University of Pittsburgh * School of Education
English Education * Lesson Plan
Pre-Service Teacher: / Grade, Course, Level:Date(s): / Period(s):
Instructional Texts:
1. Conceptual Focus of Unit
Describe the focus of the unit:
Attach or explain how students’ understanding of the conceptual focus will be assessed through summative assessment(s):
2. Learning Goal(s) of Lesson Learning goals should include conceptual knowledge as well as skills. What do you want students to know (conceptual knowledge) and/or be able to do (skills) as a result of engaging in this lesson?
Attach or explain how students’ understanding of the learning goals will be assessed through formative and/or summative assessment(s) :
3. Common Core State Standards Addressed by the Lesson Check all applicable
Literature
Key Ideas & Details 1 2 3
Craft & Structure 4 5 6
Integration of Knowledge & Ideas 7 8 9
Range of Reading & Level of Text Complexity 10
Informational Text
Key Ideas & Details 1 2 3
Craft & Structure 4 5 6
Integration of Knowledge & Ideas 7 8 9
Range of Reading & Level of Text Complexity 10
Writing
Text Types & Purposes 1 2 3
Production & Distribution of Writing 4 5 6
Research to Build & Present Knowledge 7 8 9
Range of Writing 10
Speaking & Listening
Comprehension & Collaboration 1 2 3
Presentation of Knowledge & Ideas 4 5 6
Language
Conventions of Standard English 1 2
Knowledge of Language 3
Vocabulary Acquisition & Use 4 5 6
See Common Core State Standards document for each substandard (number) for appropriate grade level (8 or 11)
Revised August 2017 Page 1 of 3
4. Lesson Sequence Outline and Rationale*Note: Sections 4 and 5 don’t have to be completed in order. Section 5 will help guide your thinking about Section 4 (lesson sequence and rationale). /
Time
How many minutes will each portion of the lesson take?Structure Choose student grouping from pull- down menu. /
Activity
· Provide a detailed description of each of the steps to build a coherent lesson (both what you will do and what students will do) to meet your learning goals.
· List the specific questions you will ask during the various activities.
· Be certain to plan for transitions to facilitate students’ movements (cognitive, intellectual, physical).· Use as many rows as needed between the motivating activity and the closure/step back. /
Materials, Procedures, and/or Notes
· List handouts, materials, and technology needed for each portion of the lesson. Attach copies to plan.· Indicate how you will determine student groups.
· Include important things to be cautious of, such as management issues, definitions, reminders to yourself. /
min
Click to choose:whole classsmall grouppartnersindividualother / Motivating Activity: How will you engage students in the lesson and how will you help them make connections to their prior learning and experience?
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother
min
choose one:whole classsmall grouppartnersindividualother / Closure/Step Back: How will you close this lesson and reinforce its connections to the learning goals and the conceptual focus of the unit?
Develop a rationale for each segment of the learning sequence: How do the activities link to each other and to the learning goals to build a coherent lesson?
5. Planning for Best Practices in English Teaching
How will you clearly communicate your learning goals to students?
What concepts, definitions or skills do students need to know in order to participate in the lesson? How will you formatively assess and/or provide this knowledge?
How does your lesson provide high-cognitive tasks, meaningful intellectual work, and inquiry learning opportunities to students?
how does your lesson incorporate critical literacy?
how does your lesson keep students engaged?
What misconceptions, confusions, or problems will students likely have about the topics in this lesson? how will you address these?How will you differentiate your lesson for specific students or groups of students?
6. Extension of LessonWhat will come next in your sequence of lessons?
Revised August 2017 Page 1 of 3