Name: Grade Level/Content: Date:

Daily Lesson Planner ß indicates part of every lesson
Opening / Time / 1 5 E’s / 1 DTA / ßStatement of Objective: What should students know and do
as a result of the lesson? / ßWarm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge?
Engagement / Focusing Student Attention / The students will explain how plants and animals can be grouped according to observable features in order to classify trees according to leaves. / The students will review characteristics of a leaf. The students will be given a bag of leaves. The students will group the leaves as they choose and discuss their groups.
Heart of the Lesson / Time / 3
5 E’s / 2
DTA / Teacher Directed Activities: How will you aid students in constructing meaning of new concepts?
How will you introduce/model new skills or procedures? / Time / 2
5 E’s / 3 DTA / Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?
Explanation / Introductory and/or Developmental Activities / The teacher will define and explain dichotomous, coniferous and deciduous trees. The teacher will locate the trees on a map. The teacher will discuss how to classify trees by their types of leaves. The teacher will model the steps used to identify the type of tree particular leaves come from. / Exploration / Guided Practice / The teacher will put students in groups of 5. Each group will be given a bag of leaves. Students will be assigned to go to (pre-arranged) stations and answer questions that will lead to students to the next station. Eventually the students will end up at the last station which will identify the tree from which the leaf came from. (The students will follow the guidelines from the worksheet on pg. 2) SEE http://dnr.wi.gov/org/caer/ce/eek/veg/treekey/index.htm
Time / 4
5 E’s / 4
DTA / Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Elaboration / Independent Activities and/or Meaningful-Use Tasks / Journal Writing: The students will describe the steps they used to identify their tree. Then have the students write a summary and draw a picture based on the characteristics that were used to find the type of tree.
Closing / Time / 5 All Models / ßOngoing Assessment: How will you monitor student progress throughout the lesson?
Evaluation / Assessment / The teacher will monitor that students are moving properly from station to station.
ßCulminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
The teacher will evaluate student responses to their summaries.
Time / 6 All Models / ßClosure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
Closure / Each group will present their summary and drawing to the class. The students will be assigned to research any additional information about their tree that was not given as a homework assignment.
Daily Lesson Planner - Resource Planner
Text Resources
How will various forms of text (e.g., print, video, etc.) be used to help learners develop a deeper understanding of the key concepts and skills? What text resources can be utilized to assist learners in enhancing literary experiences? / Technology ResourcesHow can the use of technology enhance the learning experience? What tools may be accessed to further develop students’ skills in using technology as an integrated part of their learning? How can information literacy skills be integrated with instruction? / Cooperative Groupings
What cooperative structures will facilitate learning? How will students be involved in group processing? How will students work with one another during the unit? / Writing OpportunitiesHow will students have an opportunity to further extend their thinking through writing?
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives will be used to help students develop an understanding of key skills and processes for investigation? / Individualized InstructionHow will the lesson need to be adapted for students with special needs (i.e., special education, talented and gifted, ESOL/language minority)? In what ways will you vary the modalities of learning to ensure that ALL students have an opportunity to learn? / Material Resources
What materials will need to be prepared before each lesson in order to ensure the unit goes smoothly? What library media resources are available to enhance your lessons? / Other Planning ConsiderationsWhat else should be considered when planning and delivering this lesson? What reminders should you record for yourself? What are the time constraints and considerations for this lesson?

Prince George's County Public Schools