Complete lesson plan

DescriptionGeneral Lesson Plan Template with Guiding Questions
Directions: For day-to-day planning, use this template. Read and check off the questions that you have
addressed in the respective section of the lesson plan.
The template has been sectioned and color coded in order to help distinguish important sections. The colorfilled sections are for guidance, the white-empty sections are for your planning and scripting.
Use the guiding prompts and questions in order to create a lesson plan that’s based on goals, students, and
resources. It is highly encouraged to address the prompts in the color coded section, however you are not
limited to these prompts.
Grade Level: 4
Class: ICT / Special Ed
Subject: Mathematics
Number of Students: 21
Instructional Location: classroom 402
Pre-planning
Pre-planning: Complete this section in order to prepare all the necessary resources for lesson planning, e.g:
How does this lesson fit as part of a sequence of lessons that are building towards larger unit, semester, or
year-long goals?
Lesson Title
What are the various types of triangles?
Standard(s): (no more than 2-3 standards) (Must have at least one content and at least one Literacy
standard)
NY-4.G.2a Identify and name triangles based on angle size (right, obtuse, acute)
Lesson Objective(s)/Learning Target(s): What will students be able to do by the end of the lesson?
Must be standards-based, measurable and in age level appropriate language
Students will be able to classify triangles by their sides and angles.
Connections to Prior Learning and Data: What prior content, concepts, assessment results and/or skills
does this lesson build upon? What standards were met previously that are connected to this lesson (from prior
grade)? What data did you use to …?
Unit 16 focuses on lines, angles and shapes. In previous lessons students practiced drawing lines, line
segments, and rays. They also learned how to use protractors to measure angles formed by rays. (NY4G1)
Connection to Larger Unit/Course Goals
How does this lesson fit as part of a sequence of lessons that are building towards larger unit, semester, or
year-long goals?
Unit 16 focuses on lines, angles and shapes. By the end of the unit students will be able to differentiate
between the various types of geometric shapes. Triangles vs. quadrilaterals and other polygons.
Questioning and Scaffolding of Questions: What are your questions in opening, work period and closing?
Tell me what you know about angles?
Assessments: How will you measure progress towards the learning objective/ learning target? How will you
know which students met the target and which need additional instruction? What criteria will you use? Lesson
assessment rubric and student self-assessment checklist should be attached.
Differentiation/Specially Designed Instruction: How will you adapt the content, process, and/or products so
all students can be successful? UDL
The information will be presented in a variety of ways.
Resources: How will you engage students during the lesson?
What materials will you provide for all students, some students or one student?
Students will be given an opportunity to use
Connections to IEP and Assessment Goals
What types of small-group activities will you use in this lesson? How will those groups move students towards
meeting IEP goals and standards? What Specially Designed Instructional strategies do you plan to utilize and
for whom?
IEP Goals/504/ELL/Assessment
Goals
(address each one of those if
applicable)
Students
Describe your evidence-based rationale for your grouping choice
(if possible use student pseudonym)
*students with similar goals may be grouped together
Connecting Theory and Practice
Cite and describe 2 or more course or external or resources (readings, technologies, etc.) that support your
instructional decisions.
References (APA format)
Lesson Planning
Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting,
directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students.
Utilize the guiding questions, prior lessons, and feedback from instructors, peers, mentor teachers, in order to
successfully complete this section.
Opening
(5 minutes)
❏ How will students enter the classroom and get prepared to learn?
❏ What initial task will students perform that aligns to the objective(s)? How will you review it?
Teacher Actions and Scripting
Student Actions and Scripting
Introduction of New Material:
(7 minutes)
❏ How will you introduce and build upon the skills/content of recent lessons?
❏ How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching,
inquiry)?
❏ What will students be doing to process this information?
What happens during this time?
1. Preview the lesson – objectives, agenda, and focus questions and learning target/learning objective
2. Introduce the text, materials, skills, concepts, anchor charts, rubrics students will be working with (any
tools to assist in learning).
3. Use think-aloud to explain your thinking
4. Build context for students/provide background info on the topic/text.
5. Provide/ review key vocabulary that students will encounter.
6. Build Skills – Model & teach a skill that students will use while engaging with content (text, math
concept, science concept, etc.)
Teacher Actions and Scripting
Student Actions and Scripting
Language Development:
(3 minutes)
❏ How will you introduce the vocabulary that builds upon the skills/content of this lesson? List
academic vocabulary
❏ What will students read to build upon the skills/content of this lesson?
❏ What will students write to build upon the skills/content of this lesson?
❏ How will students interact with peers to build upon the skills/content of this lesson?
Teacher Actions and Scripting
Read “Polygons” by Maurice Aboff
Student Actions and Scripting
Looking and listening
Guided Practice:
(5 minutes)
❏ How will you know that students are ready to begin working independently? How will you gather that
data?
❏ What will you do if students are confused or misunderstand?
❏ What directions and or materials will you give to students for independent practice?
What happens during this time?
1. Restate what students will focus on during their work.
2. Practice the skill together. Students come up to demonstrate the skill, errors are worked through
together. Provide examples and non-examples. Encourage students to make their thinking visible.
3. Provide any applicable differentiated material for students to practice skills.
4. Level questions using Bloom’s/Webb/Hess and working toward higher-order thinking.
5. Decide when students will stop to process their thinking through written responses or verbal
discussion.
Teacher Actions and Scripting
Student Actions and Scripting
Independent Practice:
(20 minutes)
❏ What responses do you expect to see from students? Which misconceptions do you anticipate?
❏ How will you assess the quality of student work? (rubric, checklist, etc.) How will you gather data?
❏ How will you elicit and coach student thinking? How will you support students who struggle?
Teacher Actions and Scripting
Student Actions and Scripting
Group 1
Adjust/complete table according to the number of groups you are planning to differentiate.
Students:
Differentiation:
What activity/specially designed instruction will
provide data of the student successfully completing
the objective?
Describe the activity aligned to the lesson
objective/learning target?
How will students show mastery of the lesson
objective/learning target? How will you assess
learning?
Para(s):
Group 2
Adjust/complete table according to the number of groups you are planning to differentiate.
Students:
Para(s):
Differentiation:
What activity will provide data of the student
successfully completing the objective?
Group 3
Adjust/complete table according to the number of groups you are planning to differentiate.
Students:
Para(s):
Differentiation:
What activity will provide data of the student
successfully completing the objective?
Last Five:
(5 minutes)
❏ How will you assess learning? Is this done during small group work or during the share?
❏ How will you students summarize what they have learned?
❏ How will students prepare to transition to a new subject or class?
What happens during this time?
1. Review the key content and skills practiced in the lesson Have student repeat the LT with evidence
2. Revisit any focus and clarifying questions(s); ask a small sample of students to share their responses to
the question(s),
3. Exit Ticket or Rubric review (if appropriate)
Teacher Actions and Scripting
Student Actions and Scripting
Reflection
Reflection
Provides a thorough and specific reflection about what you learned about lesson planning that is likely to
improve your teaching practice.
Did the learning tasks support the student to work toward learning objective/learning target proficiency that
was identified in this lesson? Explain. If not, what would you do to address it?
Checklist:
Developing
Standard(s): (no
more than 2-3
standards)
Teacher Candidate has basic
understanding of content/standards and
makes some attempt to connect with
other disciplines or grade level.
1
Well-Developed
Teacher Candidate has an extensive
understanding of content/standards and
makes meaningful connections to other
disciplines and grade level.
2
Lesson Objective(s)
What will students
know or be able to do
by the end of the
lesson?
Lesson objective/s is/are observable,
measurable and/or performance based
and/or connected to grade level
standard/s.
Lesson objective/s is/are observable,
measurable performance based and
connected to grade level standard/s.
Connections to
Prior Learning
What prior content,
concepts, and/or
skills does this lesson
build upon?
Teacher Candidate activates prior
knowledge: eliciting from students what
they already know or building initial
knowledge that they need in order to
access upcoming content.
Teacher Candidate activates prior
knowledge: both eliciting from students
what they already know and building
initial knowledge that they need in order
to access upcoming content.
1
2
Teacher Candidate provides a minimum
of one assessment of the learning
objectives and also includes at least one
student self-assessment that is likely to
improve student engagement and
achievement.
Teacher Candidate provides a minimum of
two assessments of the learning objectives
and also includes at least one student selfassessment that is likely to improve
student engagement and achievement.
1
2
Teacher Candidate provides a partial or
general description of lesson
modifications and accommodations that
are only somewhat likely to improve
student engagement and achievement.
Teacher Candidate provides a thorough
and specific description of lesson
modifications and accommodations that
are likely to improve student engagement
and achievement.
1
2
Lesson Plan
Assessments
How will you
measure progress
towards the
objective? What
criteria will you use?
Description of
Lesson
Differentiation
How will you adapt
the content, process,
and/or products to
meet so all students
can be successful?
Materials: Provide
links to any resources
that are being utilized
during lesson
facilitation. This can
include, but is not
limited to,
PowerPoint/Slide
Deck, worksheets,
reading material,
videos/images, etc.
Teacher Candidate provides links to any
resources that are being utilized during
lesson facilitation or includes links to
resources for students who require
modifications and accommodations.
Teacher Candidate provides links to any
resources that are being utilized during
lesson facilitation and includes links to
any resources for students who require
modifications and accommodations.
1
2
Lesson Activities
Lesson activities are developmentally
How will you engage appropriate
students in
and are interesting.
grade/developmental
level work that relates
1
to their lives?
Lesson activities are
developmentally appropriate,
creative, and relate to students’ lives.
Reflection
Teacher Candidate provides a partial or
general reflection about what they’ve
learned about lesson planning that is
somewhat likely to improve their
teaching practice.
Teacher Candidate provides a thorough
and specific reflection about what they’ve
learned about lesson planning that is likely
to improve their teaching practice.
1
2
Teacher Candidate mentions at least 1
course or external reading and/or
resource that supports their description
and reflection.
Teacher Candidate makes specific
mention of 2 or more course or external
readings and/or resources that support
their description and reflection.
1
2
Connecting Theory
and Practice
Conventions
Teacher Candidate makes some (2+)
errors of spelling, grammar, or format;
however, the overall readability is not
greatly impacted.
2
Teacher Candidate makes no errors of
spelling, grammar, or format.
Includes APA citations for both in-text
citation and works cited page.
Includes APA citations for both in-text
citation and works cited page.
1
2

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