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Lesson Plan Format

I. CONSIDERATIONS BEFORE THE LESSON

Facts about the Learners

Who are my students and how do they learn?

What forms of communication do my students use?

Content/Context

Content area(s) or discipline(s)

Grade level(s)

Content standards addressed

Lesson’s Objectives

Prior knowledge and skills

Product/Assessments

In what varied authentic ways will students demonstrate accomplishment of the objectives?  

What criteria will you use to judge students’ success for each objective?

Management/Discipline Considerations

What materials and resources are needed?

How will you incorporate technology?

How will you handle the room arrangement?

How will you handle student grouping?

How will you handle student transitions and misbehavior?

II.OPENING THE LESSON/ INTO

Anticipatory Set - How will you motivate and focus students?

III.PROCESS/STEPS OF INTRUCTION/ THROUGH

B. Teacher Input

1.

How will you describe and model skills?

2.

How will you provide examples and non-examples?

3.

How will teach to the objective(s)?

4.

How will you actively involve all students?

5.

What will the teacher do?

6.

What will the student do?

C. Guided Practice

1.

How will students practice alone?

2.

How will you check for understanding?

3.

What will your interventions consist of if the objectives are not being met?

D. Independent Practice/Formative Assessment

What benchmark criteria will you look for to assess if students are meeting the objectives?

E. Closure/Summative Assessment

How will you have students summarize their learning?

      How will you assess students have met the objectives?

IV.AFTER THE LESSON/BEYOND

A. Transfer

How will your structure opportunities for students to continue practice and transfer learning?

B. Reflection

1.   What went well in the lesson and was it relevant and worthwhile?

1.

What evidence do you have that the lesson went well?

2.

What changes will you make to enhance learning?

3.

What benefits do these changes have for the students and your effectiveness as a teacher?

Fish/Drolet/Leighty, Spring 200619

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