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Part I: Lesson Overview

Name:

Lesson Title:

Subject:

Grade:

Georgia Standards of Excellence :

Learning Objective(s)

Add rows here as needed. Name the learning objective(s) you have identified and list the assessment(s) that will provide evidence that students have met the learning objective.

Learning objectives must be observable and measurable. You must indicate what a student will be able to do at the end of the lesson AND the level of success expected.

You may also use “I Can” statements in student friendly language.

For example:

The student will write a minimum of three details from the story to support the main idea.

The student will solve given linear equations with 80% accuracy.

I can identify 40/50 states on a map of the USA.

Planning Assessment (Please attach copies of assessments to be used in Part VI.)

Briefly describe any pre-assessments, formative and/or summative assessments you will use throughout your lesson in the table below.

Identify the vocabulary essential for mastery of this content and the supports for vocabulary you will use within the lesson (whole class, specific group, individual).

Vocabulary:

Supports – Whole Class:

Supports – Differentiated (specific group and/or individual):

Scope and Sequence of Skills:

Upon what academic content knowledge does this lesson build and/or what academic prior knowledge might it activate?

21st Century Skills (e.g. critical thinking, collaboration, communication, creativity) and/or Technology Goals:

Cross-Disciplinary or Cross-Curricular Skills and/or Connections:

Materials Needed:

Technology Needed:

Part II. Information about Students and Their Learning Needs

Total Students:

Males:

Females:

Special Needs Students: Category

Number of Students

Required Accommodations for IEP, 504, ELL,

and/or pertinent IEP Objectives

Students with IEPs

Students with 504 plans

English Language Learners

Gifted

Autism or other special needs

Students with Dyslexia

*Required*

You must plan for a student identified with Dyslexia every semester even if there is not a student identified in your placement class.

Part III: Instructional Focus

A. Supporting Diverse Learners

How do you plan to differentiate your instruction related to the learning objectives and learning intention [e.g. product – what students create or produce; process – plan for how students will come to understand content; content – the questions and information that engage students toward meeting the learning goals; environment-the classroom climate or tone (see Carol Tomlinson’s extensive work).

How will you support each learner or groups of learners throughout the lesson instruction in ways specific to meet the learning objective(s)? You MUST address any supports for students with IEPs, 504 plans, ELL, Dyslexia, or gifted needs. You might also include struggling readers, underperforming students, students with gaps in prior knowledge, native or heritage speakers, or other criteria.

In the spaces below, do the following:

· Explain how you will accommodate for students identified in Part II with specific learning needs. Make sure you use supports that align with their required accommodations and/or goals and objectives.

· Explain how you plan to differentiate for any student (without required accommodations) that needs differentiated teaching or learning opportunities. You must differentiate in at least two ways daily.

Product

Required Accommodation:

Differentiation:

Process

Required Accommodation:

Differentiation:

Content

Required Accommodation:

Differentiation:

Learning Environment

Required Accommodation:

Differentiation:

Will you be using specific groupings (e.g. purposeful, flexible, heterogeneous grouping)?

If so, what criteria will you use to determine the groups (e.g. assessment data, interests, assets, literacy levels)?

What potential misconceptions and/or developmental approximations are possible with this content and how will you address each? (Consider understanding based on age of the student.)

How did you consider your student’s assets (personal, cultural, and/or community, developmental) within your classroom? Be specific to the content of the lesson and assets of your students. (What do they already know or have experiences with?)

Which aspect of your lesson reflects culturally responsive teaching? (Consider the social and cultural representations in your classroom, school or community.)

B. Planning Instruction

How will students use problem solving, analysis, critical thinking, creativity, and/or higher order thinking throughout your lesson?

C. Learning Theories

What specific learning theories and/or principles of child development guided your instructional choices for this lesson?

Explain how the tenants of the theory or theories apply to your learning objective(s) and instructional choices.

Part IV. Instructional Procedures/Timeline and Script

Your instructor may choose to modify the structure of this section to best meet the course goals, objectives and outcomes.

Opening of the Lesson

Script what you will say to motivate students and introduce the lesson?

At the beginning of the lesson, you will want to engage your students in some sort of brief interesting activity to get your students focused on the lesson, interested in the content, stimulated, and motivated to learn more.

How will you motivate students and introduce the lesson? You might decide to show an interesting picture, object, or display some special materials at this time. You might choose to review prerequisites or review previously learned content and relate it to the new lesson at hand. Or you might plan pose a stimulating question, or present something puzzling, interesting, or curious that is to be investigated.

Explanation of Learning Objective(s) to Students: Remember to explain the objectives to your students at the beginning of your lesson, either before or after the motivation/introduction. Script how you will plainly tell students, using age appropriate language, what is going to be happening during the lesson and what they are going to be required to do and be able to do at the conclusion of the lesson.

Body of the Lesson - Engaging Instruction or Learning Activities: Thoughtfully sequence the new information, the new concepts, the new vocabulary, and the new strategies/activities that you will present/provide for your students. You should spend a considerable amount of your planning time figuring out how to best sequence and organize your engaging instruction or learning activities to further your objectives.

This section may vary based on content area and instructor prior to student teaching. However, the rubric remains the same for all content areas and instructors.

Demonstrations/Modeling/

Examples: Bullet or describe techniques or skills you intend to model or demonstrate.

Frequently, especially for English learners, it is important to not only tell students what to do, but to also show them what to do. Bullet or describe the rich, varied demonstrations, models, modeling, examples, materials, and/or technology that you intend to utilize

Mid-Lesson Check for Understanding – Descriptions of Informal Assessments: In your lesson plan, describe how you will monitor learning and check for understanding at various points in the lesson. The information you gather about student learning will let you know if you need to adjust the pace of your presentation, repeat explanations, adjust your methodology, provide more modeling, or clarify student misunderstandings.

Guided and Independent Practice:

Guided practice allows your learners to rehearse the new information or practice the new skill/technique/action/procedure with your assistance and guidance. In this part of the lesson plan, describe what kind of guided practice activities you have planned to help students accomplish the objectives. Strive to design guided practice activities that are highly engaging and motivating. Interesting, attractive practice materials, aspects of gaming, good pacing, and teacher enthusiasm help make students motivated to participate in practice activities.

Independent Practice: Independent practice is when students are asked to practice something without assistance or direct guidance. Independent practice allows the instructor to check for mastery of the lesson objectives. Not all lessons will include true independent practice, but all lessons should result in evidence of student learning in some fashion.

Closing of the Lesson

Closure: Closure refers to an activity that ends a lesson and creates a lasting impression. Teachers use closure to check for understanding, emphasize key information, tie up loose ends, and correct misunderstandings. Students find closure helpful for summarizing, reviewing, and demonstrating their understanding of major points. In this part of the lesson plan, describe how you will close the lesson and what your students will do independently to prove that they have mastered the objectives that you targeted for this lesson.

Formal Assessment or Informal Evaluation of Objective(s): Describe how you will assess your students’ work or skill development to determine whether your objectives have been accomplished and whether learning has taken place. Your assessment of student learning may be formal or informal, depending on the lesson, but formal assessment of student learning (using observable skills or work products and/or scoring rubrics) is preferred. Be careful to design the lesson so that you are assessing the exact objectives that you specified at the beginning of the lesson plan. Remember, you will know your lesson was effective when it produces evidence of student learning. This section should directly correlate to the assessment portion of Part I.

Describe how you will assess your students’ work or skill development to determine whether your objectives have been accomplished and whether learning has taken place.

How will your assessment strategies allow you to provide specific feedback to the whole class, small groups, and/or individuals?

*Attach or paste any assignments, presentations/slides, worksheets, video links, and/or activity handouts to this document.

Part V. Post Instruction Reflection (complete this section after teaching the lesson).

Implementation.

What improvements and changes would you make and why? Include specific instances from your teaching as supporting evidence.

What went well and why? Relate your reflection back to the learning objectives.

What did not work well and why? Relate your reflection back to the learning objectives.

Learning Theories.

Explain how your implementation of the lesson reflect the learning theories that framed your plan?

Defend your response with examples from your experiences teaching the lesson.

Assessment Data.

What information about student understanding did you learn from student assessment(s) data? In what way did students demonstrate growth and understanding?

How will you act upon or will students be able to act upon the feedback provided from each assessment strategy used?

If required by your course (assessment course) or during student teaching, use the assessments and create a chart (pre and post test data) to analyze student learning across the class. Attach or paste your chart and write a quick summary of what students learned or potential misunderstandings and how you are drawing these conclusions.

Part VI. References and Resources:

Provide all necessary links and attachments (such as handouts and assessment documents).