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Components of a Lesson Plan
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Lesson Information from Topic 1 Assignment |
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Grade Level: 2nd |
State Standard: Mississippi |
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Learning Objective: |
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Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. |
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Academic Language: In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. |
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Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of all printed and online materials at the end of this template. Include links needed for online resources. |
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Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate students for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. |
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Multiple Means of Representation Students perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. |
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Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem-solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. |
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Multiple Means of Expression Students differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for the response, selection, and composition to accommodate all students. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially a differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more
Students may also demonstrate their knowledge in ways that are more |
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Home Extension Activity Describe an aligned home extension activity that will support individual student needs. |
References
Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?
Required
Read “Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?” located on the Eberly Center web
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A Simple Tool for Aligning Instruction and Assessment
Required
Read “A Simple Tool for Aligning Instruction and Assessment,” by Valenzuela, located on the Edutopia website (2022).
How to Provide Effective Feedback to Students
Required
Read “How to Provide Effective Feedback to Students,” by McKillop, located on the TeachHUB website (2020).
How to Make a Cross-Curricular Teaching Part of Your Plan
Required
Read “How to Make a Cross-Curricular Teaching Part of Your Plan,” by Fulton, located on the Classcraft website (2019).
Using PBL to Encourage Interdisciplinary Work
Required
Read “Using PBL to Encourage Interdisciplinary Work,” by McDowell, located on the Edutopia website (2020).
Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools
Required
Read “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools,” by S
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Optional: Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs
Optional
Read “Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs,” by Chizhik and
… Read More
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© 2023. Grand Canyon University. All Rights Reserved.
