This document contains a daily lesson plan template for a teacher at the Toronto Berkshire Academy. The template includes sections for subject, grade level, unit, topic, learning goals, success criteria, materials, lesson format/activities, introduction, development, consolidation, extension activities, ELL notes, cross-curricular links, assessment strategy, and lesson reflection. The development section lists possible hands-on activities like questioning, modeling, guided practice, and differentiation. The lesson plan template provides guidance for teachers to design engaging lessons that meet curriculum expectations and support diverse student needs.

1. TEACHER: ________ DATE: _____ DAILY LESSON PLAN (TORONTO
BERKSHIRE ACADEMY)
Subject: Course Code: Grade:
Unit: Topic:
Ontario Curricular Overall Expectations Ontario Curricular Specific Expectations
Learning Goals (clearly identify what students are expected to know
and be able to do, at the end of the lesson)
Success Criteria – achievement chart category, criterion
(teachers will identify the criteria they will use to assess students’ learning, as well as
what evidence of learning students will provide to demonstrate their knowledge and skills.
Both Learning Goals and Success criteria should be shared with the students and put on
the board)
Students will: Knowledge –
Inquiry –
Communication –
Application –
Materials / Resources
Lesson Format Strategies / Activities
Introduction / Motivational Hook / Engagement
(Establish a positive learning environment, connecting to prior learning or experiences, setting the context for
learning)
▪ Engage students emotionally and cognitively
▪ Motivate students to engage
▪ Respond to a thought-provoking question, quotation, image, fact, problem, issue
▪ Provide entry points, such as narrative, overview
▪ Set a tone, tempo
▪ Orient students to the topic, materials, activities
▪ Assess students’ prior learning
▪ Activate (or build) prior learning
▪ Anticipate key lesson activities
▪ Connect to previous lesson(s)
▪ Connect to students’ interests
o Debate
o Field Trip
o Oral Presentation
o Survey / Interviews
o Conferencing
o Demonstration
o Experiments
o Directed Reading-Thinking Activities
o Large Group Discussion
o Small Group Discussion
o Video / Film
o Questioning ( oral / written)

2. o Practice and Drill
o Independent Study
o Learning Log / Journal
o Workbook / Work Sheets
o Note Taking
o Portfolio
o Creative Piece
o Handout
o Homework
o Collaborative Learning
o Peer Practice
o Think / Pair / Share
o Mathematical Problem Solving
o Library / Research Process
o Brainstorming
o Case Study
o Concept Mapping
o Entrance Tickets
o Exit Tickets
o Self-Assessment
o Graphing
o Visual/Graphic Organizers
o Issue-Based Analysis
o Computer-Assisted Instruction
o Media Presentation/PowerPoint
o Others: ___________________
Development ( Hands on)
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
▪Questioning to evoke and expose thinking
▪Responding with appropriate levels of challenge and support
▪Fearless speaking and listening
▪Practicing principled practices for depth, precision and power
▪Engaging learners in critical literacy
▪Addressing the indicators
▪Modelling
▪Guided practice and scaffolded exploration
▪Co-construction of understanding
▪Gradual release of responsibility
▪Differentiation
▪ A variety of groupings and collaborative structures
Consolidation: Reflect and Connect
 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
Check for conceptual understanding of critical learning through reflection, summary, application, consideration
of alternative approaches
Use whole-class discussion, journals, exit cards
Prepare students for/anticipate follow-up or next lesson
Extension Activities / Next Steps / Homework (activities completed outside of class to
reinforce/extend learning or prepare for next class)
ELL Notes: Differentiated Instruction (considerations / accommodations / assessment)
Increase time, space, amount Peer tutor/Partner Include visuals Scaffolding Extend
Oral explanation Provide instruction throughout Decrease Change Use manipulatives
Cross Curricular Links: (circle) Oral, Reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music,
PE&H
Assessment Strategy: (consider Diagnostic / Formative / Summative) Assessment Mode: oral / written / performance
As
For
Of
As
For
Of
As
For
Of
As
For
Of
Assignment Graphic organizers Peer- assessment Rough drafts
Class discussions Interview Peer-editing Reports
Conferences Journals / Letters Performance tasks / labs Self-assessment
Debate Learning Logs Portfolio Small group discussions
Entrance tickets Observation Posters Tests / Unit test
Essays Oral pre-tests PowerPoint presentations Visual Thinking Networks
Exam Oral quizzes / tests Project Webbing/Mapping
Exit tickets Pair work Quizzes Whole class discussions
Assessment Tool: ( please attach)
checklist, rubric, rating scale, anecdotal, comments, marking scheme
Lesson Reflection: (to be completed after teaching)
Does the lesson…
• engage the students? Does it require critical thinking throughout?
• command professional respect?
• address the curriculum expectations in an effective and engaging way?
• provide an opportunity for all students to learn? Does it address multiple intelligences? Does it employ a variety of techniques
and strategies?
• encourage the learning of content and skills? Does the lesson provide a meta-cognitive opportunity for students to address
their own learning?
• provide the students with an opportunity to react to the material and/or relate it to their lives/world?
• outline a specific method for grouping students during collaborative work? (Use a variety of groupings)
• assess and evaluate students in a way that is fair, efficient and scaffolded? (diagnostic, formative, summative)
• take into consideration the necessary modifications and accommodations of ELL students in the class?

3. Changes for next time: