EDLC 554
LESSON PLAN TEMPLATE
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Montana
Billings
Grade Level: 1st grade
Candidate’s Endorsement:
Elementary Education pre K –
5th grade
Central Focus: Word recognition
Subject: Language arts/ reading Learning Segment Theme: Looking at words and
recognitions it later on.
Where in the learning segment
does this lesson occur?
☐Beginning ☒Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, family
backgrounds, experiences, etc.)
Each student has many different interests like sports,
music etc. Their family is very diverse some has one
parent household, some live with other relatives and
some has both parents. Each student have different
experiences because of how they grew up.
Cultural (Traditions, dialects,
worldview, literature, arts, etc.)
There are many different traditions because of there
family, religion, Many students celebrate Christmas but
there are those who don’t they have different religions so
they don’t celebrate it some may be Jewish or Indian so
the cultural is diverse.
Community (Landmarks,
community events, etc.)
The community is surrounded by hills and mountains.
This is in a small town that has many festivals. In this
town they have something going on every month.
Developmental (Cognitive,
physical, social, and emotional)
This class is very different, from others they have many
physical issues. The social is very similar to a lot of
classes there are many interaction with each other. The
emotional is also like any other school.
CONTENT STANDARDS
State Standards Click or tap here to enter text.
National Standards Click or tap here to enter text.
InTASC Standards Click or tap here to enter text.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
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(consider all three domains). Include condition, performance, and criterion.
a. By the end of the lesson the students will be able to see a word and recognize wither it
is an animal, name, or if it is describing an action being done.
b. Teacher version: given five different words to be recognized the student will be able to
identify the words and place them in the appropriate category.
c. Learning target/ student version: I can put it in there own category, we will be able to
recognize words.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
I will start the lesson with some questions about different words that are on the board. For
example the words cat, run, plane, Ms. billings. The questions are where do you think the word
cat belongs? What type of word is it? What can you tell me about this cat? The same questions
can be applied to the other words. This will lead into the main reason why I had these words
on the board. Then after they have answered the questions for these words they will get out
there notebooks.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling a. PASS OUT THEIR NOTEBOOKS
b. START THE POWERPOINT
c. EXPLAIN TO THE CLASS THAT WE WILL BE TAKING
NOTES ON THE NEW WORDS THAT WILL BE
INTRODUCED.
d. THEN TELL THE CLASS EVERYONE SHOULD PUT
THERE NOTEBOOKS UP WHEN YOU HAVE COPIED ALL
NEW WORDS.
e. THE CLASS WILL GO BACK AND SIT DOWN WHEN
FINISHED PUTTING THEIR NOTEBOOKS UP.
f. WHEN EVERYONE SITS DOWN THEN I WILL SPLIT
THE CLASS UP INTO GROUPS OF 4.
g. GROUP ONE WILL TALK ABOUT THE WORD
AIRPLANE WHAT IS IT WHAT TYPE OF WORD IS IT
ALL THE QUESTIONS THEY HAVE TO BE ABLE TO
TALK ABOUT IT.
h. THE NEXT GROUP WILL TALK ABOUT CAN THAT
WORD BE USED AS AN ACTION WORD AND THEY
NEED TO BE ABLE TO TELL ME WHY OR WHY NOT.
i. THE THIRD GROUP WILL PUT THAT WORD IN A
SENTENCE.
j. THE LAST GROUP WILL THEN TELL WHERE WE
RECOGNIZED THIS WORD?
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k. WHEN ALL 4 GROUPS HAVE TALKED ABOUT THE
WORD THEN THEY WILL GO BACK TO THERE SEATS.
l. THERE WE WILL TURN OUR ATTENUATION BACK
TO THE POWERPOINT
m. THEN WE WILL WATCH A VIDEO ON WORD
RECOGNITION
n.
WE WILL DISCUSS THIS VIDEO AND WHY IT WAS
IMPORTANT.
Guided Practice a. CLEAR OFF YOUR DESK NOTHING SHOULD BE ON IT.
b. ONE PERSON WILL PASS OUT THE BINGO CARDS DRY
ERASE BOARDS.
c. ONE PERSON WILL PASS OUT THE MARKERS
d. ANOTHER PERSON WILL PASS OUT THE ERASERS.
e. WHEN FINISHED LISTEN TO DIRECTIONS
f. WHEN I USE A WORD IN A SENTENCE OR IF I SAY
THE WORD YOU MUST LOOK TO SEE IF YOU GOT IT
ON YOUR
g. IF YOU HAVE IT THE BUT AN X ON THAT SPOT.
h. FIRST ONE TO GET BINGO WILL GET TO PICK FROM
THE SURPRISE BOX.
i.
AFTER THE GAME IS OVER THEN 3 OTHER PEOPLE
WILL PICK UP THOSE ITEMS.
Independent Practice They will be working on a word recognition worksheet
quietly. This work sheet will be a circle the word that
matches the picture.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
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Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
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Summative Assessment (matches
the objective)
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Click or tap here to enter text.
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Language Support(s) Click or tap here to enter text.
Essential Vocabulary Click or tap here to enter text.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Click or tap here to enter text.
Materials Click or tap here to enter text.
Technology Connection Click or tap here to enter text.
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other resources
deliberately designed to facilitate student learning of the central focus).
Planned Supports Click or tap here to enter text.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities (special needs
[IEPs/504 plans], gifted and
talented, accommodations, etc.)
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ELL Click or tap here to enter text.
Learning Styles/Student
Engagement
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Extension Click or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
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REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
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EDLC 554
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