lesson plan template

Lesson Overview

Lesson Plan Title

A descriptive name or creative title for your lesson

Focus: Aspect of the Subject:

Brief description of the lesson

Common Core Standards

Identify one or two primary state standards this lesson is designed to help students attain. How will the learning tasks lead students to attain the identified standards?

Student Objectives/Learning Outcomes

3 objectives students will master by the end of your lesson.

1. In the Cognitive Domain

2. In the Affective Domain

3. In the Psychomotor Domain

Prerequisite Skills / Prior Knowledge

2 or more Conceptual Knowledge and Technical Skills students must have to begin this lesson.

Lesson Activities

Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.

1. ANTICIPATORY SET or MOTIVATION ACTIVITY: prior to the start of the lesson what activity/lesson will you perform to introduce the students to the upcoming lesson. Briefly describe how you will initiate the lesson. (Set expectations for learning: articulate to learners what they will be doing and learning n this lesson, how they will demonstrate learning, and why this is important).

2. ACTIVITIY (S): describe/list the activities the students will be performing (i.e. worksheets, game, debate).

3. LESSON DEVELOPMENT/PROCEDURES: step-by-step procedures of the lesson from beginning to the end. Please DO NOT use “I DO,” “YOU DO,” “WE DO.”

4. CLOSURE/CONCLUSION: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. How you bring the lesson to a close/end (i.e., review, quiz, skit, show & tell). (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives).

Enduring Question

Can be created by using a simple formula: concept – verb – concept

• are statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom.

• synthesize what students should understand—not just know or do—as a result of studying a particular content area.

• articulate what students should “revisit” over the course of their lifetimes in relationship to the content area.

Essential Question(s)

Can be created by using either “How” “Why” or “To What Extent”

Definition of Essential Question

• One that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of a subject

Subject Area(s) Transdisciplinary/Interdisciplinary Connection

What other branch or branches of knowledge (discipline) does this lesson relate to and how. (Ex. Art, Math, Science, Social Studies) - State and Describe how 2 or more disciplines are integrated with your lesson. If your lesson plan is a math activity, show how it can be integrated with 2 disciplines excluding math.

Academic and Domain Specific Language

What language demand and vocabulary are central to the learning segment and to students’ varied levels of language development

Materials / Resources

List the materials you will use in each learning activity, including printed materials, supplies, technological resources and internet resources.

Differentiated Instruction

Describe 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEP’s, gifted and talented students, struggling learners and English language learners.

How will you differentiate instruction in this lesson to support student learning?

Student Assessment / Evaluation

Formal Assessment / (Summative) – How will you ask students to demonstrate mastery of the student learning objectives? Attach a copy any assessments you will use along with assessment criteria.

Informal Assessment / (Formative) – What informal assessment will you use to monitor or assess student progress?