Medeline Hunter Plan Due in 12 hours from Now.

Name: _______________________

Subject : _______________________

Grade: _______________________

Unit: _______________________

Lesson Title: __________________________________________________________________

Objectives

 Objectives communicate clearly what the student will accomplish during the given lesson, including the:

Behaviors students will exhibit to show learning (What do you want students to learn by the end of the lesson?)

Conditions under which the students will exhibit those behaviors (How do you want students to demonstrate what they have learned?)

Criteria the teacher will use to determine whether students meet the objective (To what degree of proficiency do you want students to demonstrate their learning by the end of the lesson? Write a very concise objective including the three bulleted items above.

Begin the objective with, “By the end of today’s lesson, the students will be able to . . .”

Materials & Resources

 Identify ALL resources needed to execute the lesson. Attach any worksheets, lists, special groupings, page numbers in text, etc.

Anticipatory Set

Engage and Connect: How will you introduce the lesson and connect to previous learning? Provide relevance/meaning to the students. Statement of Learning Objective: State the learning objective in student-friendly language. For example, “Today you will learn how to . . . .”

Model (How will you demonstrate skills?)

 Teach the new material. How will you explain, model, explore, and assess new learning? Write a detailed script which supports the learning objective. Include questions and activities that match the level of rigor of the learning objective. If using a PowerPoint/Prezi/etc., list all information of the slides here with anecdotal information and questions.

Differentiation of Instruction

 What needs do students have that may require differentiated instruction? Explain why students may or may not require differentiated instruction. If students require differentiation, what elements of this lesson are differentiated by content, process, or product?

Guided Practice

 Student practice is defined as interacting/engaging with the content. Write details of how the teacher will introduce and carry out the activity. The teacher will … walk among the students, offer feedback, confer with students, and interact with the student learning. Students will … practice new material in a variety of ways: activities, games, collaborating with one another, worksheets, etc.

Closure

 Closure needs to restate the learning objective. Identify how the teacher and/or students summarize what was taught and learned.

Assessment

 Identify how you will assess throughout the lesson in order to gauge if students are achieving the lesson’s objective. Assessment drives instruction and should be threaded throughout the lesson: List how you will use Formative Assessments. Formative assessments are used by teachers as a way of collecting student data throughout a lesson to make instructional decisions and provide opportunities for teachers to reteach and students to improve their understanding and work. Formative assessments are meant to be ongoing to affect student understanding. Examples include verbal questioning, observation, practice, homework, etc.

Exemplary (4)

Proficient (3)

Developing (2)

Unacceptable (0)

Learning Objectives

Objective(s) clearly stated with reference to behavior, criteria, and conditions. Further explained are under what circumstances the learning will take place.

Behavior, criteria, and conditions can be interpreted. May contain unnecessary wording or be vague.

Only two of the three (behavior, criteria, and/or conditions) are apparent, but unclear or poorly written.

Behavior, criteria, and conditions are considerably unclear or missing.

Materials/

Resources

Lesson plan clearly lists ALL resources needed to execute the lesson. All supporting documents or handouts are fully developed and attached. {any worksheets, lists, special groupings, page numbers in text, etc.} A range of resources, materials, and technology are effectively integrated into the context of the lesson, engaging to learners and provide for optimal student learning.

Lesson plan lists most resources needed to execute the lesson. All supporting documents or handouts are mostly developed and attached. {any worksheets, lists, special groupings, page numbers in text, etc.} An attempt at variety of resources, materials, and technology are integrated into the context of the lesson

Many resources are not listed. Some supporting documents are underdeveloped or missing.

Lack of variety of resources is evident

Minimal attention to the list of resources and/or the supporting documents. Significantly underdeveloped.

Anticipatory Set

The lesson is clearly introduced in a logical and engaging manner so that students know what to expect and what is expected of them.

The lesson is introduced in a manner that may be somewhat confusing to students in order to know what to expect and what is expected of them.

The introduction is weak. It does not address the content, is not engaging, or may not be logical for students to anticipate the lesson to follow

No attempt made to introduce the lesson can be clearly discerned.

Model

Instructional procedures are clear and detailed to enable a third party to follow the lesson without aid in a step by step format. Lesson plan has explicit match between procedures and objective(s); multiple teacher modeling or examples provided, thoroughly details the teacher’s step-by-step actions in first person (I).

Instructional procedures match objectives as stated, but may be lacking in detail required for a third party to follow the lesson. Further development of steps needed. Teacher modeling is evident. Directions are detailed in first person and mostly clear.

Instructional procedures are unclear and difficult to follow. Inadequate details in the steps or steps are missing. Difficult to follow. Some confusion with procedures and objectives and/or teacher modeling is weak

Significantly undeveloped. No steps are present

Differentiation of Instruction

Includes detailed modifications and accommodations for diverse learners. Clearly stated evidence of one or more appropriate approaches to differentiation of content, process, or product

Includes some modifications and accommodations for diverse learners. Some stated evidence of an appropriate approach to differentiation of content, process, or product.

Modifications and accommodations for diverse learners are very vague OR may not address the content of the lesson. There appears to be some confusion about what differentiation is supposed to be.

Differentiation is not present or is significantly underdeveloped.

Guided Practice

Skills have been broken down into realistic parts which include details of how this will be introduced, carried out, and assessed via constructive feedback. Student practice is engaging and interactive. New skills are practiced allowing student interaction, cooperation, activities, and independent practice. New skills have relevance to the students

Skills are presented in small parts with information about introduction and application, and feedback. Some of the student practice is engaging or interactive. There is some variety. New skills are relevant

Skills are broken into small parts, but there are missing steps. And: More information about the process of carrying out this part of the lesson is necessary; (&/or) the activities presented in this section should be more engaging; (&/or) offer more variety, (&/or) be more relevant.

Some attempt has been made to plan for student practice. However, the steps are difficult to follow, the activities are weak in their link to the objectives; there is no explanation or introduction or carry-through. Overall, unacceptable

Closure

Includes clear procedures for closing the lesson and transitioning to the next or follow up activity that directly relate back to the Anticipatory Set. Key points of the lesson are clearly articulated

Includes most procedures for closing the lesson and transitioning to the next or follow up activity. Somewhat ties to the Anticipatory Set. Key points may be poorly articulated

Vague procedures for closing the lesson and transitioning to the next or follow up activity. Key points of the lesson are missing. May not tie to the Anticipatory Set

Closure does not exist that is relevant to the lesson.

Assessment

Includes clearly outlined formative assessment. Behaviors assessed exactly match the behaviors described in the objectives and appears in description of the lesson. Assessment product/process is fully developed to include how it will be evaluated and for what purpose.

Behaviors assessed exactly match the behaviors described in the objectives and appears in description of the lesson. Assessment product/process is fully developed to include how it will be evaluated and for what purpose.

Formative assessment may not be clear &/or the behaviors assessed are inconsistent with the behavior described in the objective and description of the lesson. Assessment product/process requires considerable revision and/or explanation.

Assessment is missing all together and no attempt to gain understanding of student learning is evident.