Lesson Plan Template - Presentation

Model
Brigham Young University-Hawaii School of Education

Teacher: Grade Level & Content Area:

This is you!

Lesson Title:

Questions to ask yourself - BEFORE & DURING

What do I want my students to learn? (OUTCOMES)

What is the best way to help my students understand the materials?
(Instructional Model, UDL, Differentiation, Assessments, Learning Activities)
Will the hands on activities that I provide help them to grasp the concept of
the lesson?
How will I assess my students learning? (Planned formative assessments)
Do I have my questions scripted? Do I have potential student responses
scripted?
Have I marked potential problem points in my lesson plan? (difficult
concepts, problems, etc.)
Where will I most likely need to make an in-flight adjustment?

Materials:

Common Core State Standards and/or Content Standards:

Lesson Outcomes: (1-2 outcomes. NOT more than 3 outcomes)

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Background: (3 separate and complete paragraphs)
1st Paragraph Learners: Describe the learners you will be teaching. This
includes their experiences, interests, and backgrounds. Also describe what
(you anticipate) they already know about the lesson/concept.

2nd Paragraph Lesson Justification: Justify what you will teach, or why this
is appropriate content for your learners.

3rd Paragraph Methods Justification: Justify how you will teach, or why the
instructional practices and approaches that you will use are appropriate for
your learners. Remember the learning outcomes for your Instructional
Model and describe why the instructional model you are using is
appropriate for the content you are teaching.

Instructional Sequence:

1. Anticipatory Set (pg. 288): Less than 5 minutes,

creative, engaging, participative, access prior
knowledge
How will you get learners interested and engaged with the lesson?
How will you activate and/or assess learners prior knowledge?
How will you introduce the concept/skill/topic?
What overarching framework/advance organizer will you use to organize
the lesson?
You dont have to directly answer each of these questions; instead, you
should develop an anticipatory set that addresses them.

Say:

Do:

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Differentiation: (Explain how you are using differentiation in your Anticipatory
Set.)

Assessment: (Explain how you are using Formative Assessment in your

Anticipatory Set.)

2. State your objectives/outcomes (pg. 288). You will

tell your students the objectives/outcomes.

Say: As you can tell, today we are going to talk about ..

Say: The objective(s) today is that you will be able to .

Do: Write the objectives on the board, or have them written on a poster and hang
the poster. (The objectives/outcomes should be clearly written, and visible to the
students throughout the lesson).

Differentiation: (Explain how you are using differentiation in your

objectives/outcomes.)

Assessment: (Explain how you are using Formative Assessment in your

objectives/outcomes.)

3. Advance Organizer (pg. 281, 290)

the hooks, the anchors, the intellectual scaffolding for subsequent
learning.

Say: I want to give you an idea that will help you understand .

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Say: The idea is that

Do:

Differentiation: (Explain how you are using differentiation in your Advance

Organizer.)

Assessment: (Explain how you are using Formative Assessment in your Advance
Organizer.)

4. Presentation of the Content (pg. 290-296)

These three guidelines are important to keep in mind when presenting the
content: 1) Explaining links/examples, 2) Rule-Example-Rule technique, 3)
Signposts/Transitions.
You may not have time for three topics. You decide how many topics you
have time to present.

Topic 1 (The first idea you are presenting)

o Links/examples
o Rule-Example-rule
o Signposts
Say:

Do:

Differentiation: (Explain how you are using differentiation in presenting Topic 1)

Assessment: (Explain how you are using Formative Assessment in Topic 1)

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 Topic 2 (The second idea you are presenting)
o Links/examples
o Rule-Example-rule
o Signposts

Differentiation: (Explain how you are using differentiation in presenting Topic 2)

Assessment: (Explain how you are using Formative Assessment in Topic 2)

Say:

Do:

Topic 3 (The third idea you are presenting)

o Links/examples
o Rule-Example-rule
o Signposts

Differentiation: (Explain how you are using differentiation in presenting Topic 3)

Assessment: (Explain how you are using Formative Assessment in Topic 3)

Say:

Do:

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 5. Checking for Understanding (pg. 295 -296) (When you
use formative and summative assessments, you are checking for
understanding. You do not need anything written here) Extending
Student Thinking (pg. 296) (Extend student thinking by asking
thoughtful questions and allowing time for students to discuss their
answers. You could also extend student thinking in other creative ways).

Ask a question that will help students extend their thinking).

Say: How What Where Why do you think ?

Say: Turn to your partner and answer this question

Do: Students talk to their partners

6. Closure: (Your closure can also Extend Student thinking)

Wrap up the lesson by deepening, extending, or clarifying the focus of the
lesson.
This is short (less than 5 minutes), participative, and powerful.
Students do the intellectual work.
Creative and engaging.

Say:

Do:

Differentiation: (Explain how you are using differentiation in your Closure).

Assessment: (Explain how you are using Formative Assessment in your Closure).

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Lesson Adaptations:
Based on learners IEPs, identify specifically what you will do to
accommodate their special needs. It should look like this:

Students Initials: Accommodation that you will make.

Questions: (Bullet points of appropriate and meaningful questions you

ask yourself Before, During, and After instruction.
What questions will you ask yourself before, during, and after instruction to
reflect on your teaching practice in general and this lesson in particular?
Use Before, During, and After as subheadings for this section.