EDLC 510
Lesson Plan Template
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Daily Lesson Plan Template |
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Preliminary Information |
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Candidate Name: Click or tap here to enter text. |
Grade Level: Click or tap here to enter text. |
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Candidate’s Endorsement: Click or tap here to enter text. |
Central Focus: Click or tap here to enter text. |
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Subject: Click or tap here to enter text. |
Learning Segment Theme: Click or tap here to enter text. |
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Where in the learning segment does this lesson occur? ☐Beginning ☐Middle ☐End |
Lesson Structure or Grouping: ☐Whole Class ☐Small Group ☐1:1 Other (specify): Click or tap here to enter text. |
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Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. |
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Personal (Interests, family backgrounds, experiences, etc.) |
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Cultural (Traditions, dialects, worldview, literature, arts, etc.) |
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Community (Landmarks, community events, etc.) |
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Developmental (Cognitive, physical, social, and emotional) |
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Content Standards |
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State Standards |
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National Standards |
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InTASC Standards |
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Learning Objective(s) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. |
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Beginning: Launch/Hook/Anticipatory Set How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? |
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Middle: Instructional Strategies to Facilitate Student Learning For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. |
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Instruction/Modeling |
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Guided Practice |
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Independent Practice |
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End: Closure How will you end the lesson in a way that promotes student learning and retention? |
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Evidence and Assessment of Student Learning How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? |
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Diagnostic/Pre-assessment(s) (could be prior to the lesson) |
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Formative Assessments/ Feedback to Learners (part of the activities in the lesson) |
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Summative Assessment (matches the objective) |
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Academic Language Demands |
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Language Demand(s) |
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Language Support(s) |
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Essential Vocabulary |
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LU SOE-Specific Lesson Requirements |
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Character Education |
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Materials |
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Technology Connection |
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Consider the Following Question for the next section of this Form: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). |
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Planned Supports |
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Supports: Differentiation/Extension How will you provide successful access to the key concepts to all the students at their ability levels? |
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Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) |
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ELL |
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Learning Styles/Student Engagement |
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Extension |
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References: Resources Cite all sources used in the development of the lesson materials and resources, including URLs or other references. |
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References: Research to Support Instructional Design Cite all research used to support instructional design, including URLs or other references. |
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