LESSON PLAN ASSIGNMENT
(One due each week: Plan #1 & #2 due as specified on the Due Date Calendar.
Other plans due at the time specified by the university supervisor)
ACEI Standards: 1, 2.1, 2.2, 2.3 2.4,2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4
A developmentally appropriate, formal lesson plan will be required each week. Student teachers are
required to use a specified format that clearly focuses on learners as well as good instructional design.
Plans should reflect what has been learned throughout the Elementary Education Program and will
include: clearly stated learning objectives, content to be taught, developmentally appropriate instructional
strategies and procedures, materials and resources needed, differentiation of instruction, supports and
accommodations for students with special needs, assessments, and scoring rubrics.
1. The lesson plan has been designed to help the student teacher focus not only on the content of a
lesson but also on the students to whom the lesson will be taught. The two must ultimately go
together for a lesson to be successful.
2. The plan is designed to foster success for the student teacher and to impress all who will view it.
It has done this for hundreds of former student teachers and helped many to obtain teaching jobs.
3. It is not intended that the student teacher should write out every lesson that he or she teaches in
such a long format; however, it is intended to help the student teacher think about and include
all of the parts of a lesson that go together to create a successful lesson.
4. The more the student teacher thinks about, plans for, and includes in every lesson the
components of the lesson plan, the more successful all of his or her lessons will be.
1. At the beginning of week 1 and week 2, a formal lesson plan must be written using all
of the categories on the “Lesson Plan Form” except for the categories in the “Analysis and Reflection”
section. Plans must be e-mailed to the university supervisor on the date/day specified on the “Due Date
a. The first two lesson plans do NOT need to be for lessons that the student teacher will actually
b. The first two plans must be designed for the grade level at which the student teacher is
assigned to student teach.
c. Each plan must be accompanied by a self-assessed lesson plan rubric.
2. The first lesson plan:
FALL 2011 STUDENT TEACHERS: The first plan must be written using the Indiana State Learning
Standards in the subject area of English/Language Arts and addresses a standard in the 2nd strand of
READING: Comprehension and Analysis of Nonfiction and Informational Text
That is, if the student teacher is student teaching in a third grade classroom, then an Indiana state
standard listed under Reading: 3.2 must be addressed in the plan. If the student teacher is student
teaching in a first grade classroom, then an Indiana State Standard listed under Reading: 1.2 must
be addressed in the plan. If the student teacher is student teaching in Illinois, an Illinois State
standard that addresses the same content skills should be used instead of an Indiana State standard.
SPRING 2012 STUDENT TEACHERS: The first plan must be written using the Indiana State Learning
Standards in the subject area of MATHEMATICS and address a standard in the 2nd strand of
That is, if the student teacher is student teaching in a third grade classroom, then an Indiana state
standard listed under Mathematics: 3.2 must be addressed in the plan. If the student teacher is
student teaching in a first grade classroom, then an Indiana State Standard listed under
Mathematics: 1.2 must be addressed in the plan. If the student teacher is student teaching in
Illinois, an Illinois State standard that addresses the same content skills should be used instead of
an Indiana State standard.
3. The second lesson plan must be written using a standardized lesson such as a scripted lesson,
basal, or teacher’s guidebook based lesson. In this case, components of the lesson plan that are not
provided in the scripted lesson must be added to that which is already provided for the teacher.
4. Starting on week 3 and every week thereafter whether or not the university supervisor observes a
lesson, one lesson plan must be written and taught by the student teacher using all of the categories on the
“Lesson Plan Form.” When the university supervisor will observe a lesson, the lesson plan must be for the
lesson that will be observed. For lessons that will be observed, the plan must be e-mailed to the supervisor
prior to the day on which the lesson observation will occur along with any accompanying materials that
can be e-mailed. Before the observation, all other materials and/or texts that will be used during the
lesson must be placed in the file box for the supervisor on the day of the observation.
5. For lessons that are observed by the university supervisor, the “Analysis and Reflection” section of the
“Lesson Plan Form” does not need to be completed. For lesson plans NOT observed by the university
supervisor, the “Analysis and Reflection” section must be completed after the plan is taught and the plan
and reflection must both be e-mailed to the university supervisor.
6. If for some reason a university supervisor must reschedule a weekly observation at the last minute, a
second lesson plan does not need to be written for the supervisor.
7. Lesson plans are not scripts. What will be said during a lesson should never be written out word-for-word.
This is unnecessary and too time consuming.
8. If the student teacher demonstrates that he or she understands all of the categories on the “Lesson Plan
Form,” in the plan that is written for week 2, he or she will earn a “Lesson Plan Pass.” This pass may be
given to the university supervisor in place of one of the required lesson plans either for a lesson that will or
will not be observed by the supervisor. The pass may not be used for Task # 3 or Task # 4 of the Teaching
Performances Work Sample.
9. Self-assessed lesson plan rubrics are required for the first 3 lesson plans [weeks 1-3] and for all TASK
lesson plans. After this time, the university supervisor may require the student teacher to continue self-
assessing with the lesson plan rubric until they reflect an understanding of all lesson plan categories and do
not contain a large number of invalid/unrealistic ratings.
1. If the university supervisor, anytime after at least the first three observed lessons, notices that the student
teacher has demonstrated basic knowledge of and competence in all but a few areas on both the written
lesson plans and presentation of the plans, the supervisor may take a week to help the student teacher
focus on the areas in which competence is lagging. The goal is to help the student teacher improve
rapidly and/or achieve a high level of expertise in these areas. A focus week will consist of the following
for a period of one week:
a. The student teacher will not be required to write out a complete lesson plan for this week.
b. The student teacher will focus on one or two specific lesson plan categories by completing only
these categories for 5 to 10 lessons that the student teacher will plan and teach during this week.
For example, in order to help the student teacher focus upon and become more competent
in planning Motivation and Differentiation of Instruction strategies, the university
supervisor will require the student teacher to submit 8 briefly described lessons in which
the motivators and differentiation of instruction strategies are identified and described in
c. These “parts of plans” must be emailed to the university supervisor in the same way/time frame
that entire lesson plans are required to be sent.
d. The university supervisor will still observe a lesson being taught this week.
2. A focus week will last for a period of only one week after which the student teacher will return to writing
the formal lesson plan:
3. A university supervisor may give a student teacher two focus weeks during the semester.
1. A university supervisor may exempt the student teacher periodically from the weekly lesson plan
requirement a total of 3 times based on the following criteria:
a. The student teacher clearly understands every category on the plan and is executing/applying all
of the concepts during instruction.
b. The student teacher is consistently developing and implementing lessons that exhibit strong
c. The cooperating teacher concurs that the student teacher does not always need the structure of a
formal plan to deliver best instruction and states that the student teacher is using good
instructional design in all lessons.
d. The student teacher has consistently emailed plans along with all possible accompanying
materials to the university supervisor by the supervisor’s required dead line prior to teaching
2. In addition, the following apply in regard to exemption of lesson plans:
a. Task # 3 and Task #4 [Teaching Performance Work Sample] lesson plans CANNOT be exempted.
b. The decision to exempt plans will be made by the university supervisor on an individual basis and
will be solely contingent upon each student’s individual performance.
Additional Lesson Plans
10. More than one lesson plan per week may be required by the cooperating teacher and/or university
supervisor depending on the individual needs of the student teacher.
DIRECTIONS FOR COMPLETING THE LESSON PLAN
See the “Lesson Plan Form” for required labels.
All plans must begin with:
1. The student teacher’s name
2. The date
3. The grade level at which the plan is designed to be taught
4. The estimated time frame of the entire lesson or the various parts of the lesson
5. The primary subject area(s) the plan is targeted to teach
6. The subject areas that will be integrated into the primary subject area(s)
7. The Indiana state standards and/or district state standards that are addressed in the plan. All
standards should be listed underneath the content areas to which they belong.
8. One learning modality other than linguistic that will be utilized in the plan with a short
explanation of how this will occur. The name of the modality should be underlined in the
explanation. See The Art of Teaching for identifying names-labels.
9. One aspect of character with a short explanation of how this will be fostered in the plan. The
name of the aspect of character should be underlined in the explanation. See The Art of Teaching
for identifying names-labels.
10. One habit of mind with a short explanation of how this will be fostered in the plan. The name of
habit of mind should be underlined in the explanation. See The Art of Teaching for identifying
11. Two Instructional Implications that influenced the design of the plan [This category is optional except for
the TPWS Task #3 lesson plans on which it is required]
(To be completed prior to teaching the lesson)
LESSON PURPOSES & LEARNING OBJECTIVES
PURPOSE(S): Makes clear why the lesson is taking place. [See: Plan Book Assignment: Purpose,
Objective, Closure Instructions.
1. Write objectives in terms of what you want the students to be able to do at the end of the lesson
in order to prove that they have learned.
2. Start with this heading: “At the end of this lesson, students will be able to:…” Research has
shown that when teachers have a clear understanding of the main ideas that they want their
students to know or achieve by the end of a lesson, the lesson is more focused and has a clearer
purpose. Therefore, it is important to start by determining what it is you want your students to
know or be able to do at the end of the lesson.
3. Read through your objectives to make sure that you are not including procedures.
4. Try to focus on one or two clear objectives.
5. Use observable behaviors. For a list of verbs that will enable you to do this, see “Thinking at its
Best” in The Art of Teaching.
RECALL PREVIOUS LEARNING/LESSON
1. Here you want to focus students back to what they learned in the previous lesson in the same
content area as the present lesson. You want the students to recall what they learned (main
concepts) rather than you telling them this information. This makes them responsible for
remembering previous learning which is always a very good thing to do! Quite often this is also a
very good way to connect previous learning with present learning.
2. Research indicates that the longer we make our students remember, the better they will learn
and retain information. This is always a goal of good instruction. By consistently starting lessons
requiring students to recall the main concepts that were learned in the previous lesson, students
become very skilled at doing this.
3. Usually you will not want to spend a lot of time on this. A quick overview or recall of the main
concepts of the previous lesson is enough. Your main focus will, of course, be on the main
concepts of the present lesson. At the beginning of almost all of your lessons ask, “What did we
learn about or work on in [name of subject] yesterday?”
4. Do not confuse this step with providing background knowledge. Providing background
knowledge is the teacher’s job and, if necessary, should be included under procedures.
Recalling previous learning from a previous lesson should always be the students’
5. Do not confuse recall with a lengthy review. Main ideas are remembered not retaught.
1. These should be quick, simple, and create interest.
2. VISUAL attention gaining prompts are almost always more effective than only using verbal
3. Using a good attention getting strategy at the beginning of a lesson can set a very positive mood
for the rest of the lesson.
4. Attentional prompts must relate directly to the learning that will be focused on during the
1. A plan must always include a motivator (something that will make the students who AREN’T
inherently interested in the learning/lesson want to pay attention and to learn).
2. On the plan, in parentheses following the description of the motivation/motivator, the type of
motivator that is being used must be identified using the categories that are provide in The Art
For example, if the motivator is earning a “Special Student” badge, the following types of
motivation/motivators would be listed in parentheses: (rewards, achievements that are seen as self-
ACTIVE LEARNING-LISTENING STRATEGIES (ALLS)
1. Here you must list the things that you will have ALL of the students actively do as they listen to
information being presented that will help them to focus on the content of the lesson. These are
strategies that teachers use while they or others present information. They require ALL of the
students to actively respond to, or do something with the information as it is being taught rather
than just sitting and listening.
2. Active learning-listening strategies involve ALL of the students ALL at the same time. This is in
contrast to the more traditional, and less effective, method of only one-student-at-a-time-getting-a-
turn-to respond-in-some-way. The use of active learning-listening strategies during lessons
insures that students are actually listening rather than merely looking like they are paying
attention. There is a difference!
3. The use of these strategies enables teachers to monitor who is and who isn’t paying attention, and
who is and who isn’t comprehending the information as it is presented. These strategies make
paying attention easier for students because they are actively doing something to help them
learn and retain the information as they are listening to it being taught.
4. Good teachers use many kinds of active learning-listening strategies throughout lessons. Active
learning-listening strategies focus students on the content of the lesson. Repeated clapping
patterns or chanting “active listening” during lessons do not do this and are not ALLS. Having
students fill in Venn diagrams at their seats while the teacher completes the same one on the board
is a good example of how all students can be actively involved at the same time and focused on
the learning. Having all of the students hold up books every time they see a book title that should
be underlined as the teacher reads a passage on the overhead is also a good example of an ALLS.
These are the types of strategies that you are required to include in this lesson plan category.
5. Even a strategy as simple as having the class repeat each new vocabulary word after the teacher
has introduced and pronounced it is a good active learning-listening strategy. The best teachers
become very skilled at building these strategies into lessons. They even utilize them while
showing films or while having students listen to others present oral reports. (Read about these
strategies in The Art of Teaching, and examine the examples of these in the lesson plans that are
provided in this book and The Art of Teaching.)
1. Under procedures you must identify how you will tell the students the lesson’s purpose(s) and
objective(s) [objectives are also called the criteria for success] using vocabulary that is at an
appropriate developmental level for the students.
2. Under procedures you will want to list such things as how you will:
1. Provide necessary background knowledge
2. Directly teach the information or facilitate the inquiry process
3. Practice together
4. Have students use information independently as you provide feedback/guidance when
necessary. [See: “Good Instructional Design” and the “Procedures” section in The Art of
Because the recalling of the previous lesson/learning, attentional prompt, motivator etc. are also
procedures, you do not need to describe them again here. Simply write: Attention Prompt #1 (see
above), or Motivator (see above) etc. in the places where these steps occur under procedures.
(Informal analysis of student learning)
Formative assessment is defined as any assessment that takes place at the same time children are
provided with feedback or help to aide their understanding.
During a lesson, formative assessment consists of things the teacher observes or does to gain an
awareness of how well the students are mastering the content or instruction that is taking place.
For this reason, many active learning-listening strategies used during lessons are also excellent
formative assessments. If this is the case, to save time, simple write in this space: See active learning-
listening strategies #1, #2, and #3.
1. All lessons must include informal, formative assessment at the very end that is called closure.
2. Closure is NOT considered summative assessment because it is done with the entire group of
students and, consequently, it does not enable a teacher to accurately evaluate each individual
student’s independent, learning achievement.
1. Closure must directly parallel the objectives. That is, if the objective states that the students will
be able to name the 3 types of clouds, at the end of the lesson, the students must be required to
state the 3 types of clouds.
2. Closure is NOT an activity. Rather, it involves identifying the main ideas that were learned,
explored, or reinforced during the lesson.
3. Students are responsible for closure. The teacher is not. Throughout the lesson the teacher may
introduce, repeat, reinforce etc. the learning, but at the very end of the lesson, the teacher must
assess how much the students have learned through requiring them to state the main ideas or
learning that was focused on during the lesson.
(Assessment of students’ unaided performance)
1. If summative assessment takes place at all, it is usually done at the very end of a lesson to
determine how well the content or skills in the lesson have been learned. Use caution in labeling
assessments summative. Few lessons actually include summative assessment because by
definition an assessment is only summative if it is completed without any assistance or help.
Consequently, a worksheet completed independently by students is an example of summative
assessment. However, a worksheet that is completed as the teacher walks around helping students
or during a time when students talk to and help each other or can hear the teacher helping others or
that is completed together as a class is NOT a summative but rather formative assessment.
2. Plans must identify the type of assessment and the assessment tool(s) that will be used.
3. The actual assessment tools must be attached to the plans. Types of assessments include:
standardized, alternative/performance, and alternative/authentic. Tools for standardized include
all types of paper pencil assessments such as true/false, fill-in-the-blank, multiple choice, and
matching. Standardized assessments require one, very specific correct answer for each question
that is asked. Alternative assessment tools usually consist of a checklist or a scoring rubric. The
rubric consists of a set of detailed standards and explicit criteria to which a performance or product
will be compared.
DIFFERENTIATION OF INSTRUCTION:
High: Here you will describe how instruction, learning activities, and/or assessments will be adapted
to meet the needs of higher level learner.
Low: Here you will describe how instruction, learning activities, and/or assessments will be adapted
to meet the needs of lower level learners.
For example, after the concepts have been introduced or worked on together in a math lesson,
individualized itineraries could be provided so that students can work independently at their
For many ways in which to meet the needs of learners, read the “Supports and Accommodations/
Differentiation of Instruction Section” in The Art of Teaching. You will find additional
differentiation information on your EDCI 496 Disc under “Useful Additional
Information/Differentiation.” The strategies and information from these resources can be adapted for
use with your high, low, and special needs students.
Remember that giving higher level learners more work is not good differentiation. By definition,
differentiation means different not more. Whenever possible, it is also important to give higher level
students choices in relation to doing the different work.
SUPPORTS AND ACCOMMODATIONS FOR SPECIAL NEEDS INCLUCING ENL
Here you will describe how you will design instruction to meet the special needs of your students such as
English as a New Language Learners and learners with cognitive, physical, emotional, or social
1. All materials that will be used in the lesson should be listed and, when possible, provided for the
2. The student teacher should identify all materials that he or she made or designed.
ANALYSIS AND REFLECTION SECTION OF PLAN
To be completed after plans are taught.
Not required for Lesson Plans #1 and #2 and for plans that are observed by the university supervisor.
1. Although this is a very important part of the teaching process, when your university supervisor has
watched you teach a lesson, you do not need to fill in this part of the lesson plan for him or her to review.
After receiving your university supervisor’s feedback, you will most likely write the same information that
you have discussed with him or her. Since this would be redundant, you are not required to fill in this part
of the plan after lesson observations unless specifically asked to do so.
2. If your university supervisor does NOT watch a plan as it is taught, you must submit the “Analysis and
Reflection” part of the plan along with the initial plan to him or her.
3. You must also complete the “Analysis and Reflection” part of the lesson plan for Teaching Performance
Work Sample Task #3 lesson plans unless a Task # 3 plan is used for TPWS Task #4.
LESSON PLAN CATEGORIES/DIRECTIONS
1. WHAT WORKED WELL:
Be specific. List the one or two strategies, activities etc used in this plan that contributed the most to its success
and to student learning. Tell WHY you think these worked so well to foster student learning.
2. ADJUSTMENTS THAT WERE IMPLEMENTED DURING THE LESSON TO MAKE
IMPROVEMENTS AND RESPOND TO MONITORING:
List or describe specific changes that you needed to make during the lesson as you watched your students respond
to what you had planned.
3. .WHAT DIDN’T WORK WELL DESPITE ADJUSTMENTS AND MONITORING:
Be specific. List or describe one or two things that did not aide student learning and tell WHY you think these things
4. HOW THIS LESSON COULD/SHOULD BE IMPROVED BEFORE FUTURE USE:
List the one or two things that in the future would most improve this plan/enhance student learning and state the
reasons why. Be very specific. Prospective employers look very carefully at this. This is the part of your lesson
plan that shows your ability to analyze your own teaching and to learn from it. As such, it shows your potential for
greatness or for mediocrity as a teacher!
5. MY PROOF THAT THIS LESSON DID OR DID NOT IMPACT STUDENT LEARNING
Be specific. List the teaching strategies [i.e. large and small ALLS, Closure etc.] and formative/summative
assessment strategies that you used along with the performance based evidence that they provided you with to make
clear how well your students did or did not learn.