Minimum Lesson Plan Components & the Student Teaching Portfolio
(adapted from the Student Teaching Handbook for MIT Spring, 2004)
To help you organize, think through the logic of and rehearse daily instructional lessons, we
expect the following minimum components for your written lesson plans:
Concepts, Goals and Objectives
a. A concept is identified. One that the lesson explicitly helps the learner to explore.
b. Lesson goals (learning targets) that are clearly related to the in the context of key concepts.
c. Objectives that specify what steps students are taking to meet those goals
d. Identify the primary Washington Essential Academic Learning Requirements connected to the
concepts, goals, and lesson objectives. (You need not list every possible EALR that might apply, but
focus on those central to the content area.)
NOTE: Make sure you specify and state:
- what type of goals you are targeting (knowledge, skill, reasoning, disposition, etc)
- what level of reasoning you are working with (see Blooms’ taxonomy)
- what metaphor/analogy you will use to connect what you are teaching with something the
student already knows?
At the beginning of your teaching you should gather and solicit information about the class demographics,
the kinds of accommodations that your students may need given what you learn from the teacher about
ESL, special needs, learning modalities, learning styles etc of the students in your class. Then for each
lesson plan specify,
e. What specific accommodations you will make to ensure all students have what they need to
participate in this lesson and moving towards the goals.
Instructional supplies needed for this lesson; room arrangement; student grouping
f. If you are using small groups or learning centers, be sure to describe your strategy for grouping
students, group size, rotation scheme.
Teaching procedures supporting the lesson goals (clearly separated from student learning goals &
g. Opening – what’s your hook? Disequilibrating experience?
h. Developmentally appropriate student learning activities to meet lesson goals.
i. Timing – how long for each activity
j. Guiding questions – write out the questions you will ask. Check them against Bloom’s taxonomy for
the kinds of thinking you are targeting in your goals.
k. Closure – how will you wrap up the session?
Assessment (what did/will you do to assess learning relevant to this particular lesson)
l. Pre-assessment of all students’ experience, related skills, understandings related to your learning
target(s) for the lesson.
m. Formative assessments of students' progress toward the learning targets
n. Summative assessments of what they have learned (clearly related to what you have taught) related
to the learning targets.
NOTE: Make sure you are explicit about what you are evaluating and how it provides information
about the targets and levels of reasoning you laid out in your goals and objectives.
What worked? What did you see that let you know it worked?
What didn’t work? What did you see that led you to believe something didn’t work?
What would you do again? Why? What would you do differently? Why and How?
NOTE: these reflections need not be in lengthy essay format. "Bullets" are ok...