Integrated

Essential Unit Concept(s) or Question(s) –What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer?

Georgia Standards of Excellence or Other State’s Content Standards: Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson.

List also ELA literacy standards that relate to this particular lesson.

Learning Target(s)/Outcome(s)-What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that relate to this particular lesson?

Stage 2: Assessment Evidence

Assessment(s) - Identify as formative or summative assessment.

Refer to your Integrated thematic Unit and incorporate only those assessments that relate to this particular lesson, including but not limited to, performance tasks framed with the GRASP or Six Facets of Understanding) and also additional assessments (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…).

If needed, develop new assessments as relevant to this particular lesson.

Required: Attach copies of all assessment documents/instruments with the criteria that will be used to assess students.

Readiness - Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc.

Interests - Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc.

Student Perspectives- Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson.

Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf OR

Differentiation Handbook: Strategies and Examples: Grades 6–12 https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

Describe adjustments made to support all students in this lesson. (e.g., Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)

List just the IEP goal(s) related to this lesson for each student. Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. State the IEP goal(s) so that it describes a measurable and observable behavior. For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly.

Describe the accommodations and/or modifications provided in the IEP for each student that are relevant for this lesson.

How will you plan for students with other education plans (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?

Describe the accommodations that are relevant for this lesson.

Describe the modifications that are relevant for this lesson.

Prior Learning:

Students’ Life Experiences:

Other Content Areas:

List and d escribe here AND in the appropriate steps in the lesson plan literacy skills that relate and will be incorporated in this particular lesson.

Management Strategies- List and discuss management strategies/routines that apply to this lesson.

Evidence-Based Instructional Strategies (Include this information here AND in the appropriate step in the lesson plan.)

List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies).

LEARNING SEQUENCE

Instruction and Work Session –

**Hook and Hold

Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.

Establish a connection to the students’ prior knowledge in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.

NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.

Teaching (demonstration, modeling, lecture, questions)

Identify and provide information related to concepts, skills, and learning objectives.

Clarify and explain content using both verbal and visual input while inviting students’ participation.

NOTE: In this section, include what you will do and how you will do it, step by step. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson.

Checking for Understanding

Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.

NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice.

Practice (guided and/or independent)

You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.

Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.

If you plan to ask the students questions, list the questions where you plan to ask them.

Alternatives for Early Finishers

Identify alternatives for students who finish tasks early

Alternatives for Late Finishers

Identify alternatives for students who finish tasks late

Closing/Lesson Wrap-Up – Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.

Elicit or state explicit connections to students’ everyday lives and other content areas.

If you plan to ask the students questions, list the questions where you plan to ask them.

Student Use of Technology – List how students in the classroom will utilize technology for engagement and learning OR justify why students will not be using technology in this lesson.

Instructor Use of Technology- List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content.

Key Instructional Materials - List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use.

List all resources/materials related to this lesson.

Write all references using the correct APA 7th edition format https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html

Include copies of anything you give to students (e.g., graphic organizers, handouts, transparencies/PowerPoint presentations).