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Lesson Plan Template with Annotations

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Lesson Plan Template with Annotations

  1. 1.   BPC  Lesson  Plan  Form   Beginning  Level   (To  be  used  with  EDU  309,  EDU  312,  EDU  316,  EDU  317,  and  EDU  321)     Candidate’s  N ame   Program   Course   Semester/Year           Assessor’s  Name   School  System   School   Date           Grade  Level/School  Faculty  Member   Lesson  Number   Lesson  Title   Lesson  Time     Lesson  Plan  –  General  Information  State  Directed  Standard   http://www.georgiastandards.org  (Written  Out)  Objective   What  is  the  outcome  you  expect?  This  is  based  on  t he  standard  you  are  teaching.   Ask  yourself:  What  do  my  students  need  to  know  or  be  able  t o  do?  Essential  Question(s)   These  are  student-­‐friendly  questions  t hat  let  t he  student  think  about  w hy  it  is   important  t o  learn  t his  skill/standard.    Three  t o  five  questions  is  a  good  number;   students  need  t o  be  able  t o  answer  t hese  questions  at  the  e nd  of  t he  lesson.  *Lesson  Type   See  below  (Determined  by  Student  I nvolvement)  **Cognitive  Level  Involved  and   See  below  Labeled  ***Affective  Level  Involved   See  below  and  Labeled  ****Psychomotor  Level   See  below  Involved  and  Labeled  *****Multiple  Intelligence(s)   See  below  Used  and  Labeled  Demographics  Attached   _____  Yes              _____  No   You do not actually have a class, so you may check “no”.  *Lesson  Types:  Direct  Instruction  (DI),  Indirect  Instruction  (II),  Learner  Centered  (LC),  Cooperative  Learning  (CL),  Inquiry  Learning  (IL),  Discovery  Learning  (DL),  Project  Learning  (PL),  Game  Learning  (GL),  Interdisciplinary  (ID)    **Cognitive  Levels:  Knowledge  (K),  Comprehension  (C),  Application  (Ap),  Analysis  (As),  Synthesis  (S),  Evaluation  (E)    ***Affective  Levels:    Receiving  Phenomena  (Rec.  Ph),  Responding  to  Phenomena  (Res.  Ph),  Valuing  (V),  Organization  (O),  Internalizing  Values  (IV)    ****Psychomotor  Levels:    Perception  (P),  Set  (S),  Guided  Response  (GR),  Mechanism  (M),  Complex  Overt  Response  (COR),  Adaptation  (A),  Origination  (O).    *****  Multiple  Intelligences:    Existentialist,  Interpersonal,  Intrapersonal,  Bodily/Kinesthetic,  Verbal/Linguistic,  Mathematical/Logical,  Naturalist,  Music/Rhythmic,  Visual/Spatial   Revised 7/22/11 SLJ Beginning Level Lesson Plan Format
  2. 2.     Technology  Used   Differentiated  Instruction   Special  Needs   Materials  Needed     (Check  Applicable  Items)   (Check  Applicable  Items)    By  student:       Special  Education  Categories  of  Eligibility     Equipment:           Ability       Autism       Interest       Deaf/Blind       Ethnicity       Emotional  &  Behavioral  Disorder       Socio-­‐e conomic       Deaf  &  Hard  of  Hearing  (D/HH)             Mild  Intellectual  Disability       Gender  By  teacher:     Moderate,  Severe,  Profound   Media/Materials:       ELL   Intellectual  Disability         Learning  Styles     Orthopedic  Impairment         Multiple  Intelligences     Other  Health  Impairment       (MIs)         Georgia  Positive  Behavior  Supports     (Gardner)       Specific  Learning  Disability             Speech-­‐Language  Impairment    Do  N OT  leave   Let’s  talk!     Traumatic  Brain  Injury   Do  N OT  leave  blank     Visual  Impairment  &  Blindness   blank     Young  Children  with  Disabilities  –   Significant  Development  Delay  (SDD)   Let’s talk!             Introduction   Opening  Hook,  Determine  Previous  Knowledge                                                                                                                                                                                                                                                                                                                                                                    Approx.  Time:  ________  Describe  Introduction  (Narrative):  This  is  w hat  you  do  to  grab  the  students’  attention.    How  will  you  get  t hem  excited  t o  learn  this  lesson?    Special  Needs  Accommodations  (Narrative):  Be  specific…how  will  you  accommodate  special  needs  learners?    These  are  our  m ost  fragile  learners;  sending  them  out  of  the  room  is  NOT  an  accommodation  or  differentiation.     Guided  Practice   Examples,  C heck  for  Understanding  (Informal  Assessment)                                                                                                                                                                                                                                                                                                                                                                      Approx.  Time:  ________    Describe  G uided  Practice  (Step-­‐by-­‐Step  Narrative):    This  is  when  you  MODEL  for  students.    They  w atch  you  first  and  then  you  help  them  as  t hey  try.    That  is  why  it  is  called  “ guided”  practice.    Special  Needs  Accommodations  (Narrative):    See  above…be  specific.    Describe  Informal  Assessment  (Narrative):    Informal  assessment…how  will  you  k now  whether  or  not  t he  students  are  ready  t o  attempt  t his  skill  independently?    Teacher  observation?  Work  sample?  Work  m odel?  Teacher  directed  discussion?     Revised 7/22/11 SLJ Beginning Level Lesson Plan Format
  3. 3. Independent  Activities   Student  Practice;  Include  Informal  Assessment                                                                                                                                                                                                                                                                                                                                                                                                        Approx.  Time:  ________    Describe  Independent  Activities  (Step-­‐by-­‐Step  Narrative):  Now  t he  students  are  ready  to  attempt  t he  skill  by  themselves.  What  will  you  have  them  do  that  shows  what  they  k now  and  are  able  t o  do?    Differentiated  Instruction  (narrative):  Differentiated  means  t hat  all  students  are  learning  the  same  skill,  but  approaching  it  in  different  w ays.    Could  your  visual  learners  write  a  paragraph?  Visual  learners  make  a  poster  or  diorama?  Tactile/Kinesthetic  learners  do  a  Reader’s  Theater?    Special  Needs  Accommodations  (Narrative):  See  above…be  specific.    Describe  Informal  Assessment  (Narrative):  How  will  you  know  w hich  students  have  mastered  the  skill  and  which  students  need  remediation?    Do  any  students  need  t o  accelerate?     Performance  Assessment   Formal  Including  Artifact    Formal  Assessment  (attach  rubric  if  used):  This  is  typically  something  you  w ould  grade.    Students  have  now  mastered  the  skill  and  are  ready  t o  demonstrate  their  mastery  in  a  concrete  m anner.        Student  Artifact  Resulting  from  Assessment:  PowerPoint?  Poster?  Diorama?  Report?  Test?  WebQuest?     Closure   Pulling  it  all  Together                                                                                                                                                                                                                        Approx.  Time  ________  Describe lesson closure and how it will include essential question. You always end a lesson by making certain thatyour students can answer the essential questions. They need to share what they learned and how they approachedthe learning.   Lesson  Reflection  1)  What  went  well  with  t he  lesson?  (Identify  1-­‐2  t hings  t hat  included  planning  and  teaching.)  2)  To  what  extent  were  students  in  the  class  involved  in  t he  learning?  3)  As  you  were  teaching,  what  did  you  t hink  about  that  you  w ould  do  differently  because  your  lesson  didn’t  go  as  planned  or  you  t hought  of  a  m ore  effective  w ay  t o  help  students  learn?        You  are  not  actually  teaching  this  lesson,  so  you  do  not  have  to  complete  this  p ortion  of  the  lesson  p lan.         Revised 7/22/11 SLJ Beginning Level Lesson Plan Format

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