School of Education Licensure Programs

Lesson Plan Form

NAME	DATE	GRADE LEVEL	
			
COURSE and COURSE DESCRIPTION	

CONTENT AREA	
Why are you teaching this lesson, i.e. what is the central focus and purpose?	
	
What evidence-based, best-practice approach, method and/or theory(ies) are you using?	
	
What different strategies/supports of accommodations/modifications to instruction or assessment will learners need in the lesson?	
	
In what ways have you created an inclusive environment that supports the needs identified?	

LEARNING OBJECTIVE AND TARGET
What teachers will prepare in a lesson and what students will know or be able to do as a result of the lesson.  Learning objectives and targets are clear, specific and measurable and aligned to state standards.	
MN K12 Standard(s):	
	
ISTE Standard (if applicable):	
	
CSTA Standards (if applicable):	
	
Learning Objective: (what is the teacher’s goal of the lesson)	
	
Learning Target: (taken directly from learning objective and written in student-friendly terms, often written as an “I Can” statement)	
I can ...	

ACADEMIC LANGUAGE: Identify language demands and supports.
●	Language Function: Active verb in the objective/learning target. (seek information, inform, compare, order, classify, analyze, infer, justify/persuade, solve problems, synthesize, evaluate) 
●	Language Supports: Describe what instructional supports you will use to help students understand and use vocabulary, syntax and discourse.
●	Language Demand: There are language demands that teachers need to consider as they plan to support student learning of content which include: Vocabulary, Syntax. and Discourse	
Identify and describe the instructional and/or language supports you have planned to address the language demands below.	
Vocabulary: Words, phrases, symbols both general and content specific 		
Syntax: Conventions for organizing symbols, words, and phrases together into structures 		
Discourse: A way to structure written and oral language to assist students to talk, write, and participate in knowledge construction		

ASSESSMENT:  Aligned with objective/learning target and are used to determine if students have attained objectives/learning target. 	
Pre-assessment/Prior knowledge: What the students already know about the topic and how it informs instruction	
	
Formative: Used to evaluate the lesson and adjust teaching as needed to keep students engaged and successful	
	
Summative: Used to measure students’ attainment of the objective	

INSTRUCTIONAL MATERIALS:  
Example: Books, digital resources, lab equipment, technology, manipulatives, worksheets, SmartBoard/PowerPoint slides.	

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS:
●	Time - amount of time (minutes) to complete each portion of the lesson
●	Steps - detailed instructions for the anticipatory set, procedures, and closure so that others can replicate the lesson
●	Check for understanding throughout the lesson - indicate formative checks (questioning, prompts and feedback used) and summative checks and criteria if used.	
Anticipatory Set/Motivation: Introduces the topic/content; provides an overview of lesson; connects to prior lessons; engages students in lesson.	
Time	Steps	Checks for Understanding	
	●			
Procedures During Instruction: Include instructional strategies used and a plan for transitions.	
Time	Steps	Checks for Understanding	
	●			
Closure: Reinforces important lesson concepts and prepares students for the next lesson. Loops back to the objective and involves students.	
Time	Steps	Checks for Understanding	
	●			
	TOTAL TIME	

REFLECTIVE COMMENTARY (if lesson was taught)	
WHOLE GROUP ANALYSIS	
What percentage of the whole class or group met the learning target/objective.  Cite specific example and/or evidence.  What criteria did you use to evaluate learning? What percentage did not meet the learning target? 	
	
What did you learn about your students as learners?	
	
How well did your lesson support an inclusive environment and meet the needs of all learners? 	
	
How did technology increase student engagement and learning?  What changes would you make?	
	
What changes, if any, might you make to increase student engagement in the following areas:	
Planning		
Instruction		
Assessment		
The learning environment.  How did you demonstrate mutual respect for and rapport with students to engage them in learning? 		
How did your feedback increase student engagement and learning?		
What have you learned about yourself as a teacher?	
	
What goals do you have for yourself as you plan future lessons?	
	
ANALYSIS OF THREE STUDENTS
Choose three samples of student work representing the full range of student performance to analyze.  One sample should be from a student that represents a teaching challenge related to your expectations for this lesson.	
Did each of the students meet the learning target/ objective?  If so, how did he/she meet the objective?	
	
In what areas did students have difficulty and successes?	
	
Were the adaptations/accommodations for the lesson appropriate?  Why or why not?	
	
Was the assessment appropriate for all students? Why or why not?	
	
What feedback and supports would you provide to the student so he/she could improve his/her performance? 	

REFLECTIVE COMMENTARY (if lesson was not taught)	
Describe what prior knowledge you need to know about your students so they are engaged and meet the objective of the lesson?	
	
Justify how your understanding of your students’ prior academic learning, personal, cultural and content-specific experiences and attitudes guided your choices when planning:	
Instructional strategies		
Adaptations/modifications		
Assessments		
Describe your plan to provide feedback to your students both formatively and summatively?