EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

I. Standard
Common Core State Standards
Or Essential Elements

II. Objectives/Targets and I can statements

What am I going to teach?
What will the students be able to do at the end of
the lesson?
What formative assessments are used to inform
instruction?
What challenges might students encounter?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will
you see?
What ideas for on task, active and focused student
behavior?

IV. Introduction: Creating Excitement and Focus for

the Lesson Target
What will you do to generate interest?

Evidence that Documents the Elements

CCSS.ELA-Literacy.RFK.1.D Recognize and name
all upper- and lowercase letters of the alphabet.
CCSS.ELA-Literacy.RF.1.1 Demonstrate an
understanding of the organization and basic features
of print.
I can recognize the shape of an uppercase D.
I can recognize the shape of a lowercase d.
I can name the letter D.

Lesson Management:
Review letters A,B,C
Draw what the letter D looks like.
Demonstrate what an uppercase and a
lowercase D is.
Give students the physical/3D D to play with
Give students stampers and worksheets to
identify the letter d.
Sorting activity on smart board
Coloring activity
Ask the students to push the letters forward.
The students will identify the letter D and the
teacher will help them find pictures of words
that start with the D sound.
What letter is this?
o Draw letters students have already
learned and ask this question each time

How will you access prior knowledge?

What will you practice/review?

V. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If
needed, how will it be provided?
Step by step of lesson (may bullet)
Higher Level Thinking: Questions to engage
students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Webbs Depth of Knowledge
Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking

Accommodations: Differentiating to meet students

needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

(in this case A,B,C)

Draw the letter D and introduce it to the group.
o Draw both upper and lowercase letters.
o Have the students trace the letters with
their fingers.
Task Analysis: The students will need background
knowledge on the first three letters of the alphabet
(which was given in prior weeks). The students be
given multiple ways to identify the letter D after it
has been introduced and traced with the students
finger. The students will need to be able to
differentiate between the four different lets.
Webbs Depth of Knowledge:
Level 1: The learner will recognize the shape of
an upper and lowercase d.
Level 1: The learner will identify the letter d.
High

Level Thinking:
Is this a big D or a small d?
Can you color the shape of the letter?
Which letter is the small d? (show b and d).
Can you find the letter d?

Accommodations:
Identify the letters together and circle them
before the students stamp them.
Have the students only sort between
uppercase and lowercase D.
Only choose two letters to sort between
instead of four.
Materials and Integrated Technology:

VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
How/WHAT (Questioning and redirecting)

Physical Letters (magnetics, wooden, etc.)

Stamping Work Sheet
Smart Board
Smart Board Activity Created
Coloring Activity
Assessment Worksheet identifying the letter
D and pictures that start with the d sound.

Show the students what an uppercase D looks

like.
Give physical/3D uppercase Ds for the
students to look at and hold.
Show the students how to draw/ write an
uppercase D.
Show the students what a lowercase d looks
like.
Give physical/3D lowercase ds for the students
to look at and hold.
Show the students how to draw/ write a
lowercase d.
Ask the students if the letter I drew is the letter
D.
Use the identifying/stamping the letter paper
to make sure the students have some
understanding of the letter.
Can the student sort the letter shapes.
The students will identify the letter D,d using
stampers on the sheet.
They will color in the example of what the
letter looks like after they stamp all the letters.

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

VII. Guided Practice: We Do

What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?

IX. Collaborative (You Do Together) and/or

The students will complete a sorting activity

Independent Practice (You Do)

What practices will be demonstrated/modeled?

X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

XI. Assessment
What evidence supports that the objective(s) were
met?
What do my students know, understand and are able
to do?
What formative assessments will be used to inform
instruction?
Reflection
How do you know that the objective(s)/target(s) was
met? What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did
students show they
were engaged?
What evidence do you have?

on the smart board.

o The will have to determine whether the
letter is A, B, C, D and put it in the right
box.
The students will be given a worksheet to color
with the letter D on it.
o It will have pictures of objects/animals
that start with D.
While one student is completing the sorting
activity the other student(s) will be coloring.
The students will have a few letters in front of
them and I will ask them to hand me the letter
D.
o This should be done with both
uppercase and lowercase letters and
mixing in with letters they have already
learned.
The students will find the letter D,d on the
worksheet.
The students will color the pictures that start
with the letter d.
o I will say the name of the object/ animal
and together we will decide if it starts
with D.
ANSWER ON A SEPARATE DOCUMENT

What aspect of the lesson was particularly

challenging for students? What
will you do to help the student(s) who struggled?
What will you do to extend the learning for those
students who met
target?
Were there any surprises? What would you do if you
taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016