Lesson Plan
Chicago State University
College of Education
Education Studies Lesson Plan Template
Teacher Candidate Name: |
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Grade/Age Level: |
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Subject/Content Area: *I |
English Language Arts |
L |
Guiding Questions |
Teacher Candidate Responses |
Lesson Title |
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Big Idea/Outcome |
What is this lesson about? |
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Standards |
Enter the standards citation and description here. |
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Objectives |
Describe here: · Specific skills or performance criteria that the students will be able to (SWBAT) demonstrate by the end of the lesson (Use the ABCD Task Analysis). · What Bloom’s taxonomy verbs are used. |
The students will be able to (SWBAT) … |
Materials/Aids, Equipment and/or Supportive Resources |
Describe here: · What materials you will be using to complete the lesson (books, materials. equipment, teacher generated handouts.) |
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Academic Language |
Describe here: · Vocabulary words that will be taught · ELA content vocabulary that children need to know in order to understand the instruction and expectations |
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Timed Learning Segment/Main Body or Learning Experience |
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Guidance/Behavior Expectations Needed for Lesson / Classroom Management Planning (Instructor will provide specifics) |
Describe here: · How you will set up your classroom to address materials / equipment and instruction for the lesson. · How the children will transition to the lesson and between parts of the lesson. |
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Introduction |
Describe here how you will: · Get the students’ attention · Introduce the lesson · Relate it to what they already know (access prior knowledge) · Connect the learning to the standard · Preview what will be learned |
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Instructional Plan including Strategies, Differentiated Instruction and Time |
Describe here: · The instructional strategy (from the text or from class discussion) · The explicit instruction you will provide (script what you will say) · How you will provide modeling |
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Practice |
Describe here: · How you will provide guided practice · How you will provide interactive learning among students |
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Independent Practice/Opportunities to work and or explore materials or complete tasks requested. |
Describe here: · How you will provide students an opportunity to practice the skill individually · Independent work which may serve as the lesson assessment |
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Differentiations and Accommodations, UDL,Modifications (physical, visual, auditory, processing, cognitive differences) |
Describe here: · How you will differentiate content · How you will differentiate the instructional process · How you will differentiate assessment/products. · How the lesson will be adapted or modified for specific needs of exceptional learners. |
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Checking for understanding (how does this lesson connect back to the listed objectives) |
Describe here: · How you will monitor children’s understanding · How you will determine that students have mastered the lesson’s objective |
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Demonstration/Explanation of Teaching or Evidence of Teaching? |
Describe here: · How you will review what was learned from the lesson · How you will connect the students with the learning standards. · How do you make a connection between the lesson and learning standards and their everyday learning. |
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Closure |
Describe here: · How you will wrap the lesson up · How you will remind students what they learned and why. |
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Assessment/Evaluation Rubric w/guidelines maybe required per instructor |
Describe here: · How you will assess students’ learning · How you will determine if children met the lesson’s objectives met |
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References & Resources/Incorporation of connection to the educational or Developmental/Educational theory (Use APA) |
Provide web links and resources used during the lesson, including citations of the text (Tompkins and Rogers, |
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Attachments |
List out and attach handouts and instructional materials, as appropriate:: Attachment 1: Handout 1 Name Attachment 2: Handout 2 Name |