Lesson Plan Template (Teacher Facilitated—Literacy)
Heading:
Student’s Name: ______Date: ______
Subject Area(s): ______Grade Level: ______
Concept/Topic: ______Time: ______
Context:
Composition of Classroom:
Who are the students? Describe the instructional context including any specific characteristics of the class or of individual students that are important to consider. Include the following:
· Students’ background and attributes (Include: cultural background, prior knowledge, and prior experiences)
· Students’ abilities (Include: cognitive strengths & weaknesses; social & behavioral characteristics)
Desired Results:
Big Ideas/Key Concepts:
What do you want students to understand about the topic? Summarize the Big Ideas (overarching concepts that transcend all grades) and Key Concepts your lesson is designed to address. Include the specific content and process information (Teacher Knowledge) you need to know about this concept in order to teach your lesson.
a. Big Ideas
b. Key Concepts
c. Teacher Knowledge
Objectives:
1. What do you want the students to be able to do at the end of the lesson? Continue to refer to these objectives during the lesson. (These objectives should describe what students will “do” in the lesson, and what they will be learning through that activity.)
2. Address Coherence and Continuity: Describe how this lesson fits into the unit. How does this lesson connect to what came before and what comes after? What did students learn in previous work that provides the underpinnings for this lesson and unit? How does this lesson relate to other subjects?
Curriculum Standards:
List the education standard(s) that will be addressed—Pennsylvania’s Standards Aligned System (www.pdesas.org) (These standards should be closely related to the “big idea(s)” and objectives described above.)
EVIDENCE:
What data will you collect to assess the extent to which the desired outcomes were achieved? Explicitly state how the collected data are linked to the big ideas and objectives identified above (e.g., “if students do x, then I will know that y.”). Answer the following questions
· Describe how will you monitor progress during the lesson.
· During and after the lesson, how will you determine if the students have gained understanding about the big ideas/concepts?
· How will you know if they are able to perform the skills taught in your lesson?
LEARNING PLAN:
Rationale:
· What about prior sessions with the students and your knowledge of students in general prompted you to select the tasks and develop the ideas in this lesson plan as you did? Be specific. Consider what theory is driving your instructional decisions as well as how you plan to incorporate the Temple teaching standards into your lesson.
· Differentiation: Be specific. Explain how your lesson will help ALL students, including your special education and linguistically diverse students, develop the big idea(s) and key concept(s).
Materials and Technology:
List all the materials/equipment needed for this lesson, including technology. Include a separate list for teachers and students.
Step-By-Step Procedure:
Be very specific about the details of the lesson plan, such that someone, in your absence, could use the plan to teach it the way you intended. For example, if you want to discuss something, how will you facilitate the discussion? What will you say? Make sure you ask students to explain their thinking and engage with the content on a higher level.
1. Launch:
a. Hook/Lead-in: Use actions and statements to gain students’ attention and to create an organizing framework for the ideas, principles, or information that is to follow. Consider using short video clips, brief passages from a book, songs, games, intriguing discussion questions, and props (e.g., concrete visuals such as a hat or other real world item(s)).
b. Activate Prior Knowledge: Connect new information to their previous knowledge. Review the necessary prior knowledge and make sure that students have the prerequisites for new learning. This is where you make the objectives of the lesson explicitly clear to students.
2. Instruction: Specify the steps required to instruct, model for, and to guide students. Decide how students will participate.
a. Explicit Instruction or Worked Example: Describe the detailed procedures regarding how you will guide students to learn a specific example so as to build students’ schema for problem solving.
i. Begin by posing a question or presenting a problem (if possible depending on the topic and objectives). After students have had time to consider the question or problem, move to explicit instruction.
ii. Write what you will say to students including the types of activities students will do during the lesson and probing questions (higher level) to be posed to students. These questions should probe students’ strategies and understandings, foster further understanding, encourage student discourse, provoke further discussion, and/or challenge misconceptions.
iii. Consider possible student responses and mistakes.
b. Modeling: Tell how you will use concrete representations to model concepts and procedures.
- *Guided Practice: This is the most important part of the lesson. Describe how you will provide support (scaffolding) to students while they practice the skill(s) being taught. Include questions you will ask to guide them. What will you do if students are not experiencing success? During this part of the lesson, students discuss their solutions as well as the strategies they used to approach the problem. Have individuals or pairs share their learning.
3. Independent Practice: List the required independent practice so students can practice what they have learned.
4. Application: Describe how students will apply newly learned skills and concepts to other activities, content, or texts which could include extending the concept to real world connections and/or problem solving based on the learned objectives.
5. Closure: The closure can be written or oral, but it needs to include a review AND a check for understanding.
Evaluation:
The purpose of evaluation is for you to check the students’ mastery of the lesson objectives.
· What will you do with the evidence you collected during this lesson?
Attachments:
Attach any supplemental materials (e.g., worksheets, graphic organizers, etc.)
Temple teaching standards (TTS):
· Review your lesson plan to make sure you have addressed the six TTS (Deep Content Understanding, Coherence & Continuity, Real World Connections, Active Learning, Critical & Creative Thinking, Teacher Reflective Thinking).
· Revise, if necessary, to ensure all standards are included.
· Be prepared to explain how your lesson plan addresses the TTS.
Reflection (After the Lesson):
Analyze the evidence you collected and reflect on how the lesson went:
· What did the students learn? How do you know?
· What went well? What makes you think so?
· What would you change if you were to teach the lesson again? Why?
· Explain how the evidence that you collected is also useful in thinking about something more than the success of this particular lesson. For example, consider how your data support or conflict with theory and research that you’ve read.
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