Maryville University Lesson Planning Template Explanations

Maryville University Lesson Planning Template Explanations
Name
Lesson Title
Grade level(s)/Course
Date taught
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title
Publisher
Date of Publication
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
Example: The fifth grade teaches the Civil War and annually takes a field trip to Springfield, IL. This
lesson will prepare them for the trip.
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
Example: Reading is taught every day for two hours. Science is taught two days a week for 1.5 hours.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Example: I will be teaching the entire class for this lesson. OR The students are divided into three
groups and I will teach one of the groups. OR All the “high” math students are grouped together and I
will be teaching this group.
List any other special features of your school or classroom that will affect the teaching of this lesson.
Example: The gifted students in third are clustered in my classroom.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students_________ Males__________ Females__________
Special Needs Students:
Category
Students with IEPs
Number of
Students
Accommodations and/or pertinent IEP Objectives
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Maryville University Lesson Planning Template Explanations
English Language
Learners
Gifted
504
Autism or other special
needs
INFORMATION ABOUT THE LESSON
Content Strand
This information is found on the DESE GLE website at the top of each page. Example: Writing,
Speaking, Reading are some of the strands for Communication Arts.
Enduring Understanding and/or Essential Question
The important, powerful ideas that enable us to make sense of isolated facts. What is the big idea of
that your lesson encompasses?
GLE(s) or EOC and Symbolic Notation
Grade Level Expectation/End of Course
Found on the DESE website under the content
strand. They specifically explain what learning is
expected,
Symbolic Notation for the GLE
Found on the DESE website under the GLE
Example (MA 3.1) (SS7 1.2)
DOK
Depth of Knowledge
A number between 1 and 4 representing the level
of the GLE. The numbers are found on the DESE
website under the GLE. Not all content areas have
a DOK. If DOK not given, you need to realistically
estimate the DOK given the demands of your
lesson
Outcome(s)
A statement indicating what the student will know, understand or be able to do at the end of the lesson.
Verbs are typically from Bloom’s Taxonomy. Usually the outcome begins with “The student will be able
to….” Consider both knowledge and skill outcomes to include.
Academic Language related to the lesson
The language of education that is different from everyday spoken language. The content specific terms
(ex: compose, decompose, integer, phonemic awareness) and the process terms (ex: theory,
hypothesis, evaluate) that enable a student to be successful in the classroom.
Prior Learning/Prior Thinking
How have learners encountered this content before, either through experience in daily life or prior
instruction? What related content have the students learned that has laid a foundation for this lesson?
What errors in understanding or thinking (i.e, misconceptions) might learners bring to the classroom?
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Maryville University Lesson Planning Template Explanations
LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
How will you get students to activate their prior associations, ideas, or connections to your lesson?
The “hook” that gets the students excited and anxious to participate in the lesson. A short statement,
question, or example that relates to the topic and to the interests/prior knowledge of the students.
Leads into the focus statement.
Example MATH: If you are teaching a lesson on 3-dimensional geometric figures, you might say…”Did
you see a 3-D movie this summer? How was it different from most movies you watch?” Then, you can
say, “Today we are going to look at shapes that are 3-dimensional.” Example LITERATURE: “We’ve
been studying poetry, and today we’re going to learn about a very special kind of poetry called Haiku.
Listen to this and tell me what you notice about haiku and how it is similar and different from the poetry
we’ve studied up to now.” I will read “Haiku for cats”, by ….. “What did you notice?”
Focus/Purpose Statement
A short, simple statement by the teacher using student-friendly language that tells the students what
they will be doing during the lesson and why it is important. Tell them the big idea or goal. Example
MATH: Our world is three dimensional, so understanding 3 dimensional shapes helps us better
represent the world as we experience it. [EQ: How can we use math to represent the world?]
Example LITERATURE: “Today we will learn about haiku as another form of poetry. As we learn today,
keep in mind our big question: How do authors use word choice and structure to create mood?” You will
be able to create your Haiku at the end of the lesson. We will also share some of our creations.”
Procedures
This is the heart of the lesson plan. In this section explain the logical, sequential steps you will follow as
you teach. Explain what you will say and do to ensure student thinking and ultimately learning. What
strategies, activities, and examples will you incorporate into your lesson? How will you transition
children from one segment of the lesson to another segment? What questions will you ask during each
portion of the lesson. What technology or materials will you be using and how will you use them? Look
at the LESSON PLANNING CHECKLIST on pages 4-5 as well as any special requirements for particular
content disciplines.
Differentiation
How specifically will you differentiate for different levels of ability and/or different levels of content
knowledge? How will you use different strategies for learning and/or cultural and language
differences? What are those different strategies?
Closure
At the conclusion of the lesson, closure is the time to help the students organize the information that
has been presented to aid their retention. The students should do the thinking and discussion rather
than the teacher. The teacher can engage them in a short review by posing questions. The students
should be given a chance to personally reflect on the lesson, to share their ideas with others and with
the class as a whole.
Materials and Resources
What items will you need to successfully complete the lesson? What materials, manipulatives, books,
office supplies and other items will be needed for the lesson?
Classroom Management/Democratic Practices
What management systems are in place that you must follow? What do you anticipate may happen
either by the class as a whole or by individuals, and what plans do you have for preventing and
responding to these possible occurrences? How will you promote a democratic classroom community?
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Maryville University Lesson Planning Template Explanations
Example: If you know a student has a tendency to blurt out an answer before being called upon, what
will you say and/or do if this happens? Respecting others’ rights to think and speak is a democratic skill.
Before the lesson
ASSESSMENT
Gathering information about student knowledge
How will you identify students’ academic development and social/emotional development, including
strengths, experiences and interests, to help students reach the learning objectives?
Pre-assessment that may be used
During the lesson
How will you know if your students understand the lesson while you are teaching? How will you provide
feedback during the lesson that helps the student understand what s/he did well and helps the student
improve his/her work or understanding? How will you judge differing depths of student understanding?
Informal Formative Assessment
This may include Guided Practice, Independent Practice, Questioning, structured Observations, etc.,
including what you will be looking for.
Formal Formative Assessment
At the end of the lesson
How will you know if your students understood the lesson? How will assessments provide evidence of
student learning relative to the objectives for the lesson? How will you differentiate assessments for
students having difficulty demonstrating their learning as well as those needing more challenge? How
are the assessments aligned to clearly defined benchmarks or criteria for student performance?
Formative
Summative
LESSON PLANNING CHECKLIST
Does the plan logically lay out what you will say and do?
Did you include specific questions you will ask to invite, guide, and develop students’
thinking throughout the lesson?
What strategies will you use?
Have you included how you will set expectations for student behavior before and during
the lesson (picking up materials; collaborative work time; listening behaviors, moving
from one place to the next, etc.)?
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Maryville University Lesson Planning Template Explanations
If students work in groups, have you included how you will group them and why that
approach is appropriate to their learning needs?
Have you specified how you will ensure students understand the academic language
needed to succeed during this lesson?
What content-specific vocabulary will you introduce and how will you introduce it?
Do you plan for guided work so that students must use the ideas/skills they learn?
Do you plan for students to independently work with or apply the ideas/skills?
Do you include how you will differentiate for the varying needs of diverse students
(gifted/remedial; ELL; social/emotional)?
How will you collect evidence of students’ thinking and learning (formative assessments)
during the lesson?
REFLECTION
If you have not had a conference at the completion of your lesson, or if your instructor asks for
this, send a REFLECTION to your practicum supervisor.
In your reflection address each of the following.
1. Focus on student thinking and learning.
2. What was working? What was not working? For whom? Why?
3. Use specific examples of students’ work, actions or quotes to support your claims.
4. What missed opportunities for student learning are you aware of that happened?
5. If you could do it over, what might you have done to take advantage of missed
opportunities to improve the learning of students with diverse needs?
6. In your own classroom what would you teach next to build on this lesson?
Link your ideas to your methods class content and readings, using appropriate and accurate
quotes from text or theorists as you analyze and evaluate your work. Cite your quotes in APA
style.
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