Literacy Teacher Directed/Facilitated Lesson Plan Template

Student’s Name: ______Date: ______Subject Area(s): ______Grade Level: ______Concept/Topic: ______How long is this lesson?: ______(1 lesson could span more than 1 time period; how long will it take you to complete this part of the lesson from Intro to Closure?) WHO ARE YOUR STUDENTS? Student background:  Describe characteristics of the class (e.g., range of student backgrounds, student strengths, individual learning differences, students’ prior knowledge and experiences, and other important characteristics).

Instructional context:  Describe any pertinent information about the classroom and school.

WHAT DO YOU WANT STUDENTS TO LEARN? What do you want students to know?

1. Big Ideas: Summarize the overarching concepts your lesson is designed to address. 2. Measurable objectives: (do not use the term “understand”): What do you want the students to know or be able to do at the end of the lesson?

What PA Curriculum Standards will you address in this lesson? 1. List the education standard(s) that will be addressed (www.pdesas.org)

Coherence and Continuity: How does this lesson connect to the lesson before and what lesson comes after? How does this lesson relate to other content areas or the unit? What did students learn in previous work that provides the underpinnings for this lesson and unit?

WHAT DO YOU NEED TO KNOW ABOUT HOW STUDENTS LEARN? Describe what you need to know about how students learn in order to teach your lesson (e.g., focus on what you need to do to be responsive to students’ attention and memory capacities and how you can use each of the following to help students learn: link new information to prior knowledge; use non-examples; use distributed vs mass practice; provide several opportunities for guided and independent practice). In other words, how can you ensure that you are teaching children and not just content?

WHAT ENGAGEMENT STRATEGIES WILL YOU USE TO INVOLVE STUDENTS IN THE LEARNING? How will you help students engage in the learning? How will you engage them during the lesson; how will you ensure that they retain information; how will you ensure that they construct meaning; how will you motivate them?  Before the lesson:  During the lesson:  After the lesson:

HOW WILL YOU KNOW THAT STUDENTS ARE LEARNING? Progress monitoring: What data will you collect during the lesson to monitor progress? In other words, how can you ensure that you are teaching children and not just content? Summative evaluation: At the end of the lesson, how you will determine if students have gained knowledge about the big ideas and objectives?

INSTRUCTIONAL PLAN: Rationale: Why this lesson? Consider what theory is driving your instructional decisions as well as how you plan to incorporate the Temple teaching standards into your lesson.

DIFFERENTIATION: How will you ensure that ALL students develop the big ideas and objectives? In other words, how can you ensure that you are teaching children and not just content?

Materials and Technology: List all the resources needed for this lesson.

Step-By-Step Procedure: Be very specific about THE DETAILS OF THE LESSON PLAN such that A SUBSTITUTE could use the plan to teach it the way you intended. For example, if you want to the teacher to discuss something, describe how you will facilitate the discussion, questions you will ask, follow-up probes, etc. 1. Launch: (2 minutes) a. Hook/Lead-in: Use actions and statements to gain students’ attention and to create an organizing framework for the information that is to follow. Consider using short video clips, brief passages from a book, intriguing questions, and props.

b. Activate Prior Knowledge: Connect new information to their previous knowledge.

2. Instruction: Specify the steps required to instruct, model for, and guide students AND decide how students will participate. In other words, how can you ensure that you are teaching children and not just content? a. Explicit Instruction or Worked Example: Describe the procedures for how you will guide students to learn a specific example so as to build students’ schema for problem solving. a.i. Begin by posing a question or presenting a problem (depending on the topic and objectives). Then move to explicit instruction. a.ii. Explicit instruction: Write what you will say to/do for students. Include the types of activities students will do during the lesson and the higher level thinking questions that probe students’ strategies and understandings, provoke further discussion, and/or challenge misconceptions. a.iii. How will students participate? Will they turn and talk, write a response on white board, use a response signal, gallery walk, group work, etc. a.iv. Consider possible student responses and mistakes.

3. Modeling: Tell how you will use concrete representations to model concepts and procedures.

Lesson Plan Template Page 2 of 3 4. *Guided Practice: This is the most important part of the lesson. Describe how you will provide scaffolded support to students while they practice the skill(s) being taught. Include questions you will ask to guide them. During this part of the lesson, students discuss their solutions as well as the strategies they used to approach the problem. a. How will students participate? b. Have individuals or pairs share their learning c. What will you do if students are not experiencing success?

5. Independent Practice: List the required independent practice so students can practice what they have learned AFTER sufficient guided practice (practice under teacher guidance).

6. Application: Describe how students will apply newly learned skills and concepts to other activities, content, or texts.

7. Closure: The closure can be written or oral, but it needs to include a review AND a check for understanding. If the lesson cannot be finished in the allotted time, REVIEW what was completed and CHECK for understanding. When you begin the lesson at a later time, begin with a review of what was completed in this lesson and conduct a brief pre-assessment (does not need to be written).

ATTACHMENTS: Attach any supplemental materials (e.g., writing prompts, graphic organizers, etc.) TEMPLE TEACHING STANDARDS (TTS):  REVIEW YOUR LESSON PLAN to make sure you have addressed the six TTS (Deep Content Understanding, Coherence & Continuity, Real World Connections, Active Learning, Critical & Creative Thinking, Teacher Reflective Thinking).  REVISE, IF NECESSARY, to ensure all standards are included. REFLECTION (AFTER THE LESSON): Analyze the evidence you collected and reflect on how the lesson went:  What did the students learn? How do you know?  What went well? What makes you think so?  What would you change if you were to teach the lesson again? Why?  Explain how the evidence that you collected is also useful in thinking about something more than the success of this particular lesson. For example, consider how your data support or conflict with theory and research that you’ve read.

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