Lesson Plan

Name: Length of Lesson: minutes

Grade and Topic: Lesson Date:

The Lesson Plan format has explanatory descriptions or questions in red font and a few examples in blue font. You may see descriptions of typical learners at the end.

CENTRAL FOCUS: ● List the unit goals/objectives for which this lesson is part. This is likely a few sentences here (can be

bullets) that tells what the lesson is about. When you write your edTPA, you will write a short paragraph giving a short synopsis noting the focus of the 3-5 lessons, collectively.

● Requisite skills (skills necessary to achieve your objectives). Determine what the students will DO at the end of this lesson, and then note what they need to know BEFORE this lesson begins?

STANDARDS ADDRESSED: List the State/District and/or Common Core standards addressed in the lesson(s). Copy and Paste the whole standard(s) from the official standards you find online. This means the number and text that applies to your lesson.

LESSON OBJECTIVE(S): These are not “I CAN” statements. These should include a learning condition, an observable action, and a measurable way to determine success. Your objectives must be observable and measurable. Many poorly written objectives use the word “understand”, as in “the students will understand…..” I cannot open a child’s head to see what they understand. I must observe or measure something that they do to determine if they understand something. Sample objectives for a lesson on equivalent fractions: ● After exploring patterns using fraction squares, students will list four (4) fractions equivalent to each

of the following: 1/2, 2/3, 3/4, 3/5, and 4/5 with 80% accuracy.

● After exploring fractions, the advanced students will correctly explain and justify, using graphics, why 1/2 of an apple is the same fractional part as $0.50.

● List the specific content INSTRUCTIONAL objectives for the lesson. ● Note any expectations related to student participation in the lesson. What will students DO?

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS: You must answer each of the bullets.

● List the formative and summative assessments that will be used in this lesson. Indicate the summative (end of lesson or unit) AND formative (exit tickets, thumbs up, fist of five, etc.) assessments you plan. What questions will you ask in the formative assessments? How will you document each assessment?

● Explain the link between the assessment(s) and the objectives. How are the assessments related to the objectives? How does each assessments provide evidence that the objective was met?

● Assessment Accommodations for this lesson (e.g. IEP, 504 students, gifted, ESL, other). How will you modify the assessments so that you can assess all of your students? See the list at the end if you do not have students to discuss right now.

MATERIALS: You must answer each of the bullets. ● List of all materials you will use as part of the lesson. Tell me everything you will need. ● Provide the charts, tables, assessments, rubrics, or worksheets you will use. Show what you will

use. ● Identify how and why technology will be integrated. Technology should be more than simply

watching a video, BrainPop, or moving things on the ELMO, or using the Promethean Board. How will students USE technology to further THEIR learning?

BACKGROUND and RATIONALE: You must answer each of the bullets. ● What are the key concepts/ideas for the lesson? What will students learn today? ● What is the academic language of this lesson?

• Content vocabulary (e.g., suffix, verb, multiply, ratio, force, gravity, economy, money) AND

• Language function (e.g., compare, list, describe, analyze, simplify, categorize,) AND

• Discourse (student discussions USING content vocabulary OR language function) What questions will you expect to hear or what comments will you expect students to make as you listen to student-to-student conversations? How will students USE the content vocabulary OR language function?

● How does this lesson connect with and build on the previous lesson(s)? What did students learn previously that sets the stage for today’s lesson?

● How do you expect to build on this lesson in subsequent lessons? What will students learn today that provides a foundation for tomorrow’s lesson?

● Why will you need to plan differentiated activities or assessments? What SPECIFIC needs are presented by the students in your classroom that will need specific assessments, activities, or something else? See the last page if you need a list of “students.”

● What connections will you make to the cultural, personal, and community assets of your students? MOST IMPORTANT. How will you make your lesson relevant to the personal, cultural, community, and developmental assets of your students? Some of your students may be from a lower/higher income level, non-English speakers, non-readers, a lower/higher achievement level or homeless. How will you make your lesson relevant for all students?

PROCEDURES AND TIMELINE: ● Introduction: What will you do to help the students become focused or motivated to

learn in this lesson or teaching segment (motivation to learn)? Be creative here. ● Procedures:

• Provide a bulleted sequential description of the procedures and activities for the lesson. What will you do and what will the students do?

• Include approximate times with each bullet. • For each activity, include directions you may need to give or key

questions you intend to ask, possible alternatives to the activity, or examples. Write the questions ahead of time. You might not ask all, but you have some from which to choose.

• Include the higher order thinking questions you will ask. Write these, too.

• Describe the type of feedback you will give students during the lesson. What will you

say or do?

• Describe how you will differentiate for students with specific learning needs (i.e.,

non-English speakers, non-readers, a lower/higher achievement level) or backgrounds

(i.e., lower/higher income level, homeless).

● Closure: How will you have students summarize what they learned? How will students

reflect on their own learning? How will you connect what they have currently learned to the next lesson?

ASSESSMENT EVIDENCE: ● Provide the formative and/or summative assessments that are part of this lesson. What are these?

Provide the actual assessment you will use or a clear description of what students will do on the assessment. The assessment should be listed as part of the materials section and provided at the end. (i.e., Students will answer 6 comprehension questions about the story read. Students will correctly name the parts of speech represented by the highlighted words in each sentence.)

● Make sure there is a clear link between the Central Focus, the Objectives and the Assessments. How does each assessment question, segment, or project relate to the objectives stated earlier?

MODIFICATIONS: ● List specific future modifications/accommodations for students who did not master the objectives.

Do NOT say re-teach or imply such. Be clear about what you will do. Include the SPECIFIC activities and materials that you will use with specific students who are below the median.

● List specific modifications for students who are ready for enrichment activities. Be clear about what you will do. Include the SPECIFIC activities and materials that you will use with specific students who are above the median. Do NOT say anything about peer tutoring or having a student who mastered the objective to tutor those who did not reach the objective. This is YOUR job. How will you stretch the student who is ready for advancement?