Instructional Plan Design Analysis 5pages

Teacher

(Your name)

Grade/Age Level

Curriculum Area

(Content/Subject)

Date

Time Frame

(total minutes)

Identify Desired Results (Stage 1)

State Standard(s) (Math or ELA only)

ISTE-S Standards (not required for Week #4, Instructional Plan #2)

Established Goals/Learning Objective(s): (grade level and content-specific (Math or ELA only)

Understanding(s) Involves Big Ideas

(give meaning & importance to facts, can transfer to other topics, usually not obvious; an inference, not a fact, may provide a conceptual foundation to basic skills, deliberately framed as a generalization—do not end with an adjective-e.g.; “fractions are important”)

Students will understand that…

Essential Questions (Open-ended, no single “correct” answer/meant to be argued, provoke student inquiry & focusing learning & final performance, may address conceptual or philosophical foundations of a discipline, raise other important questions, naturally & appropriately reoccur, stimulate vital, ongoing rethinking of big ideas, assumptions, & prior lessons)

Knowledge What we want students to know

(Vocabulary, terminology, definitions, key factual information, formulas, critical details, important events & people, sequence & timelines)

Students will know…

Skills What we want students to be able to do

(Basic skills—decoding, math computation, Communication skills—listening, speaking, writing, Thinking skills—compare, infer, analyze, interpret, Research/inquiry/investigation skills, Study skills—note taking, Interpersonal/group skills)

Students will be able to…

Assessment Evidence (Stage 2)

Determine Assessment Evidence

Formative Assessments: Aligns with Stage 1: How will students “show what they know”?

student work samples/artifacts, student skill demonstration (informal, non-cumulative), group/independent activities, traditional quizzes, tests, observations, student self-assessment & reflection

List form—more specifically described in Stage 3 when sequencing the lesson

Learning Plan (Stage 3)

Plan & Sequence Instruction and Learning Experiences

Teacher’s role: Facilitator of meaning making & a coach giving feedback & advice about how to use content effectively

Key:

Indicate within each stage of the Gradual Release process

a) where technology is integrated (T) (not required for Week #4 Instructional Plan #2) ,

b) formative assessments labeled (FA) with;

c) level of DOK (1:Recall, 2:Skill/Concept, 3:Strategic Thinking, or 4:Extended Thinking)

Anticipatory Set:

How will you hook students at the beginning of the unit?

Instructional Input

(“I do”--Teacher does)

Approx.time:

Guided Practice (We do together--I do, you help & You do, I help)

Approx.time:

Independent Practice (You do alone, I watch)

Approx.time:

Differentiation:

Specify those areas of your instruction and student activities/assessments that show

how will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the lesson.

These are areas that recognize all levels of learners and modalities for learning.

Week #4 Instructional plan MUST deliberately plan for specific modifications to assessments and/or learning accommodations that would best support identified unique learners.

Other