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Lesson Plan Template (pilot 2013-2014)

Teacher Name:Date and Period:

Class and Grade Taught:

Situating the Lesson in Context

Unit Topic and duration:

Previous Lesson Topic / Current Lesson Topic / Next Lesson Topic

Lesson Objectives

Common Core Content Standards / Common Core Standards for Mathematical Practice / My Lesson Objectives / Objectives to be Shared with Students

What do my students need to know to be successful (prior knowledge, vocabulary/terminology, conceptual ideas):

How I will know if my students are successful:

Materials, Tools, Resources needed:

Introductory Routines (announcements, homework review, etc.):

Brief Timeline of Activities

Time / Description / Dominant Mode of Interaction / Transition Notes

Attach all tasks and sheets that will be handed out to students, including any scoring guides, rubrics, or other resources. Include links to online resources. Include anticipated solution paths for the tasks to be used, including possible errors and misconceptions.

Thinking Through the Lesson

Using the table below, fill out in detail what students will be engaged in, aspects of student thinking that are likely to arise (including questions they might have), and important teacher moves that you wish to make during that aspect of the lesson.

Lessons may not proceed linearly through these phases; it is okay to use this template to include multiple launches and investigations, to move the assessment aspects around or to note that they are embedded, or to make other structural changes. However, it is expected that your lesson will include most of the LISA aspects (and specifically something related to I that involves active student engagement).

Lesson Phase / What are students working on, in what configuration, and how are they recording their work? / Anticipated Student Thinking, Questions, and Misconceptions / Teacher Actions and
Teacher Discourse Moves
Launch
Investigate/ Explore
Summarize/ Share and Discuss / Be sure to include the presentation mode here – sharing solutions, teacher-led discussion, student-led discussion, etc.
Assess

Embedded in the Lesson Procedure: •Students' misconceptions or weak areas that need to be considered. • Questions to focus, organize, clarify, prompt thinking and discussion, assess understanding, or synthesize big ideas. • Actions/adaptations/instructional strategies you will take/make to support, scaffold or extend student learning and to involve all students. Strategies could include reading/processing strategies, questioning or cooperative group strategies, or strategies to facilitate discussion, etc.

Assessment: What will students need to understand/know how to do and how will you know? Design an appropriate assessment item.

Summary Statement:

What I will say at the end of the class that brings closure to the lesson and summarizes student thinking and work

Homework:

Contextual Notes:

Use this space to make notes about the context of your class and issues of student positioning. Are there particular social or sociomathematical goals that you hold for some or all of your students? Are there members of your classroom community that you are specifically trying to target for increased participation, for differentiation as exceptional learners, or for other reasons?

Reflecting on Your Practice

Using your goals, assessments, and notes in the Thinking Through the Lesson section, write a brief reflection. Use evidence from your class, including but not limited to what students said and did, examples of student work, or other classroom artifacts.

Using evidence and factual statements, rather than evaluative ones, reflect and give yourself feedback in each of these three areas.

WARM FEEDBACK: What did I do in this lesson that I would like to do again in future lessons?

COOL FEEDBACK: What did I do in this lesson that I would like to change, and that is of a size that I could change it tomorrow or this week?

CHALLENGING FEEDBACK: What did I do in this lesson that I would like to change, but that I know that change will take time to do?

Developed by Michael D. Steele, University of Wisconsin-MilwaukeeDO NOT CITE OR DISTRIBUTE WITHOUT PERMISSION