Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

Lesson Plan Template for Grades 1-5 for 2 Hour Reading Block

Richmond Public Schools

Teachers: / Week of:
Grade Level: / Unit/Week:

Stage 1 Desired Results- What will students be learning?

SOL Objectives / Reading Strategy:
Metacognitive Strategy:
SLO:
Essential Understanding/Big Ideas
Specify the behaviors, conditions, and criteria. Indicate the verbs used in the Curriculum Framework.
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember / 
Key Vocabulary:

Stage 2 Assessment- What is the evidence of mastery?

Assessment
Start with the end in mind! Consider here a sample question or performance task students will need to do as evidence of mastery of this objective. / Bi-weekly SOL Focus:
Possible Misconceptions

Stage 3 Learning Plan- What are the strategies and activities you plan to use?

Interactive Read Aloud(whole group) 10 minutes

Strategy Focus:

SOL:

SLO:

Read at least one fiction and one nonfiction selection each week. Use the Question Flip Chart for creating questions.

Day / Title / Guiding Questions with Page #’s / Vocabulary to Pre-teach
Monday
Tuesday
Wednesday
Thursday
Friday

Mini-lesson (whole group) 20 minutes

Reading Strategy:

Metacognitive Strategy:

SOL:

SLO:

Day / Instructional Focus- Explicit Instruction of New Material / Routine
Monday / 
Tuesday / 
Wednesday / 
Thursday / 
Friday / 

Teaching Station:Guided Reading (small group of 5-6 students) 45-60 minutes total (15 minutes per group)

Reading Strategy:

Metacognitive Strategy:

SOL:

SLO:

Plan for Before, During, and After reading.

Group 1 / Group 2 / Group 3 / Group 4
Students/
Level of Text
Learning Target
Monday / Introduce Sort Feature:
(10-minutes)
Text: / IntroduceSort Feature:
10 minutes):
Text: / IntroduceSort Feature:
(10-minutes)
Text: / IntroduceSort Feature:
(10-minutes)
Text:
Tuesday / Text & Pgs: / Text & Pgs: / Text & Pgs: / Text & Pgs:
Wednesday / Text & Pgs: / Text & Pgs: / Text & Pgs: / Text & Pgs:
Thursday / Text & Pgs: / Text & Pgs: / Text & Pgs: / Text & Pgs:
Friday / Text & Pgs: / Text & Pgs: / Text & Pgs: / Text & Pgs:

Literacy Work Stations: Small groups for practice and application. 45-60 minutes total (15 minutes)

SOL for each station:

Station / Materials / Student Learning Objectives / Ways to Differentiate
Comprehension, Fluency /  /  / 
Writing or Written Response to Reading /  /  / 
Independent Reading /  /  / 
Phonics & Word Study /  /  / 

Writing Workshop: Teacher Models during mini-lesson, students write independently while teacher confers with students. Then, students share their writing. (whole group and independent writing) 30 minutes

SOL:

SLO: I can

Day / Teacher Modeling and Writing (whole group)
10 minutes / Students Writing/ Conferring with: (Names)
(independent writing)
10 minutes / Sharing: Individual, Partners, Small Groups
5 minutes
M
T
W
Th
F

Stage 4 Closure- What did the students master and what are they missing?

Review, Reflection, and Assessment: Plan questions using Teacher’s Guide or Question Flip Chart (whole group)

5-10 minutes

SOL:

SLO:

Lesson Closure / Formative Assessment
Assessment Part II
Revisit Assessment Part 1. Plan a formative assessment which shows concretely what students mastered today. This might be: / Questions to Ask:
Assessment to Give:

Personal Reflections:

1

Modified by Corey Crawford & Jan Stilwell