1.
Teacher: / Dates:Lesson Topic: / Grade Level/ Subject:
Corresponding Unit:
Stage 1 –Desired Results for the Lesson
Unpacked SOL from Curriculum Framework (indicate priority standards):
Copy and paste from unpacking document. Indicate priority standards by using asterisks, highlighting, different font color, bold, placing first, etc.
# / SOL / Skill / Knowledge / Learning Target
*(K,S,R,P)
*K=knowledge, S= skill, R= reasoning, P= product
Essential Understandings, Knowledge, Skills, or Processes from Curriculum Framework:
Often listed as bullet points on the Curriculum Framework
Essential Question(s):
What leading questions can you ask of students to get them to understand the Big Ideas? These are NOT the same as Essential Skills & Essential Understandings, which are listed above. Questions should be stated in kid-friendly language that helps them understand WHY this lesson is important. They address the heart of the discipline, are framed to provoke and sustain students’ interest, and usually have no one obvious “right” answer but may have multiple correct answers.
Student Objectives Outcome(s) stated as “I can” statements and includes behavior, conditions, and criteria for success:
Also stated in kid-friendly language.
I can…
Stage 2 -- Assessment Evidence
Formative Strategies:
Includes non-graded informal methods, such as thumbs up, thumbs down, discussions, self- or peer reflections, journal prompts, and other strategies. / Summative Assessment(s):
List any summative assessments that occur within the unit at the end of lessons.
Corresponding (Unit) Cornerstone Assessment:
Stage 3 – Learning Plan
*Essential Vocabulary from Curriculum Framework or academic language: / *Prerequisite Skills:
Date: ______
Student Objective:
Vocabulary:
VDOE Resource Used:
Materials and Resources, including Technology Resources:
Introduction/Anticipatory Set (may include formal or informal pre-assessments; connection to prerequisite skills and background knowledge):
Core Lesson (Gradual Release Model of Instruction):
I Do: At the beginning of a lesson or when new material is being introduced, the teacher
has a prominent role in the delivery of the content
We Do: As the student acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the “We do” phase of learning, the teacher continues to model, question, prompt and cue students.
Two Do: The Student works with classmates (partner or small group), shares outcome, collaborates on authentic task, consolidates learning, completes process in small group, and looks to peers for clarification.
You Do: The student works alone. Relies on notes, activities, classroom learning to complete assignment, takes full responsibility for outcome.
Student Grouping
Students may work individually, in whole-group instruction, in centers or stations, or in small groups or teams. Groups are designed purposefully, such as using student proficiency data or skill-level grouping. Includes guided instruction.
Assessment:
Formative and summative assessments including in the lesson
Closure:
Individualized/Differentiated Instruction Strategies:
Include strategies for accommodation, remediation, and enrichment.
Notes:
May include activities for support personnel, including paraprofessionals, volunteers, media specialists, coaches, or others to maximize learning outcomes. May include scheduling issues, such as field trips, programs, or other calendar conflicts. Also consider the need to reserve materials, devices, or facilities, such as the media center, a lab, or other resources.
Teacher Reflection:
What worked well? What might you change if you offered this lesson again?
Date: ______
Student Objective:
Vocabulary:
VDOE Resource Used:
Materials and Resources, including Technology Resources:
Introduction/Anticipatory Set (may include formal or informal pre-assessments; connection to prerequisite skills and background knowledge):
Core Lesson:
I Do:
We Do:
Two Do:
You Do:
Student Grouping
Students may work individually, in whole-group instruction, in centers or stations, or in small groups or teams. Groups are designed purposefully, such as using student proficiency data or skill-level grouping. Includes guided instruction.
Assessment:
Formative and summative assessments including in the lesson
Closure:
Individualized/Differentiated Instruction Strategies:
Include strategies for accommodation, remediation, and enrichment.
Notes:
May include activities for support personnel, including paraprofessionals, volunteers, media specialists, coaches, or others to maximize learning outcomes. May include scheduling issues, such as field trips, programs, or other calendar conflicts. Also consider the need to reserve materials, devices, or facilities, such as the media center, a lab, or other resources.
Teacher Reflection:
What worked well? What might you change if you offered this lesson again?
Date: ______
Student Objective:
Vocabulary:
VDOE Resource Used:
Materials and Resources, including Technology Resources:
Introduction/Anticipatory Set (may include formal or informal pre-assessments; connection to prerequisite skills and background knowledge):
Core Lesson:
I Do:
We Do:
Two Do:
You Do:
Student Grouping
Students may work individually, in whole-group instruction, in centers or stations, or in small groups or teams. Groups are designed purposefully, such as using student proficiency data or skill-level grouping. Includes guided instruction.
Assessment:
Formative and summative assessments including in the lesson
Closure:
Individualized/Differentiated Instruction Strategies:
Include strategies for accommodation, remediation, and enrichment.
Notes:
May include activities for support personnel, including paraprofessionals, volunteers, media specialists, coaches, or others to maximize learning outcomes. May include scheduling issues, such as field trips, programs, or other calendar conflicts. Also consider the need to reserve materials, devices, or facilities, such as the media center, a lab, or other resources.
Teacher Reflection:
What worked well? What might you change if you offered this lesson again?
Date: ______
Student Objective:
Vocabulary:
VDOE Resource Used:
Materials and Resources, including Technology Resources:
Introduction/Anticipatory Set (may include formal or informal pre-assessments; connection to prerequisite skills and background knowledge):
Core Lesson:
I Do:
We Do:
Two Do:
You Do:
Student Grouping
Students may work individually, in whole-group instruction, in centers or stations, or in small groups or teams. Groups are designed purposefully, such as using student proficiency data or skill-level grouping. Includes guided instruction.
Assessment:
Formative and summative assessments including in the lesson
Closure:
Individualized/Differentiated Instruction Strategies:
Include strategies for accommodation, remediation, and enrichment.
Notes:
May include activities for support personnel, including paraprofessionals, volunteers, media specialists, coaches, or others to maximize learning outcomes. May include scheduling issues, such as field trips, programs, or other calendar conflicts. Also consider the need to reserve materials, devices, or facilities, such as the media center, a lab, or other resources.
Teacher Reflection:
What worked well? What might you change if you offered this lesson again?
Date: ______
Student Objective:
Vocabulary:
VDOE Resource Used:
Materials and Resources, including Technology Resources:
Introduction/Anticipatory Set (may include formal or informal pre-assessments; connection to prerequisite skills and background knowledge):
Core Lesson:
I Do:
We Do:
Two Do:
You Do:
Student Grouping
Students may work individually, in whole-group instruction, in centers or stations, or in small groups or teams. Groups are designed purposefully, such as using student proficiency data or skill-level grouping. Includes guided instruction.
Assessment:
Formative and summative assessments including in the lesson
Closure:
Individualized/Differentiated Instruction Strategies:
Include strategies for accommodation, remediation, and enrichment.
Notes:
May include activities for support personnel, including paraprofessionals, volunteers, media specialists, coaches, or others to maximize learning outcomes. May include scheduling issues, such as field trips, programs, or other calendar conflicts. Also consider the need to reserve materials, devices, or facilities, such as the media center, a lab, or other resources.
Teacher Reflection:
What worked well? What might you change if you offered this lesson again?