xv. Sample Lesson Planner (UCI)

This example from UC Irvine is a description of course assignments targeted to support students for the Teaching Event, and includes lesson planning and reflection worksheets for use by the teacher candidate that integrate skills used in the PACT Teaching Event.

Coursework

The fieldwork course assignments include fieldwork reports, which contain some areas of targeted support for the TE, such as identifying TPEs in classroom instruction and making connections from coursework and texts to reflection. The lesson plan format, which is aligned with the TE, is also presented and practiced. In the ELD course, candidates work with the ELD standards and learn to identify and incorporate strategies for addressing the academic language demands of lessons. In the math methods course, students receive additional specific instruction in using the UCI lesson planner. This course also has the candidates complete an assessment task that is directly aligned with the PACT assessment task in the TE. These connections from coursework are all made explicit to the candidates throughout the fall.

Lesson Planner [on following pages].

Source: UC Irvine

Created: 2007

Teacher Candidate: ______Cohort: ____Date: ______

THE LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in

planning for understanding, long-term retention, and success for all learners.

Grade: _____Content Area: ______Group Size: ______

School/UA: ______Student Context: ______

PRE-PLANNING FOR THE LESSON

Key Content Standard(s)

Key ELA Standard(s) / Key ELD Standard(s)

Learning Objective

After instructional context, the student willcognitive behavior/product , to specific student learning .

Assessment

  • What evidence will the students produce to show they have met the learning objective?
  • What modifications of the above assessment would you use for language learners and/or special needs students?

Prerequisite Skills and Knowledge and Prior Experience
  • Skills/Knowledge (Related Prior Grade Level Standards)
  • Pre-Assessment Strategy

Building Academic Language (Language Demands of the Lesson)
Features / Strategies
Word Sounds and Spelling (Phonological):
Key Vocabulary and Symbols (Lexical):
Language Structures (Grammatical/Syntactical):

Sociolinguistic/Discourse Features:

Lesson Resources/Materials:

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction: What will the teacher do to 1) stimulate student interest or connect the lesson to prior learning and 2) to identify learning outcomes?

Introduction Time: minutes

Body of the Lesson: Describe step-by-step what the teacher and the students will be doing during the lesson. Be sure to include the assessment and academic language strategies within the body of the lesson. Include the total time the lesson will take as well as the amount of time needed for each step.

Body Total time: minutes

Minutes

1.

Minutes

2.

Minutes

3.

If additional steps are needed, continue to list them as shown above with the time for each step as well as an accurate description of what the students and teachers are doing.

Closure: How will the teacher help the students summarize the learning objective(s) of this lesson?

Closure Time: minutes

LESSON REFLECTION

1. Student Engagement
  1. During the lesson, what structured opportunities did you use to specifically engage students with the content of the lesson?

  1. Give specific evidence in support of the structured opportunity you found most successful.

  1. Suggest changes for one of the structured opportunities you used to improve its effectiveness with the given student characteristics, learning needs, and/or language needs within your classroom.

2. Student Discourse
  1. During the lesson, what strategies did you use to elicit student discourse?

  1. What questions did you ask that elicited students’ higher order thinking?

  1. How did you respond to student input to enhance further their understanding of the content?

  1. Developing Academic Language

  1. During the lesson, what strategy do you believe was the most successful in developing student academic language?

  1. What student-based evidence did you see within the lesson as support for your conclusion?

  1. Based on your assessment of student learning in relation to the lesson objective, what are the next steps you would take with this class as a whole and to meet specific student needs?

  1. Knowing that good teachers always make changes, how will you use what you have learned from the above reflections:

  1. to plan and teach the continuation of this learning segment?

  1. to teach this lesson to a new group of students?

Source: UC Irvine

Created: 2007