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Lesson Plan Template with Annotations
- 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. 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. 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 that your students can answer the essential questions. They need to share what they learned and how they approached the 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