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2023 Student Teaching - Lesson Plan Format

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Raunak Kumar
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44 views3 pages

2023 Student Teaching - Lesson Plan Format

Uploaded by

Raunak Kumar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Plan Format

Lesson Title/Topic
Name: This is the name of the Content Area(s): This may be plural
Unit: If part of an
creator of the lesson plan. to allow for integration of content
overall unit, provide
areas or thematic units/lessons. the topic/title.

Date(s): Grade Level(s): Time Frame:


Planned… …with cooperating teacher _____ … with partner/team _____ …independently _____
Standard(s) 1.
Standards are curricular standards from national, state, district or professional sources. Sources of
standards should be selected based on course, assignment, district, and/or state requirements. Sources
of standards should be provided along with tags/codes and worded descriptions. Copy and paste the full
standard with indicators; do not just include the identifying numbers and letters.

Learning Learning Objective(s): Level of Bloom’s Taxonomy or DOK:


Objective(s) & 1. 1.
Level(s) of For each objective, depending on
Learning objectives should be derived from and course/assignment or school/district requirements,
Bloom’s align with the curricular standards listed above. identify the level of Bloom’s Taxonomy or Depth
of Knowledge (DOK).
They should be measurable/observable, and they
should describe what the learners) should be able
to do as a result of the lesson.

Anticipatory Set 1. Closure: Focus on the objectives and


& Closure How will you focus and engage the learners summarize what the students should
at the beginning of your lesson? Activate have learned, connecting this to material
schema and create links to previous lessons if that will be coming in the NEXT lesson.*
necessary? Include the approximate amount of time
2. you have planned for the closure.
Describe what you will use for motivation
and to “hook” into previous learning that has
occurred.

Essential/Guiding
Questions
Materials Needed For Students: For Teacher:

Technology Used By Students: By Teacher:

6A
Instructional Instructional Strategies/Structures: Student Arrangements:
Strategies/ 1. 1.
Activities & List the strategies you will use to engage students, For each instructional strategy, describe how
such as modeling, direct instruction, guided and where students will be grouped, e.g. whole-
Student group on the reading carpet, in partners at their
discussion, cooperative-learning groups, inquiry-
Arrangements based instruction, think-pair-share, content regular seats, individually in student-selected
reading strategies, etc. You will describe specific spots, etc.
activities for these strategies in the “Lesson
Sequence” section below.

Learner Needs/ Description of Need/Exceptionalities: Response/Accommodations/Modifications:


Exceptionalities/ 1. 1.
Extensions & Describe learning needs for individual, groups Describe how the instructor(s) will specifically
and/or the entire class of students. Student meet/address each of the described student
Teacher “needs” may include the following: social, needs/exceptionalities. Teacher responses may
Responses emotional, and/or cognitive needs; learning be general and referenced to the “Instructional
differences/disabilities, both identified and Strategies” above, or may be described as
observed; language barriers, such as limited particular accommodations/modifications made
English proficiency or differences in dialect; to learning activities, assignments, materials,
cultural considerations or sources of information, student arrangements,
mis/underrepresentation in curricula; out-of- supervision, etc. Be as specific as possible in your
school factors, such as lack of resources or response descriptions; include rigorous,
opportunities; behavioral challenges; etc. This evidence-based strategies and interventions; and
section may be tiered according to MTSS/RTI. avoid shallow or vague interventions, such as
How you frame this section and the “checking-in” or “working with a para.”
needs/exceptionalities you describe may depend
on course and classroom requirements. Student
first names may be used to increase specificity.
Keywords/ Describe vocabulary and terms that must be understood in order to complete the lesson. A language
Vocabulary objective may be included for ESOL learners and/or language-specific standards.
and/or Language
Objective
Lesson Sequence 1.

This is the “main” section for the lesson plan. Describe all activities, for teacher(s) and students, in clear and sequential
steps/components. A variety of lesson plan/learning experience/project-based approaches may be employed. Possible models
include, but are not limited to, the following:

The Madeline Hunter approach:

1. Anticipatory Set
7A
2. Pre-Assessment
3. Instructional Phase (with above included strategies)
4. Guided Practice
5. Independent Practice (or homework)
6. Post-Assessment
7. Lesson Closure

5E or 6 E formats:

1. Emphasis (for 6E)


2. Engagement
3. Exploration
4. Explanation
5. Extensions
6. Evaluation

Forms of Name & Form: Description:


Assessment/ 1.
Evaluation 1. Provide a brief description of each assessment,
including both student and teacher
Briefly list both formative and summative activities/roles, e.g. “students will submit
assessments for this lesson. These descriptors completed graphs and teacher will assess scores
could also include pre- and post-assessments, as according to provided rubric (see attached).”
well as formal and informal assessments. For this
section, simply provide the name and type of
assessment, e.g. “small-group conferences –
formative” or “Exit Slip – summative.”

Safety
Considerations PE classes, field trips, chemistry labs, dangerous materials, internet safety, etc. are all considerations
for this category.

Sources
Cite all sources used in the creation of this plan for 1) access and 2) academic honesty.

Post-Lesson
Comments/ Requirements for this section may differ. The following questions may be considered in writing your
reflection: Who was this lesson designed for/taught to (provide location, class period, supervising
Reflection
teacher, group of learners, class characteristics, etc.)? What went well and why? What did not go so
well and why? What will you do differently the next time and why?

8A

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