Best Practice Lesson Plan:

Activity Title: Pages:

Unit Beginning Date: Ending Date:

Teacher: Grade/Class

Standard Addressed:

Curriculum Addressed:

Planned Assessment: ATTACH RUBRIC

PLAN Before YOU TEACH

TEACHER QUESTIONS

  1. Why are the kids doing this chapter/lesson/video?
  2. What level of understanding do students need to have when they finish reading?
  1. What do students need to do with the information during or after the lesson?

While:

After:

  1. How will you structure the lesson for your students to maximize success?

MODEL ACTIVITY:

SCAFFOLDED INSTRUCTION:

  1. LESSON FORMAT: LectureDemonstrationSmall Groups

VideoPerformanceOther:

DESCRIBE:

  1. What materials do you need to provide the students so they are successful? ATTACH
  1. Will you group students for this lesson? If yes, how?
  1. Ask Questions:

What might be a barrier to learning?

  1. What concepts or vocabulary do I need to pre-teach:?
  1. Can I provide an experience or background information to help remove barriers?
  1. How can I connect prior learning to this new learning?
  1. What cultural differences in my classroom should I consider?
  1. Differentiate Instruction

How will I differentiate for varied learners?

CONTENTPRODUCTREADINESS/ACHIEVEMENT

PROCESSINTERESTLEARNING STYLE

DESCRIBE:

  1. Estimate Time Needed
  1. Purpose: Level of Comprehension
  2. Task:2 column notesHUGAsk Questions Seminar Discussion Quiz/Test Video Project Simulation Other:
  3. Task DifficultyEasyModerately DifficultDifficult
  4. Topic FamiliarityVery familiarRelated to prior knowledgeBrand new
  5. Activity? Time to Transition?

This lesson will take approximately , including time for instruction, modeling, guided and independent practice, and assessment.

INTRODUCE THE LESSON:

Whatever you have students do while they read or participate, you should

★provide a template to the students before they begin, and

★model how to decide what part of the text is important enough to write do

1.Create Anticipation - Get Students Ready to Learn

  • Access Prior Knowledge
  • KWL
  • Anticipation Guide
  • Brainstorm and Sort
  • Quickwrites
  • Connect to previous lessons
  • Establish Purpose
  • Why are we learning this?
  • What standard/benchmark does this information meet?
  • What level of understanding do students need?
  • What will the students need to do with the information when they have learned it?
  • Ask Questions
  • Get the kids excited!

2.Direct InstructionATTACH SAMPLE CONTENT

  • Pre-teach vocabulary/concepts
  • Teach the students the concept you want them to learn, using scaffolding and differentiation
  • Make sure your lesson format stays organized
  • Chronological/Time
  • Problem/solution
  • Question/Answer
  • Remember the 3-Statement Rule
  • Remember the onion: How dense is the new information? How much should I cover? Constantly check for understanding.
  • Move from Whole to Part to Whole
  • Lecture
  • Preview text with THIEVES
  • Show a movie
  • Do a demonstration
  • Have kids participate
  • Ask Questions
  • Make Predictions
  • Incorporate activities for different learning styles and/or multiple intelligences in your lesson.
  • Show the kids an exemplar of what the assessment will look like

3.Model the New Learning

  • Make your thinking visible. In other words, go through the new learning again, doing what you expect the students to be able to do.
  • As you go through the steps, think aloud each step of the process.
  • Use all the terminology you want kids to learn.
  • Oh, yes, this is where I am going to predict.
  • Now I need to put it in my own words.
  • I should write this on the left side of the notes.
  • This is a good time to make an inference!
  • I need to keep my elbow close to my side here.
  • Gradually involve the students more and more in the process.
  • What should I do next?
  • What's the next question I need to ask?
  • Where should I write that?
  • Do I need to start another leg on this map?
  • Is this a totally new idea or is it related to an old idea?


4.Guided PracticeATTACH SAMPLE

How will you scaffold the instruction so that students get enough support to complete the activities with the new learning? Guided Practice provides for practice that contains all aspects of the strategy in a clear-cut, straightforward fashion – no surprises!

SAMPLE STRATEGIES FOR GUIDED PRACTICE:

  • Think-Pair-Share
  • Say Something
  • Cloze Activity
  • Graphic Organizer
  • RAFT writing
  • Study Buddies
  • Activity Stations
  • Graded Discussion
  • Jigsaw Activity
  • Games (teacher made or commercial)
  • Flashcards

5.Assign Independent Practice

  1. Review Purpose – “Remember that your purpose is to”
  2. Review Time – “You have to complete the assignment.”
  3. Review what kids have to do WHILE they read. “As you read, you will need to

” For example, here you might say, "Complete 2-column notes." or "Fill out this graphic organizer." or "Fill in the table that I've given you."

  1. Review what kids will have to do with the information AFTER THEY FINISH READING. “When you finish today you will be asked to ”

Independent PracticeATTACH SAMPLE

How will you scaffold the instruction so that students start to spread their wings, to see some of the variations and embellishments for this learning?

AFTER THE STUDENTS FINISH the LESSON or READING

  1. Check for Understanding: How will you know whether students have understood what you just taught them or what they just read?
  1. Activities to extend, reinforce, and clarify the content.ATTACH SAMPLE

★Participate in a Graded Discussion

★Write a Summary

★Use RAFT writing

★Take a Quiz

★Create a Graphic Organizer

★Complete a Project

  • brochure
  • timeline
  • commercial

★Perform an Internet Search

★Make a Presentation

★Read Opposing Viewpoints

★Watch a video

★Complete stations of various activities

★Ask Questions

★Work in Groups

★Complete a Simulation

★Play/Create a Game

★Work with a Partner

★Participate in a Literature Circle

AssessmentATTACH SAMPLE

What kind of assessment will you use? Paper and pencil? Performance? Project? At what points in the lesson will you assess student understanding? Where will you place formative and summative assessments? Do you have a rubric that you'll use to measure student performance?

ScoringATTACH RUBRIC