LESSON PLAN FORMAT

West Virginia University Teacher Education

Preservice Teacher: ______School/Center ______

Grade Level/Age: ______Time of Day: ______Date: ______

Subject: ______Signature of Approval: ______

Learning Focus: (What will students learn during this lesson?) ______

______

Materials: (including media and technology if appropriate)

Consider Your Students’ Needs:

Prerequisites: (What should students already know or be able to do in order to be prepared to engage in this content? How will you determine that?)

Prerequisite / How will you know?

Learner Differences: (Choose at least 3 of the students in your classroom who represent the range of diversity that is present. Use pseudonyms for your students and discuss the ways in which they differ with regard to their strengths (including their funds of knowledge), talents, what they need to learn, their learning preferences, etc.)

Student Name (use pseudonyms) / What the student knows and is able to do / What the student has yet to learn / How you will address his/her needs

State Standards and Objectives: (Include State Technology Standards if appropriate.)

Goals: CSOs
Common Core Standards / Objectives / Assessment
Please copy and paste the narrative of the standard in addition to the identifying number. / What do you want students to know/understand and/or be able to do? Write what you intend for your students to learn/understand (not the learning activity) in your own words. / Assessments must match objectives. How will students provide evidence of their knowledge, understanding, skill, dispositions? What criteria will you use to evaluate their products

Procedures:

For each procedure listed below, describe in detail how you will modify instruction for the diverse learners in your class.

Before/Introduction

Include:

  • Questions/input to determine student understanding (prior knowledge of selected concepts)
  • How you will engage students in the lesson
  • How you will introduce the focus task of the lesson and communicate clear expectations
  • Any specific activities in which you will engage students or discussion formats you will use (i.e., whole-group discussion, small group, think-pair-share, re-voicing, etc.)

Steps of the Lesson: Teacher behaviors (include setting expectations, and specific questions you will pose to students, how you will differentiate instruction) / Student Activities/Behaviors and Expected Reactions/Responses (include any expected misconceptions here)

During/Development (What will you do? What will students do? Include your teaching strategies, management strategies and transitions.)

Include:

  • Questions you will ask as students are working on their task to help them focus on the objectives (e.g., probe their understanding, help them get through a “struggle point”);
  • Any specific activities or discussion formats you will use (i.e., whole-group discussion, small group, think-pair-share, re-voicing, etc.)

Steps of the Lesson: Teacher behaviors (include specific questions you will pose to students, directions, how you will differentiate instruction, etc.) / Student Activities/Behaviors and Expected Reactions/Responses (include expected misconceptions here)
1.

After/Closure (How will you bring closure to the lesson?)

Include:

  • What do you want to focus on in the discussion? A concept? A procedure? A strategy?
  • Questions you will ask to see if they have gained the knowledge, skills, understandings listed above (include how students will respond to questions so that every child is accountable);
  • How you will have students summarize the main ideas of the lesson.

Steps of the Lesson: Teacher Behaviors (include specific questions you will pose to students, how you will differentiate instruction) / Student Activities/Behaviors and Expected Reactions/Responses
1.
2.
3.

Self-reflection questions: (Complete after you teach this lesson.)

  • What do you think your students learned during your lesson? In order to answer this question, you need to collect data that illustrates the learning of each of your students. Please provide some specific data examples to support the claims you make about what specific students learned, including misunderstandings, incomplete understandings, etc. We also want you to talk in terms of what students can do…and what they have yet to learn (Opening Minds).

Analysis of student work
Student who made the progress toward the learning you intended and/or made progress beyond the learning you intended / Student made some progress toward the learning you intended / Student who did not make much progress toward the learning you intended and/or provided evidence of misconceptions
  • How did your teaching influence the extent to which your students learned? Make claims and support them with data from your video. If this were your classroom, what would you do next…for students who made the progress toward the learning you intended, as well as for students who made some progress and/or did not make progress toward the learning you intended. Please be specific.
  • In what ways did the context/classroom in which you are placed influenced your teaching? You might also consider how the larger contexts in which you are situated may be influencing what happens in your classroom.
  • Describe the feedback you received from your host teacher or any follow-up you had to this lesson. How will this feedback help you next time you teach?
  • Then simply reflect on your lesson….as you will do in the real world when you have your own classroom. You may address some of the following questions or you may ponder some concerns of your own. Your reflection should include some evidence of what promoted/supported the learning of particular students, as well as what you might need to modify/change in future lessons in order to facilitate the learning of all students. What did you learn….about teaching…about your students…..about meeting students’ learning needs….about assessing student learning….about yourself as a teacher? What connections are you making between what you’ve learned in your coursework (theory) and how practice is currently enacted (how you are enacting practice) in the real world? In what ways would you change the ways we do school and why? How would you work toward accomplishing some of those changes in your own future classroom?
  • How will you use what you learned from teaching this lesson as you plan future lesson and interact with your students on a weekly basis?
  • As a result of this lesson, what are you wondering about?

Revised 9/2014