Lesson GoalsCentral Focus of LessonThis lesson allows stu.docx

Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical
instruments. This is a hands-on activity allowing students to
discover the differences in sounds made by different
instruments. Students will also gain practice in recording their
observations in their science notebooks.
What is the big idea or focus question of the lesson? For
example: The focus of this lesson is for students to learn details
about the history of the Georgian flag, describe the
characteristics of the Georgian flag, count how many crosses
are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know
the students have learned what they should have
learned. Objectives usually start with a verb; that explicitly

describes what students will do. Avoid vague words like
understand and know (they are not measurable). Objectives
are single sentence statements. Objectives should focus on what
the student will do not what the Teacher does. SWBAT-
Students Will Be Able To.
What will the students know and be able to do by the end of the
lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding
the Great Wall of China
SWBAT: Identify the names of 4 fruits -
SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the
buildings they see and make. They will be using these words
verbally as well as in writing. Students’ verbal and written
descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and
learned by the class in this lesson?
What other related words or synonyms will you use to build on
their Vocabulary/Language development
Materials: What materials will be used in the Lesson or
Learning Centers
For Example: Architecture photographs, color and building
labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-

· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need
additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge,
introduce and explain
How will you set a purpose and help students learn why today’s
lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s
topic? What is your Hook ? For Example, a Mystery Box, The
Teacher dressing up, etc…this must clearly connect to the
Lesson Objectives in a clear way. Then you can ask inquiry
based or Critical Thinking questions such as a) What do you
already know that might be useful here
b) Where have you seen something like this before? Be Sure to
ask questions that encourage a range of responses. Rather than
asking for specific right answers, ask for ideas and suggestions:
"How can we get started on this?", "What do you notice about
this?" Everyone will then be able to offer a response.
How will you activate and build on prior knowledge and
experiences related to the topic?
How will you introduce and explain this strategy/skill so that
students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities: During:
Active engagement in meaning making, explicit instruction, and
practice (you should be checking for understanding throughout

the lesson)
1) How will you engage students in active meaning making of
key concepts and ideas?
How will you model this strategy/skill for your students
(exemplars and/or demonstrations)? Modeling occurs during the
Instruction as the teacher provides specific examples,
illustrations, and demonstrations. I do, we do, you do, Modeling
also occurs in preparation for the Task/Guided Practice. The
teacher models the task which the students will undertake to
demonstrate that they have met the objective/s. Modeling
strategies do not stand alone. They are written into the Learning
Activities section. The teacher does the following:
a) provides visual, verbal, and concrete examples of key
activities and ideasb) demonstrates, illustrates, points to, etc.,
the specifics of the Instruction and of the process of the lesson
objective c)provides clear and supportive directionsd) creates
in advance the item which will be the students’ task during the
guided practice and shows step by step scaffolded instruction
with visuals. e) shows enthusiasm for the task
f) How will you provide opportunities for guided practice? g)
How will students independently practice using the strategy
and the skill it targets? h) What planned supports will you use
for the whole class, individuals, and/or students with specific
learning needs?
2) IMPORTANT: If your Lesson plan is for Pre-K it must
involve Learning Centers then organize this section around
Learning Centers. You must Include at least
3 different Centers.
For example, If you are doing an Art Center you would write
Art Center: and then describe what will be going on there and
all the modeling that will be happening there and Include all
from 1) a) through h) Here is a portion of this section example:

Art Center: In this activity, students will be asked to create a
collage of a table like the tables they can see in the book. In
the activity students will be asked to cutout pictures of foods
and utensils from the menus and magazines available. Once the
pictures have been cutout, students will use tape or glue to paste
the pictures on the table. The pictures should be pasted to the
‘table’ together according to their function. For example, a
turnip cake would be in a dish or a teapot should be near the
teacup. This activity is ‘scaffolded’ into ‘I do, We do, You do’
in the following way. The ‘I do’ segment of the center is when
the teacher demonstrates the activity to them, including cutting
out, orienting and pasting the pictures on the table in an
appropriate way by demonstrating the steps involved and having
the following visuals on the Board…The ‘We do’ portion of the
center is when the teacher assists the children with the task. In
the cutting stage of the center, the ‘We do’ can be carried out in
several ways……
Closure
Closure-
Bring the class back together for a review and summary of the
lesson, reinforcement of key concepts, and sharing of student
work. Celebrate what has been achieved. Enable students to
express how they have met the objectives and fulfilled the
purpose of the lesson. Encourage students to share their unique
discoveries and creations. Relate this work to previous lessons.
Anticipate the next lesson.
“After”: Restate teaching point, clarify key points, extend ideas,
check for understanding

How will students share or show what they have learned in this
lesson so that you can assess if your goals were met for ALL of
your students?
How will you restate the teaching pointand clarify key
concepts?
How will you engage students in reflection on how the
strategies/skills learned today can be used as
readers/writers/learners?
How will you provide opportunities to extend ideas and check
for understanding?
For Example:After students complete their work bring students
back to the rug with their work.
Boys and girls, we have worked hard today to learn about the
buildings people have in Uzbekistan. Who can tell me what the
NAMES of the buildings are? (mosque, town square, palace)
We also learned that the buildings have special colors, not like
our buildings here
What colors do we see on the buildings in Uzbekistan (orange,
yellow, blue, green)
That’s right! Now why do you think these buildings were made
this way? (To attract visitors, to look beautiful)
Now, before we put our work away, can you share your work
with the person next to you?
We are going to say “I made a _________________. I used the
colors____________________.”Let’s practice saying that
sentence frame together. Students then turn to each other and
share.
Extension:How could you extend this lesson if time permits?
What specific extension activity might the students do to
continue practicing and building meaning? For Example: If

time permits, students can create another structure.
Additional descriptive words (size, shape) can be taught and
students can verbally describe their work.
Lesson Plan Appendix and Commentary Section
Building on Utilizing Knowledge About Students to Plan and
implement Effective Instruction
Building on: Personal/Cultural/Community Assets: Explain how
your plans linked student’s prior academic learning and
personal/cultural/community assets to new learning.
For example, Prior to this lesson, children learned about
buildings in our school neighborhood and Brooklyn community.
We discussed the buildings that we see and their purpose.
Understanding the different parts of our community, and that
each part serves its own purpose, helped children learn that
different buildings have different “jobs.”
Planned Supports for Special Needs and ELL/ENL students:
Describe the instructional supports during your lesson that
address diverse learning needs in order for all students to
successfully meet lesson objectives. This must Include
accommodations/Differentiated Instruction and Materials as
well as tasks for Special Needs Learners such as Autistic
Children and Differentiation Instruction (DI) strategies for
ELL/ENL (English Language Learners/English as a New
Language) Learners.
You must have at least 3 DI for ELL/ENL and three DI for
Children such as Autistic children or another disability.
For Example : ELL/ENL supports:
· Visual supports in the form of the color chart with color words
help children understand the color words that are associated

with specific colors. Providing students with these charts
individually could also help them utilize the tools in their own
work.
Cultural Community, Assumptions, Problem Solving, Family
Outreach and Communication: about the culture you chose:
This is an Important part of the lesson and a significant amount
of detail is expected in certain parts see RUBRIC for more
details.
1) What is the cultural you have decided to explore?
2) Why?
3) What is the cultural value you are trying to convey?
4) Why did you pick this element of a cultural to explore with
these children ?
5) What Different types of Assumptions did you have about this
culture?
6) What different steps can you take to move beyond those
assumptions?

7) How will you communicate with the families in your class
regarding this Lesson Plan?
Email? Paper communication word of mouth, etc. and why?
8) What problems could you encounter with communicating
with Families? Come up with at least 4.
9)Detail what strategies you will Implement/do to overcome
these problems.
NOTE: Attach any Relevant handouts, activities, templates, PPT
slides, etc. that are referenced and utilized in this lesson and
upload them with the rest of the lesson plan or attach them as a
separate document
Lesson Goals

This lesson allows students to explore a variety of musical
instruments. This is a hands-on activity allowing students to
discover the differences in sounds made by different
instruments. Students will also gain practice in recording their
observations in their science notebooks.
What is the big idea or focus question of the lesson? For
example: The focus of this lesson is for students to learn details
about the history of the Georgian flag, describe the
characteristics of the Georgian flag, count how many crosses
are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know
the students have learned what they should have
learned. Objectives usually start with a verb; that explicitly
describes what students will do. Avoid vague words like
understand and know (they are not measurable). Objectives
are single sentence statements. Objectives should focus on what
the student will do not what the Teacher does. SWBAT-
Students Will Be Able To.

lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding
the Great Wall of China
SWBAT: Identify the names of 4 fruits -
SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the
buildings they see and make. They will be using these words
verbally as well as in writing. Students’ verbal and written
descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and
learned by the class in this lesson?
What other related words or synonyms will you use to build on
their Vocabulary/Language development
Materials: What materials will be used in the Lesson or
Learning Centers
For Example: Architecture photographs, color and building
labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need
additional support

Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge,
introduce and explain
topic? What is your Hook ? For Example, a Mystery Box, The
Teacher dressing up, etc…this must clearly connect to the
Lesson Objectives in a clear way. Then you can ask inquiry
based or Critical Thinking questions such as a) What do you
already know that might be useful here
b) Where have you seen something like this before? Be Sure to
ask questions that encourage a range of responses. Rather than
asking for specific right answers, ask for ideas and suggestions:
"How can we get started on this?", "What do you notice about
this?" Everyone will then be able to offer a response.
How will you introduce and explain this strategy/skill so that
students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities: During:
Active engagement in meaning making, explicit instruction, and
practice (you should be checking for understanding throughout
the lesson)
1) How will you engage students in active meaning making of
key concepts and ideas?
How will you model this strategy/skill for your students

(exemplars and/or demonstrations)? Modeling occurs during the
Instruction as the teacher provides specific examples,
illustrations, and demonstrations. I do, we do, you do, Modeling
also occurs in preparation for the Task/Guided Practice. The
teacher models the task which the students will undertake to
demonstrate that they have met the objective/s. Modeling
strategies do not stand alone. They are written into the Learning
Activities section. The teacher does the following:
a) provides visual, verbal, and concrete examples of key
activities and ideasb) demonstrates, illustrates, points to, etc.,
the specifics of the Instruction and of the process of the lesson
objective c)provides clear and supportive directionsd) creates
in advance the item which will be the students’ task during the
guided practice and shows step by step scaffolded instruction
with visuals. e) shows enthusiasm for the task
f) How will you provide opportunities for guided practice? g)
How will students independently practice using the strategy
and the skill it targets? h) What planned supports will you use
for the whole class, individuals, and/or students with specific
learning needs?
2) IMPORTANT: If your Lesson plan is for Pre-K it must
involve Learning Centers then organize this section around
Learning Centers. You must Include at least
3 different Centers.
For example, If you are doing an Art Center you would write
Art Center: and then describe what will be going on there and
all the modeling that will be happening there and Include all
from 1) a) through h) Here is a portion of this section example:
Art Center: In this activity, students will be asked to create a
collage of a table like the tables they can see in the book. In
the activity students will be asked to cutout pictures of foods
and utensils from the menus and magazines available. Once the
pictures have been cutout, students will use tape or glue to paste
the pictures on the table. The pictures should be pasted to the

‘table’ together according to their function. For example, a
turnip cake would be in a dish or a teapot should be near the
teacup. This activity is ‘scaffolded’ into ‘I do, We do, You do’
in the following way. The ‘I do’ segment of the center is when
the teacher demonstrates the activity to them, including cutting
out, orienting and pasting the pictures on the table in an
appropriate way by demonstrating the steps involved and having
the following visuals on the Board…The ‘We do’ portion of the
center is when the teacher assists the children with the task. In
the cutting stage of the center, the ‘We do’ can be carried out in
several ways……
Closure
Closure-
Bring the class back together for a review and summary of the
lesson, reinforcement of key concepts, and sharing of student
work. Celebrate what has been achieved. Enable students to
express how they have met the objectives and fulfilled the
purpose of the lesson. Encourage students to share their unique
discoveries and creations. Relate this work to previous lessons.
Anticipate the next lesson.
“After”: Restate teaching point, clarify key points, extend ideas,
check for understanding
How will students share or show what they have learned in this
lesson so that you can assess if your goals were met for ALL of
your students?
How will you restate the teaching pointand clarify key

concepts?
strategies/skills learned today can be used as
How will you provide opportunities to extend ideas and check
for understanding?
For Example:After students complete their work bring students
back to the rug with their work.
Boys and girls, we have worked hard today to learn about the
buildings people have in Uzbekistan. Who can tell me what the
NAMES of the buildings are? (mosque, town square, palace)
We also learned that the buildings have special colors, not like
our buildings here
What colors do we see on the buildings in Uzbekistan (orange,
yellow, blue, green)
That’s right! Now why do you think these buildings were made
this way? (To attract visitors, to look beautiful)
Now, before we put our work away, can you share your work
with the person next to you?
We are going to say “I made a _________________. I used the
colors____________________.”Let’s practice saying that
sentence frame together. Students then turn to each other and
share.
Extension:How could you extend this lesson if time permits?
What specific extension activity might the students do to
continue practicing and building meaning? For Example: If
time permits, students can create another structure.
Additional descriptive words (size, shape) can be taught and
students can verbally describe their work.

Lesson Plan Appendix and Commentary Section
Building on Utilizing Knowledge About Students to Plan and
implement Effective Instruction
Building on: Personal/Cultural/Community Assets: Explain how
your plans linked student’s prior academic learning and
personal/cultural/community assets to new learning.
For example, Prior to this lesson, children learned about
buildings in our school neighborhood and Brooklyn community.
We discussed the buildings that we see and their purpose.
Understanding the different parts of our community, and that
each part serves its own purpose, helped children learn that
different buildings have different “jobs.”
Planned Supports for Special Needs and ELL/ENL students:
Describe the instructional supports during your lesson that
address diverse learning needs in order for all students to
successfully meet lesson objectives. This must Include
accommodations/Differentiated Instruction and Materials as
well as tasks for Special Needs Learners such as Autistic
Children and Differentiation Instruction (DI) strategies for
ELL/ENL (English Language Learners/English as a New
Language) Learners.
You must have at least 3 DI for ELL/ENL and three DI for
Children such as Autistic children or another disability.
For Example : ELL/ENL supports:
· Visual supports in the form of the color chart with color words
help children understand the color words that are associated
with specific colors. Providing students with these charts
individually could also help them utilize the tools in their own
work.

Cultural Community, Assumptions, Problem Solving, Family
Outreach and Communication: about the culture you chose:
This is an Important part of the lesson and a significant amount
of detail is expected in certain parts see RUBRIC for more
details.
1) What is the cultural you have decided to explore?
2) Why?
3) What is the cultural value you are trying to convey?
4) Why did you pick this element of a cultural to explore with
these children ?
5) What Different types of Assumptions did you have about this
culture?
6) What different steps can you take to move beyond those
assumptions?
7) How will you communicate with the families in your class
regarding this Lesson Plan?
Email? Paper communication word of mouth, etc. and why?
8) What problems could you encounter with communicating
with Families? Come up with at least 4.
9)Detail what strategies you will Implement/do to overcome

these problems.
NOTE: Attach any Relevant handouts, activities, templates, PPT
slides, etc. that are referenced and utilized in this lesson and
upload them with the rest of the lesson plan or attach them as a
separate document
Lesson Plan Template and Rubric
Note: The italicized questions are there to guide your planning.
Delete all of the writingin 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:
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)
Lesson Objectives and Language Demands
Content/Skill Objectives:
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?
Lesson Plan Details
Write a detailed outline of your lesson, includinginstructional
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.
Beginning the Lesson/Introduction
Minutes [ ]
topic?

What Teacher Will Do:
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?
Guided Practice
Minutes [ ]
How will students be supported as they practice the new skill or
interact with the new content?
Formative Assessment: [see the Assessment Guide below for
further assistance]
How will you monitor learning/check for understanding during
these activities?

Independent Practice
Minutes [ ]
How will students practice the new skill or interact with the
new content independently?
Formative Assessment: [see the Assessment Guide below for
further assistance]
How will you monitor learning/check for understanding during
these activities?
Closing the Lesson
Minutes [ ]
How will you restate, clarify key concepts, extend ideas, check
for understanding?
content/skills learned today can be used as
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?
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?
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?
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?
Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of
student understanding of the concepts or demonstration of
skills.
Feedback to Students:
Describe how you will provide feedback to students to guide
their further learning.
Assessment Strategy #2: 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?
Evidence of Student Understanding/Skill:
Describe how this assessment strategy provides evidence of
student understanding of the concepts or demonstration of
skills.
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).
Lesson Plan Rubric
Lesson Plan Criteria:
3
Proficient
2
Developing
1
Emergent
Points Earned and Comments:
Central Focus
Plan includes all of these:
· Describes important understandings and core concepts.
· Goes beyond list of facts and skills.
· Aligns with content standards and learning objectives.
· Addresses the subject-specific components in the lesson.
Plan includes three of these:

Plan includes two of these:
State Learning Standards
· Standard(s) number(s)
· Standard(s) text
· Link to Standard(s)
· Standard(s) text
Plan includes one of these:
· Standard(s) text
Lesson Objectives
· What students should know
· What students should do
· Observable language, measurable verbs
Plan includes onel of these:

Language Demands
· Syntax skills identified and related to the lesson objectives
· Discourse skills identified and related to the lesson objectives
· Key vocabulary
· Key vocabulary
Key vocabulary
Resources and Materials
Plan includes all of the following:
· Resources
· Materials
· Sources
· All relevant handouts, templates, slides are attached
Plan includes three of the following:
· Resources
· Materials
· Sources
Plan includes two of the following:
· Resources
· Materials
· Sources
Prior Academic Learning and Prerequisite Skills

Plan includes both of these:
· Description of prior academic learning and prerequisite skills
· Description of common misconceptions regarding concepts
addressed in the lesson
· Description of prior academic learning and prerequisite skills
· Description of common misconceptions regarding concepts
addressed in the lesson
Plan names prior learning, prerequisite skills, and common
misconceptions, but does not describe them
Beginning the Lesson
Plan explains all of these:
· How prior knowledge, interest, and purpose will be activated
· What teacher will do
· What students will do
· Timing (Minutes)
Plan explains three of these:
· Timing (Minutes)
Plan explains two of these:
· Timing (Minutes)
·
Introducing New Content/
Skills
Plan explains all of these::
· How students will encounter new information or skills
· Timing (Minutes)

· Timing (Minutes)
· Timing (Minutes)
Guided Practice
· How students will be supported as they practice skills or
interact with new content
· Timing (Minutes)
· Timing (Minutes)
· Timing (Minutes)
Independent Practice
· How students will practice skills or interact with new content
independently

· Timing (Minutes)
· Timing (Minutes)
· Timing (Minutes)
Formative Assessment
Plan explains how teacher will monitor learning/check for
understanding during three of these:
· Beginning the Lesson
· Introducing New Content
· Guided Practice
· Independent Practice
understanding during two of these:
· Guided Practice
understanding during oneof these:
· Guided Practice
Summative Assessment

· How students will demonstrate the extent to which they met
learning objectives
· Timing (Minutes)
learning objectives
· Timing (Minutes)
learning objectives
· Timing (Minutes)
Closing / Extending the Lesson
Plan explains both of these:
· Specific extension activity
· Further support for students who did not meet learning
objectives
Plan explains one of these:
· Specific extension activity
· Further support for students who did not meet learning
objectives
Extension activities and further support are mentioned, but not
explained.
Special Needs / English Learners
Plan explains both of these:
· How special learning needs will be addressed
· How English Learners will be supported

Plan explains one of these:
· How special learning needs will be addressed
· How English Learners will be supported
Support for special needs and English Learners are mentioned,
but not explained.
Lesson Rationale
Plan includes three relevant research-based principles of
learning and teaching, and their sources
Plan includes two relevant research-based principles of learning
and teaching, and their sources
Plan includes one relevant research-based principle of learning
and teaching, and its source
TOTAL:____/45
1

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