Lesson Plan Template

Lesson Plan Template

Teacher Candidate________________________        Lesson Topic________________________ Date_________________  Grade Level_______      Approximate Time ____________________
Stage 1 – Desired Results
National Standards: Georgia Performance Standards:
Essential Question:
Stage 2 – Assessment Evidence
Performance Tasks:	Other Evidence
Stage 3 – Learning Plan
Materials and Resources (Attach all templates.):
Technology (If no technology is used in this lesson, provide a justification for choosing not to use technology.)
Activating Thinking Strategies :(KWL, Questions, PBL, Word Splash, Concept Attainment Activities, Anticipatory Guide…):
Teaching Strategies (whole group, small group, active engagement of ALL students):
Evidence of Differentiated Instruction (Content, Process, and Product: MI, Learning Styles, Flexible Grouping, Stations, etc.):
Modifications for Special Needs Students: (IEPs, etc.)
Summarizing (List higher order thinking questions to determine what students have learned; Students answer essential question):
Stage 4 - Reflections
Pre- Teaching Reflection: (Assessed on the Lesson Plan Evaluation Rubric) The teacher candidate reflects upon the context of the lesson in terms of the students’ prior knowledge and other topics they have been studying. The teacher candidate reflects upon modifications and adaptations planned for the lesson and articulates rationales for planning decisions, e.g., why technology is or is not included in the lesson, etc. Using specific descriptors described by James Beane below  as a guide, the pre-teaching reflection must include a discussion of how this lesson relates to the department’s conceptual framework. While not all descriptors are applicable to every lesson, this portion of the pre-teaching reflection is intended to encourage you to think about the proposed instruction through a guided process based on our conceptual framework. James Beane (2005) provides nine characteristics that a critical constructivist would find useful when assessing a teacher candidate’s instruction: germane, crucial and vital, calls for creativity, application of knowledge, coherent, democratic, sociopolitical consciousness, agency and problem posing. Thus, we seek evidence to show that our candidates are presenting material in a way that is relevant to students (germane), that what is being taught is very important (crucial and vital), students must be creative in thinking of possible solutions (calls for creativity), activities ask students to reflect on how the lesson can be used in their daily lives (requires application of knowledge), the lesson is presented in an easy-to-follow format, and it flows from one stage to another smoothly (coherent), the topic of the lesson is a social problem that needs our attention (social problem focus), the lesson provides students an opportunity to learn and apply knowledge of democratic processes (democratic), students have an opportunity to see the relationship between social and political perspectives (sociopolitical consciousness), the instruction provides pathways for power to affect change (agency) and that the lesson encourages looking at a topic from a multiple perspective viewpoint (problem posing).  Post- Teaching Reflection: (Assessed on the TPOI Rubric) The teacher candidate… ·    Provides thoughtful assessment of the lesson’s effectiveness and the extent to which the lesson achieved its goals by citing examples from the lesson. ·    Identifies strengths and weaknesses of the lesson; provides specific suggestions for improving areas of weakness. ·    Provides appropriate explanation of why a lesson would or would not be changed for future instruction. ·    Reflects upon interactions with parents, students, and others to improve practice.