SAU School of Education Lesson Plan Template and EDU 354 Lesson Plan & Implementation Rubric V. 8.26.

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TITLE OF LESSON

Name: Time Allotted:
Grade Level: Subject(s):
Materials Required:
(create a bulleted list, including texts using APA format)

Michigan Content Expectations: GLCE/HSCE, Common Core State Standard (CCSS) or Next
Generation Science Standard (NGSS) fully written out


Objective(s): A specific, measurable portion of a GLCE, HSCE, CCSS, or NGSS (may more clearly state
with Blooms taxonomy verb) including the level of proficiency. (i.e. The student will {Blooms taxonomy
verb}{level of Blooms taxonomy learning} so that they demonstrate 4out of 5 or higher proficiency on the {end of lesson
assessment rubric}.


Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess that students
have are progressing towards or have mastered EACH objective? (Formally- tests, quizzes, worksheets, rubric based
projects or performances/Informally observations, conversations). Make sure to include necessary rubrics and/or scoring
guides and answer keys. Answer: What data could you generate? What happens if they have/have not met the
minimum level of proficiency? Please cross-reference where the assessment occurs with the component below (i.e. formative
conversation about the objectives/topic during the anticipatory set; 10-question, summative, whiteboard quiz after independent
practice, before closure).




Note: You will embed the names of your assessments into the sections below to communicate when during the instruction part of your
lesson you will implement each assessment and the allotted time necessary.

Instructional Procedure: What information do students need to accomplish the objective?
(The following steps do NOT have to occur in number order 1-6, nor are they necessarily separate components. You may
structure your lesson however you like to best meet your planning needs but make sure to somehow still identify that you have
each component.) Consider and plan how you will transition and other classroom management components that will affect
your instruction.

1. Anticipatory Set: (Allotted Time_______)
a. Focus or grab student attention narrative, novelty
b. Provide brief review of previous related lessons (systematic)
c. Develop readiness for learning that is to follow.
d. Include clear and simple behavioral expectations and any necessary procedures for classroom
management.

2. State Purpose and Objective of Lesson: (Allotted Time_______)
a. Tell the students what you want them to learn (direct)
b. Tell them why its important to them (explicit)

3. Instruction: (Allotted Time_______ You may want to break the times out by DII, Modeling, GP and IP to make sure youve planned effectively)
a. Direct Interactive Instruction:
i. Describe what the teacher will do TTW
ii. Describe what the student will do TSW

SAU School of Education Lesson Plan Template and EDU 354 Lesson Plan & Implementation Rubric V. 8.26.13
b. Modeling:
i. Showing an example(s) as you explain.
ii. Watch while I do this problem and Ill tell you what Im thinking as I work.

c. Guided Practice:
i. Instruct students to complete practice problems individually or with another student while
support/guidance is given.
ii. Must be monitored by teacher to make sure students are not practicing errors (white
board response), important place to formatively/interimly assess.

d. Independent Practice:
When the students can perform without major errors, discomfort or confusion, then they are
ready to develop fluency by practicing without the availability of the teacher (within centers)
Homework (not assigned unless the above is true).
Student is then accountable for the knowledge
Share with families
What proof do you have the students have arrived?

4. Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for
students who):
Finish quickly or struggle to complete assessments.
Show proficiency early or are still not proficient near end of lesson.
Need different modes of learning or learn through a different multiple intelligence strategies than
what was delivered.

5. Closure: (Allotted Time_______)
a. Reinforce/Restate the objectives
b. Students summarize what they have learned in relation to objectives. (Tell me, Show me,
Signal responses, choral responses, ticket out the door.)
c. Wrap up.

6. References:
a. Use APA references page formatting to correctly cite textbooks, other books, websites, images,
etc. that you utilized in the lesson. http://owl.english.purdue.edu/owl/resource/560/01/ . If youd like to use a
citation creation tool, you can use Zotero. Please do not use other tools that are not up to date with APA 6
th

Edition Manual.

Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can answer the
following questions you do not need to physically respond to these questions, just think about them and
check yourself):
Do I have measurable objectives derived directly from the state expectations?
Do I have ways for students to create tangible proof or evidence that they accomplished each objective?
What will I do for the students that didnt? What will I do for the students that did?
Do I embed in my direct instruction and guided practice as many possible multiple intelligences to reach
as many types of learners as possible?
Do I have ways to scale up or scale back my content, resources, etc. for students functioning on all
levels?