Lesson Plan Template
Note: The italicized questions are there to guide your planning. Delete all of the writing in italics as you complete each section.
Note: All words and phrases in RED can be found in the Glossary.
Grade Level: Subject:
Number of Students: Date: Instructional Location:
| Lesson Goals |
| ● Lesson Title:
● Central Focus of Lesson: What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment. ● State Standard(s) Addressed: What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)
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| Lesson Objectives and Language Demands |
| ● Content/Skill Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs) ● Language Demands: What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives? ● Key Vocabulary: |
| Resources and Materials |
| ● Resources:
What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use? ● Materials: What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.) ● Sources: If ideas in this lesson were based on work from others, acknowledge your sources here.
NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson. |
| Prior Academic Learning and Prerequisite Skills |
| ● Prior Academic Learning and Prerequisite Skills:
What prior knowledge and skills do students need to build upon in order to be successful in this lesson? ● Misconceptions: What are common misconceptions regarding the concepts addressed in this lesson?
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| Lesson Plan Details
Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. |
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| Beginning the Lesson/Introduction: Minutes [ ]
● How will you pique interest and/or curiosity regarding today’s topic? ● How will you activate and build on prior knowledge and experiences related to the topic? ● How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
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| What Teacher Will Do:
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What Students Will Do: |
| Introducing New Content/Skills: Minutes [ ]
How will you introduce and explain the new information or skills so that students will understand both the how and the why? |
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| What Teacher Will Do:
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What Students Will Do: |
| Guided Practice: Minutes [ ]
How will students be supported as they practice the new skill or interact with the new content? |
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| What Teacher Will Do:
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What Students Will Do: |
| Formative Assessment: [see the Assessment Guide below for further assistance]
How will you monitor learning/check for understanding during these activities? |
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| What Teacher Will Do:
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What Students Will Do: |
| ● Closing the Lesson Minutes [ ]
○ How will you restate, clarify key concepts, extend ideas, check for understanding? ○ How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners? ● Summative Assessment: [see the Assessment Guide below for further assistance] How will students share or demonstrate the extent to which they met the lesson’s learning objectives? |
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| What Teacher Will Do:
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What Students Will Do: |
| Extension
● How could you extend this lesson if time permits? ● What specific extension activity might the students do after this lesson to continue to practice the content and skills? ● What will you do to further support those who did not meet learning objectives? |
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| What Teacher Will Do:
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What Students Will Do: |
| Accommodations/Differentiation |
| ● Students with Special Needs or IEPs:
What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements? ● English Learners: What will you do to support students whose first language is not English? |
| Lesson Rationale/Justification |
| Principles of Research/Theory on Learning and Teaching:
Upon what research (evidence-based practices) and/or theories of learning and teaching did you base this lesson plan?
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| Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning
How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which they have met the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your lesson. Note: Formative Assessment is done during the lesson and may be formal or informal, while Summative Assessment is done at the end and is usually formal. |
| Assessment Strategy #1: Describe assessment strategy here. |
| Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?
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| Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills.
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| Feedback to Students:
Describe how you will provide feedback to students to guide their further learning. |
| Assessment Strategy #2: Describe assessment strategy here.
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| Alignment with Lesson Goals:
Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?
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| Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills.
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| Feedback to Students:
Describe how you will provide feedback to students to guide their further learning. |
Note: Add more assessment strategy boxes here if needed.
| Glossary [excerpted from edTPA handbooks] |
| Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks.
Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the lesson.
Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live presentations.
Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.
Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.
Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.
Prior Academic Learning and Prerequisite Skills: Includes students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.
Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables). |