Lesson Plan Template
Lesson Plan Template
| Candidate’s Name | Program | Course | Semester / Year |
| | | | |
-GAPSC Standard
– I Can Statement: CCGPS or GPS standard restated in I Can form. Question(s) should also align with central focus and lesson objectives.
-Central Focus/ Lesson Objective: The central focus should support students in developing the knowledge and skills related to identified standard. More inclusive than I can statement. Should include the type measurement/ to be used.
-Academic Language:
– Language Function – Specific verb. (Ex: compare, contrast, identify, list, complete, etc)
– Language Vocabulary – Any specific vocabulary necessary to teach related standards. Include
new vocabulary for students as well as vocabulary used by the teacher.
– Language syntax – Teacher. Language Discourse: Student.
Explain what the teacher will do and say. Explain what the student will do and say.
Include examples, explanations and methods of checking for understanding. Use language
vocabulary.
-Media and Technology:
Media: Identify resources needed by the teacher and students
Technology: Identify technology used by the teacher.
Identify technology used by the student.
-Introduction: Describe the strategies you will use to diagnose student prior knowledge. Describe how the student abilities, socio economic levels, and culture related to your planned activities.
-Management Plan: Description of how you will manage specific classroom tasks in this lesson.
-Body of Lesson / Teaching Strategies: Step-by-step explanation of what students will do. What questions will you ask, how will the students participate, how will they use the identified vocabulary.
-Modifications / Accommodations: How will you accommodate for students with specific needs (IEP). How will you accommodate students other than identified IEP’s and 504’s?
-Closure / Summarizing Strategies: How will students share what they have learned? What documentation and artifacts will they produce? How does lesson relate to prior learning and future opportunities for application of skills?
-Assessment / Evaluation: Describe assessments, identify related documents, artifacts, and other evidence you will collect to determine student understanding. Explain feedback processes.
*ALL OF THE AREAS ABOVE SHOULD ALIGN WITH STANDARD(S), OBJECTIVES, and STRATEGIES. ACADEMIC LANGUAGE FUNCTIONS AND LANGUAGE VOCABULARY SHOULD BE USED THROUGHOUT THE LESSON.
| Name: | Grade: | |
| Lesson Title: | | Date: |
| CCGPS or GPS Standard(s). Use standard elements aligned with this lesson plan:
| ||
| Classroom/Lesson Context (please check the following that apply): ___ Whole Group ____ Small ____Centers
| ||
| Individual Education Plan: Identify students with IEP plans as well as any students who may need additional help. Use first names only and list the area of need.
|
| I Can Statement – Elements of the standard in I can form. |
| Central Focus/Lesson Objective(s): More inclusive than I can statement. State how objectives are measurable and aligned with the standard. |
| Academic Language What is the key language function? What academic language will you teach or develop? What are the key vocabulary words and/or symbols? |
| Language Function: (Identify ONE language function essential for students to develop and practice the strategy within your central focus. Language Vocabulary: (Identify key, content specific words for this lesson and examples of vocabulary words. Additionally, include words within a text necessary for students’ comprehension.) |
| Media and Technology: Be sure to answer all three questions below about the use of technology in your lesson. |
| Materials: What resources can be used to engage students? Technology: What forms of technology will you use? What forms of technology will students use?
|
| Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or 504s in addition to students below and/or above grade level): This area should not be left blank. There will always be students in your class that need special consideration. This is modifications to the regular lesson plan to accommodate the needs you have described. |
| |
| Management Plan: What management techniques related to physical structure, students, routines, etc. will you need. |
| |
| Strategies/Activities
| Assessment/Evaluation |
| Introduction to Lesson/Activating Thinking What is the ‘hook’ or introductory strategy to tap into prior knowledge? This should tie directly into the lesson’s objective and standard. How will you introduce the content specific vocabulary words? List teaching procedures in numerical form.
| What assessments / evaluations will you use for each activity/strategy. Indicate whether it is formative or summative. There should be formative and summative in each lesson. Include any specific assessment plans for IEP or other students with specific needs. Assessments numbers should correspond with the strategies/activities numbers. |
| Teacher Syntax and Student Discourse:
| Assessment: |
| Body of Lesson/Teaching Strategies: What will the students do after you introduce the lesson to learn the standards? What questions will you ask to promote higher-level thinking? What opportunities will you provide for students to practice content language/vocabulary? What language supports will you offer? List teaching procedures in numerical form. | What assessments / evaluations will you use for each activity/strategy. Indicate whether it is formative or summative. There should be formative and summative in each lesson. Include any specific assessment plans for IEP or other students with specific needs. Assessments numbers should correspond with the strategies/activities numbers. |
| Teacher Syntax and Student Discourse:
| Assessment: |
| Closure/ Summarizing Strategies: How will the students summarize and/or share what they have learned to prove they know and understand the standard(s) and its vocabulary? Will you provide opportunities for students to apply new knowledge while making connections to prior learning? List teaching procedures in numerical form. | What assessments / evaluations will you use for each activity/strategy. Indicate whether it is formative or summative. There should be formative and summative in each lesson. Include any specific assessment plans for IEP or other students with specific needs. Assessments numbers should correspond with the strategies/activities numbers. |
| Teacher Syntax and Student Discourse:
| Assessment: |
BKR – 22-23
