing them in the order on this template. The order aligns with the rubric.

· Review Include the questions you will ask to review prior learning; include the expected responses in ( );

· Connection to future learning (at school) Use quotes and "kid language" for what you will say for the connection to future learning (academic connection; a school connection). How does today's objective fit into what they will be learning at school tomorrow, next week, or later this year?

· Hook Make this short and sweet. A video is too long to use as a hook because it takes up so much time. If you have a video of quality, move it to the procedures section and teach with it .

· Relevance (outside of school) Use quotes and "kid language" for what you will say to make a real life connection for kids of this age. How is this objective related to something in the world outside of school?

· Expectations (group work, whole class discussion, video, etc .) Use quotes and "kid language" for what you will say as a quick overview of what will happen during the lesson. (example--“Today we will work together, watch a video, and then work in groups.”) You can also mention behavior expectations.

Instructional Procedures This is the meat of the lesson plan and explains what both you and the students are doing throughout the lesson. It is an outline of how you will instruct this lesson from the end of the anticipatory set until you are ready for closure. Do not repeat the anticipatory set in this section. Start the instructional procedures section with what you will do immediately following the anticipatory set. You may script the procedures if you choose, may use bullets, or may use another format that works for you. This is normally the longest section in the lesson plan. Be specific and clear; a third party (a substitute) must be able to follow your plan. Include the expected responses for the questions in parentheses following the questions.

Instructional Strategies

· List strategies used; cite research supporting 2 of the listed strategies After you have written the plan, go back through it and list here all the teaching strategies you are using during the lesson. Then choose two from the list to research. Include a complete citation for the review of research a professional conducted on this strategy and briefly tell what the research proved is the benefit to students for being taught with this strategy. One or two sentences is sufficient.

· Visual support After you have written the plan, go back through it and notice all of the visual elements in the lesson. What parts of the lesson assist with visual learning? List them.

· Auditory support List the parts of the lesson that assist with auditory learning .

· Kinesthetic support We are talking about using manipulative or motions or body movements that assist students in learning content. This is not walking to the white board or moving to the carpet. Getting up and moving is helpful for some kids who might need to wiggle during this lesson, but the movement does not help them academically. If your lesson does not include a kinesthetic element (many do not), simply write "none" in this section.

Closure List statements and questions that address both a summary of the lesson’s main concepts and ties to real-life. Include the expected responses for the questions in parentheses following the questions. Exit slips may be used in closure, but they do not provide closure. Exit slips tells YOU something about what the students know when you read them after class. Closure should provide the STUDENTS with a summary of the main learning of today’s lesson. The goal is for the students to hear the main points of lesson one more time before they move on to something else.

Materials list (attach materials in a separate file) List all materials except paper and pencil. Be specific. Refer to the title on a worksheet or a page number. A substitute needs to know what to use. Notice the rubric requirement for a link. All supplementary materials must be attached in Tk20 in a separate file but in the same placeholder with the lesson plan.

Technology List all technology used during this lesson.

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