This lesson plan is for a 4th grade class of 11 students, with 6 boys and 5 girls. The lesson will cover a New York Common Core/Next Generation standard, and students will work towards a content objective. The rationale explains how this lesson provides foundations for future learning. Students will build on prior knowledge and skills, and instruction will connect to students' backgrounds. Key vocabulary and possible challenges are identified. Materials include websites used for ideas. Supports are outlined for diverse learners. Formative assessments during the lesson include checking comprehension and assigned tasks. A motivation activity elicits prior knowledge. A 10-minute mini-lesson introduces a new skill through modeling and questions. Students have 10 minutes of independent work followed by a 5

1. Department of Teacher Education
LESSON PLAN
Name of Teacher: Ms. Ulloa Date: 11/3/23
Number of Students in
Class: 11
Boys: 6 Girls: 5 Grade Level: 4th garde
Planning for Instruction
Lesson Topic:
(Indicate the subject of the lesson)
New York Common Core/ Next Generation
Standards:
(Choose ONE and list the number and text of
the standard)
Learning Objective(s):
Content Objective: (Student learning outcomes
to be achieved by the end of the lesson. Can
refer to what action students will do and how.)
Rationale:
(Identify the purpose for teaching the less
on and the importance to future learning. In
other words, how does the current lesson
provide a foundation for future learning.)
Prerequisite Knowledge and Skills:
Identify the prior knowledge and skills upon
which this lesson builds.
Personal/cultural/community assets
Identify how instruction will connect to and/or
build upon background knowledge, interests,
experiences and/or culture.
Academic Vocabulary:
Identify particular words/phrases that are
essential to understanding the content of this
lesson. This should include both tier 2 and tier
3 words as appropriate.
Anticipation:
(Identify the possible misconceptions or
challenges students may have related to the
learning objective/topic, i.e. “Common
Errors”)
Materials & technology:
(List materials and resources specific to the
lesson. This should include websites where
you gathered ideas.)
Differentiated Support / Multiple Entry Points for Diverse Students

2. Department of Teacher Education
Complete the chart below to summarize required or needed supports, accommodations, or modifications for your
students that will differentiate your instruction in this lesson. As needed, consult with your cooperating teacher to
complete the chart.
Special Subgroups of Diverse
Learners
Supports, Accommodations, Modifications
❒ Students with Interrupted Formal
Education (SIFE)
❒ Students with Disabilities or with IEPs or
504
❒ Gifted needing greater support or
challenge
❒ Students with gaps in academic knowledge
❒ Students in need of behavior support
Assessment Evidence:
(Describe how activities or assignments will provide you feedback on how you are monitoring student learning)
Formative Assessments:
(Conducted during the lesson and can include
student questions and responses. This also
includes teacher observations of student
engagement and assigned tasks.)
Development of Lesson Teacher will do check-in for comprehension and proficiency
Motivation: (5 minutes)
(This should “hook” students to follow the
lesson. The activity should elicit prior
knowledge and experiences. It is not the
beginning of the lesson content).
Mini-lesson (10 minutes):
(Opportunity for teachers to introduce and
model the new skill, concept or approach in a
very intentional and concise manner. Students
learn by observing and demonstrating
engagement during this instructional strategy.
Opportunity for guided practice should be
integrated into the mini-lesson. Include 3-5
guiding questions. )
Independent Work Time (10 minutes):
(Designed learning activity that is directly
related to the lesson objective. Students can
work in pairs, small groups, or independently.
Closure (5 minutes):
(Explain how you will recap the learning that
will happen in the lesson, i.e. key questions,
checking for understanding, etc.)
Follow Up

3. Department of Teacher Education
(Select an assignment to enhance further
learning. May include review, homework,
enrichment, remediation, etc.)