Elementary Lesson Plan Template - Download as DOC

					                        Elementary Lesson Plan Template


Name:
Lesson Plan Title:
Grade Level:

1. Standards/Objectives
      National, State or District Standards
      Objective/s
      Prerequisite learning and/or key concepts

2. Materials and/or Technology Resources
     Description, quantity
     Distribution strategy
     Collection strategy

3. Procedures (Content Area Specific)
      Motivation/engagement
      Developmental activity
      Accommodation, modifications and differentiations for diverse learners
      Closure
      Extension

4. Student Assessment/Evaluation (Formative and/or Summative)
      Formative assessment of learning
      Summative assessment of achievement based upon objectives

5. Post Lesson Assessment and Reflection (to be completed after the lesson)
     Report the results (data) from application of assessments
     Reflect on the following: Strengths, concerns, and insights




                                                              Elementary Lesson Plan: 12/08 p. 1
                         Elementary Lesson Plan Description
I.    Standards/Objectives

       Curricular Standards: Please refer to the national, state or district standards, and write
       the standard number(s) and the standard(s) that your lesson is addressing: Nevada State
       Standards site.

       Objective/s: Clearly state the objective(s) of the lesson. The objectives should be SMART
       (student-centered, measureable, attainable, reasonable, and teachable). What do you intend
       to teach? What do you expect students to know, do, understand or perform? Begin each
       objective with an observable verb, such as: model, explore, draw, diagram, write, predict,
       defend. (e.g.: Model addition with regrouping using base-10 blocks; defend predictions
       using story plot and illustrations.)

       Prerequisite learning and/or key concepts: What previous learning experiences and/or
       key concepts are essential for students to succeed in this lesson?


II.    Materials and/or Technology Resources

       Description and quantity: List materials and/or technology resources needed to teach this
       lesson. Consistently use a variety of modes and materials (e.g. textbooks, web sites,
       handouts, teaching aids/supplies/manipulatives, overhead transparencies, PowerPoint,
       videos, guest speakers, etc. during the lesson?). Identify the quantity (e.g., 1 set of base-10
       blocks for every three students) needed. You may also need to state location and ensure
       that they are working properly before instruction.

       Distribution strategy: How are you going to get the materials out to the students? Will
       student helpers pass things out; will materials be on desks when students enter the room?

       Collection strategy: How will you collect items?

III. Procedures (Content area specific)

       Motivation/Engagement: Begin with an introduction to focus students' attention. This
       should reference prior knowledge, and, if appropriate, may serve as a pre-assessment.

       Developmental Activity: List the activities you will use to teach the
       objective(s)/concepts. Include, if appropriate, teacher modeling/ demonstration; student
       modeling with teacher assistance; guided practice (individual and/or group); and
       independent practice. How are the students going to engage in the content (listening,
       observing, thinking critically, applying prior knowledge, creating, etc.) You may wish to
       "script" parts or at least include key words to remind yourself what to do. How will this
       lesson help students meet the objective(s) of the lesson? (Information on instructional
       methods)




                                                                   Elementary Lesson Plan: 12/08 p. 2
      Accommodation, Modifications and Differentiations for Diverse Learners: How are
      you accommodating diverse learners? (e.g. special needs, English Language Learners,
      gifted, and, in general, students with differences in learning styles, readiness levels,
      interests and culture)? What modifications are you making for meeting the needs of diverse
      learners? How will you differentiate instruction?

      Closure: How will the lesson end? How are you ensuring student understanding of links
      between current and prior learning? What can students expect in future lessons?

      Extension: If the lesson or some students finish early, how can you extend this lesson to
      use the extra time productively? (e.g. an anchor activity) What homework connection
      (independent study and/or enrichment) can be incorporated?
IV. Student Assessment/Evaluation (formative and/or summative)

      Formative assessment of learning: How are you assessing student understanding as the
      lesson progresses? Are you using effective questioning techniques? Are you also using
      higher-level questions to promote critical thinking? Do the assessments include sufficient
      variety of assessments such as Questioning models (e.g., Bloom, Elstgeest, Divergent,
      etc.), learning logs, exit cards, etc.?

      Summative assessment of achievement based upon objectives: How are you assessing
      whether students have achieved the stated objectives? Do the assessments include
      sufficient variety, e.g., traditional and alternative, to match the stated objectives. The
      assessment tools should be aligned to the instructional procedures and objectives of the
      lesson.

      Data collection procedures for formative and summative assessments may include
      observations, interviews, graphic organizers, performances, products, tests, drawings,
      written communications, etc. Be sure to specify how you will collect the data and what
      data you plan to collect. For example, if you plan to "observe" students, be sure to identify
      what you are looking for and create a checklist for record-keeping purposes. If you plan to
      interview them, develop your questions. If you plan to assess an activity, product or
      writing, develop a rubric.


V.   Post Lesson Assessment and Reflection (to be completed after instruction)

      Report the results (data) from application of formative/summative assessments. How
      well did the students perform; did they achieve the objectives? Note students’ strengths or
      weaknesses.

      Reflect on the following: Strengths, concerns, and insights
         1. Strengths: What went well? What would you do again? Why?
         2. Concerns: What needs improvement? What would you change? How?
         3. Insights: What did you learn about yourself as a teacher? What did you learn about
             students as learners?



                                                                Elementary Lesson Plan: 12/08 p. 3
                                 Elementary Lesson Plan Grading Rubric

                              Level 3                           Level 2                            Level 1
                        Exceeds Expectations               Meets Expectations                   Does Not Meet
                                                                                                 Expectations
1. Standards/Objectives
Nevada State/      Identifies standards across          Clearly specifies at the          Standard not included, coded
National Standard content areas, coded to grade         beginning, coded to grade         to grade level, or linked to
COE 4              level, linked to objectives          level, linked to objectives       objectives and lesson content
                      and lesson content                and lesson content
Objective             Lists all components of           Lists all components of           Lists few or no components
COE 4                 “SMART” (see Lesson Plan          “SMART” (see Lesson Plan          of "SMART" (see Lesson
                      Description) linked to            Description) linked to            Plan Description)
                      standards, and related to the     standards
                      real world
Prerequisite          Clearly identifies prior          Clearly identifies prior          Prior knowledge and
Learning/ Key         knowledge and expectations        knowledge and expectations        expectations are unclear and
Concepts              needed to begin an effective      needed to begin an effective      do not support an effective
COE 4                 instructional lesson; uses        instructional lesson.             instructional lesson
                      prior knowledge in planning
                      instruction
2. Materials/Technology Resources
Description and    Clearly describes and                Describes and delineates          Does not adequately
quantity           delineates all appropriate           appropriate materials and/or      describe or delineate
COE 5 & 7          materials and/or technology          technology resources; lists a     materials and/or technology
                      resources; lists a variety of     variety of modes and              resources;
                      modes and materials.              materials.
Distribution          Clearly describes                 Describes distribution of         Does not adequately
strategy              distribution of all               appropriate materials and/or      describe distribution of
COE 4 & 7             appropriate materials and/or      technology resources.             appropriate materials and/or
                      technology resources.                                               technology resources.
Collection strategy   Clearly describes how all         Describes how materials           Does not adequately
COE 4 & 5             materials and/or technology       and/or technology resources       describe how materials
                      resources are collected.          are collected.                    and/or technology resources
                                                                                          are collected.
3. Procedures
Motivation/engage     Specifies ways to set the         Specifies ways to set the         Not included or is not linked
ment                  stage for learning and            stage for learning and            to the objective
COE 6                 engage/excite students,           engage/excite students
                      includes a connection to
                      prior learning
Developmental         Lists and describes how the       Lists and describes how the       Listed activity is not
activity              activity will be                  activity will be                  appropriate and/or there is
COE 2, 4, & 7         modeled/demonstrated and          modeled/demonstrated and          no opportunity for practice
                      how students will be              how students will be
                      engaged (guided and               engaged (guided and
                      independent practice), lists a    independent practice)
                      variety of activities for
                      guided and independent
                      practice
Accommodation,        Accommodates, modifies,           Accommodates, modifies,           Accommodates, modifies,
Modifications and     and/or differentiates             and/or differentiates             and/or differentiates
Differentiations      instruction for all of the        instruction for most of the       instruction for few or none
for Diverse           diverse learners (e.g., special   diverse learners (e.g., special   of the diverse learners (e.g.,




                                                                             Elementary Lesson Plan: 12/08 p. 4
learners             needs, English Language         needs, English Language         special needs, English
COE 2 & 3            Learners, gifted, students      Learners, gifted, students      Language Learners, gifted,
                     with differences in learning    with differences in learning    students with differences in
                     styles, readiness levels,       styles, readiness levels,       learning styles, readiness
                     interests, and culture).        interests, and culture).        levels, interests, and
                                                                                     culture).
Closure              Lists specific methods to end   Lists specific methods to end   Not included or is not linked
COE 5 & 6            the lesson (including how       the lesson (including how       to the objective
                     students will demonstrate       students will demonstrate
                     and apply the learning          and apply the learning
                     objective), returns to the      objective) and returns to the
                     objective, and links to prior   objective
                     and future lessons
Extension            Lists related suggestions for   Lists related suggestions for   Not included or is not linked
COE 1 & 2            students who finish early.      students who finish early       to the lesson
                     Suggestions are linked to
                     other learning and/or
                     differentiated by student
                     ability and interests
4. Student Assessment/Evaluation (Formative and/or Summative)
Formative          Identifies a variety of    Identifies an assessment               No assessment method or
assessment of      assessment methods closely method linked to lesson                assessment is not linked to
learning           linked to the lesson       objective/s; assessment                the lesson objective/s
COE 8              objective/s; assessment    method creates opportunities
                     methods create ample            for students to receive
                     opportunities for students to   feedback. Equitable to all
                     receive feedback. Equitable     students.
                     to all students.
Summative            Identifies a variety of         Identifies an assessment        No assessment method or
assessment of        assessment methods;             method linked to lesson         assessment is not linked to
achievement based    Assessment is closely linked    objective/s; assessment         the lesson objective/s
upon objectives      to the lesson objective/s;      method is equitable for all
                     Assessment methods are          students.
COE 8
                     equitable for all students.
5. Teacher (Self) Assessment/Evaluation (to be completed after the lesson)
Report the results   Teacher reviews data        Teacher reviews the data    Teacher infrequently collects
(data) from          collected from summative    collected from summative    and/or records data
application of       and/or formative assessment and/or formative assessment
assessment/s         and uses it to make         and uses it to make
                     instructional decisions and instructional decisions
COE 8
                     evaluate student progress
Reflect on           Teacher regularly reviews       Teacher intermittently          Teacher rarely reflects on
strengths,           assessment data and the         reviews assessment data and     his/her own performance in
concerns, insights   management process in           the management process in       order to grow
COE 10               order to sustain professional   order to grow
                     growth




                                                                          Elementary Lesson Plan: 12/08 p. 5

				
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