Linfield College
Education DepartmentLesson Plan Template
Linfield Student ID #Length of Lesson / Date
Grade Level
Content Area / Lesson #
Big Idea
Central Focus
Standards.List the standards (common core, state or professional standards) addressed in the lesson. Listan English Language Proficiency standard, if you have English learners ( Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.
Content Objective (Depth of Knowledge). Statewhat learners will know and be able to do in a particular content area as a result of your lesson. Indicate the depth of knowledge in parenthesis.
Language Objective (Language Function). Stateone language function (e.g., analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize) learners will need to know and be able to apply and whichlanguage skill(reading, writing, speaking and listening) learners will use to accomplish the content objectives as a result of your lesson. Indicate the language skill in parenthesis.
Additional Language Demands. Identify academic vocabulary and either syntax or discourse all students will need to understand and/or use in the lesson. Embed the additional language demands explicitly into your lesson outline.
Academic Vocabulary or Word Phrases
Key vocabulary especially Tier 2 and Tier 3 words or word phrases students will need to know and/or use in the lesson: / Syntax and/or Discourse
Syntax. Specific conventions for organizing symbols words and phrases together into structures e.g., sentences, graphs, tables that students will need to know and/or use in the lesson:
Discourse. Structures of written and oral language (expository, narrative, opinion/argument, poetic, graphic print materials) or specific discipline talking, writing, or participating students will need to know and/or use in your lesson.
Assessment (Monitoring Student Learning). Explain how you will gather evidence (e.g., observational notes, performance tasks, assignments) and how you will make sense of what students have learned and the language they have used to learn it (scoring guide, anecdotal notes). Describe how you will provide meaningful feedback to your students. Embed the assessment explicitly into your lesson outline.
Differentiation (Planned Supports).Indicate the differentiation planned to ensure all learners are successful for your specific lesson. Identify specific students (e.g., S4) and explicitly describe the differentiation support. Differentiation is not limited to special education (504 and IEP), TAG and ELL. Delete the strategies you are not using.
English Language Support.State how you will differentiate your language objective for each language proficiency level in your classroom for the lesson. Usethe ODE ELP Standards with Correspondences to the K-12 Practices and Standards document ( and adapt to your specific lesson.
1/Beginning:
2/Early Intermediate:
3/Intermediate:
4/Early Advanced:
5/Advanced:
Instructional Support
Varied text level:
Graphic organizer:
Front load vocabulary:
Additional modeling or demonstration:
Supplemental materials:
Increased wait time:
Varied questioning strategies:
Technology adaptations:
Compacted time:
Extended time:
Modified curriculum:
Behavioral Support
Verbal feedback:
Non-verbal feedback:
More frequent check-ins:
Preferential seating:
Individual behavior contract:
7/16/15
Learning Materials (Key Instructional Materials). Include all materials used in the lesson. Cite any reference materials or curriculum you are adapting for your lesson (e.g., published texts, websites, and material from other educators).Lesson Outline. Describe the teacher and learner behaviors for the lesson. Use italics to indicate the teacher scriptand bold font to indicate assessment of the content and language objectives.
Lesson Introduction. Gain attention, motivate, focus, activate prior knowledge, connect learners’ prior knowledge to the content and language objectives, state how the content and language objectives support the big idea (central focus).
Body of Lesson. Present new content, provide guided practice, give feedback and assess the content and language objectives.
Lesson Closure. Review what was learned, assess thecontent and language objectives, restate the content and language objectives & how they support the big idea (central focus).
Time / Instructional strategies (Teacher Behaviors)Demonstrate, role play, model, give feedback, scaffold, discuss, question, guide inquiry, confer, lecture. / Learning tasks (Learner Behaviors)
Observe, practice, refine, listen, respond, reflect, revise, compare, question, visualize, clarify, examine, collaborate, hypothesize, peer tutoring, reciprocal teaching
Lesson Introduction
Lesson Body
Lesson Closure
Linfield Instruction Commentary
Write bulleted or narrative responses to the reflection commentaryprompts listed below. You may synthesize your commentary or answer the questions individually.
- How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?
- Explain how your instruction engaged students the content and language objectives.
- Explain how you elicited and built on student responses to promote thinking and understanding of the content and language objectives.
- What changes did you make to your lesson plan during your lesson? What were the changes, and what motivated these changes?
- What changes would you make to your instruction for the whole class and/or for students who need greater support or challenge to better support student learning of the content and language objectives?
7/16/15