This document provides a template and instructions for creating an instructional lesson plan. It includes sections for planning, methodology, assessment/evaluation, learners, and student work samples. The template asks the instructor to provide details about standards, objectives, activities, instructional strategies, materials, assessments, differentiation for diverse learners, and collecting student work samples. It includes a sample lesson plan on analyzing the poem "Lincoln Walks at Midnight" about Abraham Lincoln. The instructor is to use this template to design a lesson plan addressing a provided standard and theme.

1. Designing Curriculum Instruction & Assessment
Assignment:
Instructional Lesson Plan
Assignment: Choose a lesson with theme or title and create
Instructional lesson plan using the template below. Answer the
highlight questions to help create instructional lesson plan. You
can also use resource and reference provided.
Setting/Grade Level: 6
Subject(s): Reading/Language Arts School:
Date: Theme/Title: Lincoln the Leader
1. PLANNING
Standards Addressed
List the standards by including the state, number of the
standard(s), and a description of the standard(s).
Which international, national, or state, or content standards
does this lesson address?
1. PLANNING
Learning Outcomes/SMARTGoals
What will students learn?
The SMART goals information is located in the MSED
Documents folder. Review the document with Bloom’s

2. Taxonomy verbs.
1. PLANNING
Learning Objectives (at least two)
What will students do? All objectives must be measurable.
Support for creating Learning Objectives is located in the
MSED Documents folder under Course Home. Review the
document with Bloom’s Taxonomy verbs.
1. PLANNING
Bloom’s Revised Taxonomy
Which level(s) of Bloom’s Revised Taxonomy are targeted?
Make sure that you reach the higher levels of Bloom’s
Taxonomy (Evaluating and Creating).
☐ Remembering
☐ Understanding
☐ Applying
☐ Analyzing
☐ Evaluating
☐ Creating
Review the Bloom’s Taxonomy verbs.
1. PLANNING
Real World Contexts

3. What real-world contexts are included in the lesson? Link the
topic of the lesson to the relevance for the student. Include
opportunities for students to demonstrate career and college
readiness skills.
1. PLANNING
Collaboration
How was collaboration with other professionals, families,
and/or community leaders included for this lesson? Describe the
collaborative effort.
2. METHODOLOGY
Learning Experience/ Activity
List the activities, including how you activate background
knowledge and bring closure to the lesson. Please make sure
you can demonstrate student engagement throughout the lesson.
Address the diversity of your students by indicating at least
one type of diverse student and how you would support this
student in the lesson.
Introductory/Anticipatory Set
Building/Applying Knowledge and Skills by engaging students
in their learning. List and explain all of the activities that you
will use in the lesson. Connect each activity back to the
standard(s) and objective(s) by listing each number of the
standard and objective after each activity.

4. Extension/Enrichment/Transfer or Generalization of Knowledge
that engages students in their learning. List and explain how
each student will take this knowledge and transfer it to real-
world situations. Provide at least two examples of this
knowledge and transfer.
Diversity of instruction in the lesson: Address the diversity of
your students by indicating at least one type of diverse student
and how you would support this student in the lesson. Use the
following definition of diversity when addressing this issue.
Diversity. (1) Individual differences (e.g., personality, interests,
learning modalities, and life experiences), and (2) group
differences (e.g., race, ethnicity, ability, gender identity, gender
expression, sexual orientation, nationality, language, religion,
political affiliation, and socio-economic background)
Synthesis/Closure: Include at least one instructional strategy
that supports the objectives and provides closure in the lesson
for the students.

5. 2. METHODOLOGY
Instructional Strategies
What instructional strategies/methods will you use?
Connect each strategy and method back to the standard(s) and
objective(s) by listing each number of the standard and
objective after each activity.
☐
Constructions
Standard:
Objective:
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Nonlinguistic Representations
Standard:
Objective:
☐
Cooperative Learning
Standard:
Objective:

6. ☐
Peer Editing
Standard:
Objective:
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Discovery
Standard:
Objective:
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Practice/Drill
Standard:
Objective:
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Discussion/Questioning
Standard:
Objective:
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Practicum

7. Standard:
Objective:
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Experiment
Standard:
Objective:
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Problem Solving
Standard:
Objective:
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Field Study
Standard:
Objective:
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Questions, Cues, and Advance Organizers
Standard:
Objective:
☐
Graphic Organizers

8. Standard:
Objective:
☐
Reflection/Response
Standard:
Objective:
☐
Generating and Testing Hypothesis
Standard:
Objective:
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Reinforcing Effort and Providing Recognition
Standard:
Objective:
☐
Homework and Practice
Standard:
Objective:
☐
Reporting
Standard:

9. Objective:
☐
Identifying Similarities and Differences
Standard:
Objective:
☐
Role-playing
Standard:
Objective:
☐
Independent Learning
Standard:
Objective:
☐
Setting Objectives and Providing Feedback
Standard:
Objective:
☐
Journal
Standard:
Objective:

10. ☐
Simulation
Standard:
Objective:
☐
Laboratory
Standard:
Objective:
☐
Summarizing and Note Taking
Standard:
Objective:
☐
Lecture
Standard:
Objective:
☐
Viewing/Listening/Answering
Standard:
Objective:

11. ☐
Library Research
Standard:
Objective:
☐
Other (Please specify)
:
Standard:
Objective:
Instructional Strategies
What instructional strategies/methods will you use?
Connect each strategy and method back to the standard(s) and
objective(s) by listing each number of the standard and
objective after each activity.
☐
Constructions
Standard:
Objective:
☐
Nonlinguistic Representations
Standard:
Objective:

12. ☐
Cooperative Learning
Standard:
Objective:
☐
Peer Editing
Standard:
Objective:
☐
Discovery
Standard:
Objective:
☐
Practice/Drill
Standard:
Objective:
☐

13. Discussion/Questioning
Standard:
Objective:
☐
Practicum
Standard:
Objective:
☐
Experiment
Standard:
Objective:
☐
Problem Solving
Standard:
Objective:
☐
Field Study
Standard:
Objective:
☐
Questions, Cues, and Advance Organizers

14. Standard:
Objective:
☐
Graphic Organizers
Standard:
Objective:
☐
Reflection/Response
Standard:
Objective:
☐
Generating and Testing Hypothesis
Standard:
Objective:
☐
Reinforcing Effort and Providing Recognition
Standard:
Objective:
☐
Homework and Practice

15. Standard:
Objective:
☐
Reporting
Standard:
Objective:
☐
Identifying Similarities and Differences
Standard:
Objective:
☐
Role-playing
Standard:
Objective:
☐
Independent Learning
Standard:
Objective:
☐
Setting Objectives and Providing Feedback
Standard:

16. Objective:
☐
Journal
Standard:
Objective:
☐
Simulation
Standard:
Objective:
☐
Laboratory
Standard:
Objective:
☐
Summarizing and Note Taking
Standard:
Objective:
☐
Lecture
Standard:
Objective:

17. ☐
Viewing/Listening/Answering
Standard:
Objective:
☐
Library Research
Standard:
Objective:
☐
Other (Please specify)
:
Standard:
Objective:
Why did you choose these instructional strategies/methods?
What levels of Bloom’s Taxonomy did your students reach?
Explain the activities that support these areas of Bloom’s
Taxonomy. Use the literature provided in course resources
and/or outside resources to support your reasoning for each
strategy.
How will you group students for instruction (individual, small
group, large group, or whole class)? Explain your rationale.

18. Materials Used
T = FOR TEACHER
S = FOR STUDENT
Include at least one digital material.
T
S
Materials used
T
S
Technology utilized
☐
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Cassettes/CDs
☐
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Graphing or Scientific Calculator
☐

19. ☐
☐
☐
Slides
☐
☐
☐
☐
Tape Recorder
☐
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VCR/TV/DVD/Laser disc
☐
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☐
Assistive Technology
☐
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☐
Cell Phone/Mobile Device
☐
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☐
Digital/Video Camera
☐

20. ☐
☐
☐
Concept Mapping Software
☐
☐
☐
☐
Social Networking
☐
☐
☐
☐
Virtual World (e.g., Second Life)
☐
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☐
☐
Interactive Gaming
☐
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☐
☐
Interactive White Board (e.g., SMART Board)
☐
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Distance Learning/Webcast
☐

21. ☐
☐
☐
Computer Software
☐
☐
☐
☐
Weblog (Blog)
☐
☐
☐
☐
Wiki
☐
☐
☐
☐
Internet Research/Website
☐
☐
☐
☐
Podcast/Vodcast
☐
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E-mail
☐

22. ☐
☐
☐
Presentation Software (e.g., PowerPoint)
☐
☐
☐
☐
Virtual Field Trip
☐
☐
☐
☐
Interactive Gaming
☐
☐
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Other (Please specify):
Why did you choose these materials?
1. ASSESSMENT/EVALUATION
Assessment Options
☐
☐

23. Application Exam
Standard:
Objective:
☐
☐
Objective Test
Standard:
Objective:
☐
☐
Concept Mapping
Standard:
Objective:
☐
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Observation
Standard:
Objective:
☐
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Parent Evaluation
Standard:
Objective:
☐
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Contract
Standard:
Objective:
☐
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Peer Evaluation
Standard:
Objective:

24. ☐
☐
Checklist
Standard:
Objective:
☐
☐
Self-Evaluation
Standard:
Objective:
☐
☐
Performance Task
Standard:
Objective:
☐
☐
Inventory
Standard:
Objective:
☐
☐
Portfolio
Standard:
Objective:
☐
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Quantitative Scale
Standard:
Objective:
☐
☐
Rating Scales
Standard:
Objective:
☐

25. ☐
Rubric
Standard:
Objective:
☐
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Scored Discussion
Standard:
Objective:
☐
☐
Journal
Standard:
Objective:
☐
☐
Problem-Solving Assessment
Standard:
Objective:
☐
☐
Other (Please specify):
Standard:
Objective:
Why did you choose this assessment(s)? How do the chosen
assessment(s) help you determine if your students met the
goals/objectives? In your answer, provide a rationale for each
assessment you plan to use and its connection with each of your
standard(s) and objective(s).

26. Be sure and link each assessment piece to a specific objective.
Make sure you collect student work samples that can be
included as appendices. What does your pre-assessment,
formative assessments, and summative assessments tell you
about the learning of your group of P-12 students?
How will you use this assessment data to inform your
instruction? Use current literature (within the last five years) to
support your rationale.
1. LEARNERS
Differentiation
Address multiple intelligences and/or learning styles when
writing your response.
How will you differentiate curriculum to meet diverse student
needs? List and explain at least two ways that you differentiated
the curriculum to meet diverse student needs.
How will you differentiate instruction to meet diverse student
needs?
List and explain at least two ways that you differentiated the
instruction to meet diverse student needs.
How will you differentiate assessment to meet diverse student
needs?
List and explain at least two ways that you differentiated the
assessment to meet diverse student needs.

27. 5. LEARNERS
Diversity
How will you address the needs of diverse students (e.g., IEP,
504, readiness level, cultural/linguistic background)? Choose
one diverse population and explain how you addressed their
special needs.
Student Work Samples
As you implement your Instructional Plan with a group of P-12
students, collect pre-assessment data to help you create your
plan, formative assessment data so you can make sure your
students are reaching your Learning Outcomes and Objectives,
and summative assessment data so you have evidence of student
mastery. You need to compare the three types of data as part of
your final reflection on this lesson.
I choose this lesson plan below and Florida state standard to
create into lesson plan activity above.
Resource Collection: CPALMS Lesson Plan Development
Initiative
Topic: Lincoln the Leader
Florida State Standard
language, word relationships, and nuances in word meanings.

28. what the text says explicitly as well as inferences drawn from
the text.
view of the narrator or speaker in a text.
ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word
choice on meaning and tone.
In this lesson, students will work cooperatively to read and
analyze a poem that describes President Abraham Lincoln.
Through teacher led and small-group discussions of "Abraham
Lincoln Walks at Midnight by Vachel Lindsay, students will
learn vocabulary in context, identify the speaker's point of
view, and write an argument presenting and supporting their
analysis of the text.
Subject(s): English Language Arts
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Document Camera, Computer for
Presenter, Computers for Students, Internet Connection,
Interactive Whiteboard, Overhead Projector,
Speakers/Headphones, Computer Media Player
Instructional Time: 4 Hour(s)
Resource supports reading in content area:Yes

29. Keywords: Abraham Lincoln, poem, analysis, Abraham Lincoln
Walks at Midnight, Vachel Lindsay, vocabulary, close reading
Instructional Component Type(s): Lesson Plan, Worksheet,
Assessment , Presentation/Slideshow,
Video/Audio/Animation, Image/Photograph · Learning
Objectives: What should students know and be able to do as a
result of this lesson?
Using the poem "Lincoln Walks at Midnight," students will
understand that the poet depicts the ghost of Lincoln pacing the
streets of Springfield, Illinois (his hometown) tormented by the
dreadful slaughter of war.
Using the poem, students will identify how figurative language,
vocabulary and imagery affect the mood and tone of the piece.
Using the poem, students will be able to visualize the events
and symbols that formed Lincoln's burdens.
Using the poem, students will be able to write a position paper
using textual evidence to support their claim about Lincoln in
the poem.· Prior Knowledge: What prior knowledge should
students have for this lesson?
· Understand what a poem is and how it is written
· Be familiar with who Abraham Lincoln was, the time period
he lived in, and what he stood for: Lincoln's Bio
· Be familiar with working in groups
· Understand the use of figurative language, vocabulary and
historical connotations to form images and enhance
understanding of the main ideas presented in a poem.· Guiding
Questions: What are the guiding questions for this lesson?
· What does the title of the poem tell you?
· How does the use of vocabulary in the poem construct an
image of sadness? Give examples.
· How do the words in stanza 3: "lank", "top hat", and "prairie-
lawyer" help you to identify Lincoln in the poem?
· In stanza 4, how do you know that people nowadays are still
tormented by the worries of the world around them?
· Explain the phrase, "The sins of war-lords burn his heart."
· Who do you believe will "bring white peace...That he may

30. sleep upon his hill again?" Why?
· How does the use of historical vocabulary add to the content
of the poem? How does it make the poem more intense?
· (See attached handout for more Guiding Questions)· Teaching
Phase: How will the teacher present the concept or skill to
students?
The "Hook" and Activation of Prior Knowledge
· Teachers will use a picture of Lincoln to activate prior
knowledge regarding Lincoln and the Civil War. (Teachers may
view many pictures of Lincoln in various formats at this
website.) The teacher will place a picture of Lincoln on the
board in a graphic (spider web/mind map) in order to elicit what
the students know about the man (his complete name, where he
was from, his background, when he lived, the time period, how
he died, his contributions to our country and why he is so
revered). See notes under formative assessment [NOTE: The
spider web graphic organizer is found at
http://www.eduplace.com/graphicorganizer/, a Houghton Mifflin
Harcourt resource available for free to all teachers.]
Introducing/Modeling the Concept or Skill
1. The teacher will introduce the concept of how to understand
poetry by following six steps with the graphic organizer
"Reading & Understanding Poetry." The teacher will share the
student copy of the graphic organizer with students and discuss
each part as students take notes to understand the
questions/concepts presented.
2. The teacher will discuss the Mood and Tone document with
students so that they have a clear understanding of what those
words infer. The teacher will use the examples in the document
to demonstrate how mood and tone are used to help students
understand the poem's message, how a poem makes the reader
feel and the visuals that are created.
3. Because this poem uses archaic language that students will
not be familiar with, the teacher will need to model the
vocabulary activity before the students read the poem
independently. The teacher may read the poem aloud or use the

31. link to play the audio version of the poem. The teacher will then
model the use of the "Four Corners" vocabulary activity using
only the first stanza of the poem. (See attachment: Four Corners
First Stanza). Students will then begin reading the poem using
their graphic organizers and work with a partner to identify and
define unfamiliar words using each other, context and
dictionaries as resources.· Guided Practice: What activities or
exercises will the students complete with teacher guidance?
1. The teacher will divide class into heterogeneous groups of
high and low-performing students. The teacher will introduce
the poem "Lincoln Walks at Midnight" and give each student of
the previously identified groups a copy of the poem. Teacher
will read the poem aloud or opt for the audio version to share
with students. Teacher will model the use of the "Four Corners"
vocabulary graphic organizer so that students can use it for
unknown words found in the poem. Students will proceed to
read the poem in their groups, first, by themselves, then, as a
group. Students will refer to their "Reading & Understanding
Poetry" document to assist them with the comprehension of the
first stanza. The teacher will then model the reading of the first
stanza using the Reading Understanding Poetry Teacher Copy in
order to model a "think-aloud" for students to have a clear idea
of the steps they are expected to follow when working with their
groups to analyze the poem's stanzas. The Reading &
Understanding Poetry-Teacher document walks the teacher
through the questions and answers needed for the think-aloud of
the first stanza. The teacher will also show the students the
Sensory Details Chart that they may use to assist with
comprehension. The Sensory Details Chart is a scaffold to
support students in identifying the sense(s) used in the poem to
understand the mood and tone of the piece as well as the images
created by the poet.
2. The teacher will ask each small group to continue reading the
poem. The students will take marginal notes in their groups and
discuss their findings within their groups. Students will use
their Reading & Understanding Poetry document and the

32. Sensory Details Chart to make their notes.
3. The teacher will then give a whole group final oral
reading/presentation of the poem or opt for the audio link.
Teacher and students will share their thoughts and findings and
clarify vocabulary and references in order to fully comprehend
the poem and its message. The teacher will share the
Presentation Rubric with students before students return to work
in their small groups.
4. Students will return to their small groups to create a visual
for the poem. Students will discuss and comment with teacher
guidance. Students in each group will then share their visuals
with the entire class and teacher will post them in the front of
the class. Discussion and feedback is encouraged.
5. Students will complete a "Reading Response Journal" after
class discussion to reflect on Lincoln as a man and a leader, and
how they can relate to his burden or work using teacher-selected
guiding questions in the Guiding Questions document.
6. The teacher will circulate during this instructional phase in
order to facilitate instruction and provide oral and/or written
feedback to students as they work. Feedback may be given
through spot checking as a comprehension check and to keep
students on task.· Independent Practice: What activities or
exercises will students complete to reinforce the concepts and
skills developed in the lesson?
1. Students, in heterogeneous groups of a total of 4-5 high and
low-performing students will be provided with a copy of the
poem in order to take marginal notes and answer questions.
Students will be provided with a "Four Corners for Vocabulary"
graphic organizer and teacher will assign vocabulary as
highlighted on the Teacher Copy of the poem to individual
students to complete in their Reading Response Notebooks.
2. Students will be required to reread the poem independently
and may discuss their "Four Corners" with others in their groups
in order to clarify and comprehend the concepts presented. The
teacher should only assign a few words at a time in order to
ensure an understanding of the word and communication among

33. students and teacher.
3. Students will complete a web/mind map with their teacher
and peers, and will write to reflect on Lincoln as a man and a
leader and how they can relate to his burden or work in their
"Reading Response" notebooks using the guiding questions.
4. Students will illustrate the concepts presented in "Lincoln
Walks at Midnight" and share their illustrations with their
teacher and peers using the Presentation Rubric as their guide.
5. Students will work in small groups to read, discuss, make
personal connections and write a position paper with the
assistance of both the teacher and their peers.· Closure: How
will the teacher assist students in organizing the knowledge
gained in the lesson?
The teacher will lead a final oral discussion regarding how to
read and understand poetry, poetic language, and their final
thoughts on the image painted of Abraham Lincoln and why.
Summative Assessment
Essay:
· What kind of image does the poet create when describing
Abraham Lincoln? Cite evidence from the poem to support your
point of view.
· Because students are familiar with the peer-editing model and
teacher-provided rubric from the previous lesson in this unit,
"Fantastic Fable for Teamwork", students will work in their
identified small groups and give and receive feedback from
teacher and peers regarding their position papers by using
the peer-editing model and the teacher-provided rubric.
· Students will then rewrite their papers based on this feedback.
Teacher will then provide feedback to students via the Position
Paper Rubric with a final grade.
· Teacher may identify students to share their papers orally with
the class.
· Please see materials to support the Summative Assessment.
Specifically, How to Write a Position Paper, Position Paper
Rubric, Editing Checklist.Formative Assessment
· Teacher will introduce who Lincoln was as well as his work

34. and era by using a web/mind map to activate prior knowledge
and to facilitate discussion. Teacher may elicit student
responses to the following questions: Who was Lincoln? What
was special about his presidency? What professional/personal
burdens did he carry on his shoulders? What was his original
profession? What do you imagine was on his mind during and
after the Civil War? What emotion does Lincoln's face reflect?
Sadness? Weariness? If students have no or limited background
knowledge, teacher will need to use the link from the Lesson
Content section to assist students by front loading the
information.
· Students will read the poem and take marginal notes in order
to answer questions regarding imagery and vocabulary for
understanding and inference.The teacher will model this activity
to ensure that students understand the expectations and
requirements. The teacher will monitor comprehension of the
activity by interacting with small groups and by asking
questions. The teacher may use the Presentation Rubric to
ensure that all members of small groups are on task and are
participating.
· Students will work in small heterogeneous groups to work on
activities to understand the poem and share their findings in a
whole-group session. The teacher will monitor comprehension
of the activity by interacting with small groups and by asking
questions. The teacher may use the Presentation Rubric to
ensure that all members of small groups are on task and are
participating.
· Students will work on highlighted vocabulary on the Teacher
Copy of the poem with the assistance of a Four Corners graphic
organizer in their Reading Response journals.The teacher will
model this activity using the attachment Four Corners First
Stanza so that students are familiar with understanding the
meaning of the archaic language found in the poem.
· Students will answer Guiding Questions in their Reading
Response journals.The Guiding Questions attachment supplies
possible answers to those questions for teachers to use as a

35. guide.
· Students will work in small heterogeneous groups to complete
an illustration using the Presentation Rubric and to share those
illustrations in a whole-group setting. The teacher will monitor
comprehension of the activity by interacting with small groups
and by asking questions. The teacher may use the Presentation
Rubric to ensure that all members of small groups are on task
and are participating.
· Feedback to Students
· Teacher will use "Think-Alouds" and complete the Lincoln
"web" on board with the assistance of students.
· Teacher will check illustrations of poem to check for
comprehension. Teacher will give feedback on illustrations
presented during small and whole group activities using the
Presentation Rubric. Teacher will model and facilitate
discussion in small groups by asking questions to initiate and
clarify discussion regarding the symbols, images and concepts
described in the poem. The teacher can use the Teacher Copy of
the poem and the Guiding Questions document to assist with the
discussion.
· Teacher will give written feedback in Reading Response
journals to address the comprehension of guiding questions as
well as vocabulary to be understood with the "Four Corners"
graphic organizer. The teacher can choose a few journals daily
to review while students work on guiding questions and
vocabulary.
ACCOMMODATIONS &
RECOMMENDATIONSAccommodations:
· This link will give students clarifying question stems to assist
with comprehension.
· The audio recording will assist students who are struggling
readers and/or who need additional assistance with listening
comprehension skills with the reading and re-reading of the
poem.
· The teacher can model the use of note-taking skills with the

36. use of marginal notes in a whole-group setting.
· By using heterogeneous small-group activities, students can
learn through collaboration and cooperation with
peers.Extensions: Listen to and read: The Second Inaugural
Address of President Abraham Lincoln, Washington, D.C.,
March 4, 1865. Using a Venn Diagram or a T-Chart discuss the
similarities and differences regarding Lincoln's character as
found in the poem by Lindsay and the speech given by Lincoln.
Take this information in order to write a compare-contrast
essay.
Suggested Technology: Document Camera, Computer for
Presenter, Computers for Students, Internet Connection,
Interactive Whiteboard, Overhead Projector,
Speakers/Headphones, Computer Media Player
Use the following Reference or other reference
Copy of smart Goal
Bloom’s Taxonomy action verbs.
California State University, Fresno. (n.d.). Bloom’s taxonomy
action verbs. Retrieved December 6, 2015, from
http://www.fresnostate.edu/academics/oie/documents/assesment
s/Blooms%20Level.pdf