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Lesson Plan Format Explained

Category

Background

Criterion

Name of Course/Class

Grade Level:

Provide name of course which will be listed in the schools curriculum. The name of the class will need to be created by you, the designer. Be creative
and hook me into the lesson immediately.

Provide the observer with the grade level as there may be more than one level in this particular course (Ex: 9 th/10th grade)

Technology, Resources,
Materials:

Provide all necessary materials needed to conduct this lesson. Include the quantity needed for the lesson.
(Example: LCD projector, slide changer, scissors, paint, etc.)

Accommodations and/or
Modifications:

Instruction customized towards a specific learner including individual educational plan (IEPs) and/or Section 504. Feel free to also include
modifications/accommodations to other learners if it enhances learning outcomes.

Orient
the leaner:

Clarification

Essential Questions

Objectives

Lead the learner to the overall Big Idea. Some of these questions may not have a correct/incorrect answer. Visit the curriculum with the district to
locate these questions. These types of questions should NOT be able to be Googled, yet used as a means for deep thinking. If they are NOT high level,
please create your own.

Objectives describe the specific skill the learner should acquire after the lesson is complete. Visit Blooms Taxonomy on the four domains of learning
and action verbs to support Higher Ordering Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS). Also visit the districts curriculum to
access objectives for the course. Note: The higher level of objective, the greater the learning. Be sure it is written in a 4-part objective. You will need to
edit this part of the curriculum as most are incorrect and/or not in 4 parts.

Standards

Align the objectives of the course with standards set by New Jersey Core Curriculum Content Standards (NJCCCS), Common Core, New Jersey Core
Curriculum Content Standards (NJCCCS) for Technology, International Society for Technology in Education (ISTE), and Next Gen (science only).

Interdisciplinary

Include standards that relate to more than one content area; (Ex: You are a freshmen science teaching identifying the parts of the microscope. When
addressing these parts, you also provide the historical background of the how the microscope changed by several scientists over the past 200 hundred

Standards

Hook:

years (history connection) and you also explain how to calculate the magnification of the eyepiece and objective (math connection). You will include
standards from both history and mathematics that show the interconnection between several disciplines. Use the standards from NJCCCS, Common
Core, Next Gen, and/or ISTE.

Provide a means to motivate/involve/gain interest in the lesson.

Instructional
Design:

Input/Modeling or
Present Information

Check for
Understanding/Provide
Learner Guidance

Guided Practice /
Elicit Performance

Independent
Practice/Provide
informative feedback

Closure

Assessment

Recommendation:

Provide a detailed summary of how the information will be provided to the learner.

Check to see if the learner makes sense of this material and/or provide learner with strategies to learn material.

Provide an opportunity for the learner to perform the objective with coaching if needed and watch to see if there are any problems with the learning.

Provide further application (alone) to the learner. The teacher will provide detailed, constructive criticism, and correction.

Provide the wrap-up of the lesson while reinforcing/clarifying any areas of confusion.
Process of gathering information to determine if the objectives were successfully met. The objectives of the lesson must match the assessment of the
lesson.

Enhance/Transfer

Opportunity to make a connection from one lesson to the next and make the learning stick.

Student Feedback

Provide the learner the opportunity to give feedback regarding the lesson as well as self-reflection. The learner will determine what went well and needs
to be tweaked regarding all components of the lesson. The learner also does a self-evaluation on how he/she can improve his/her learning.

Teacher Feedback

Provide the teacher to reflect on what went well and what needs to be changed for the following day and/or the next time this lesson will be done. Also
allows the teacher to hone skills of how student learning can increase doing different strategies. The teacher will also learn from the standpoint of the
learner what went well and what needs to be re-evaluated.

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