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Lesson Plan Format

Title

Use a title that will accurately summarize the lesson and stimulate interest.

Overview

Briefly describe the lesson. Specify the course and level of the students. Indicate how this lesson relates to the course or unit curriculum, themes, or issues. Consider challenging yourself by developing intellectually exciting lessons for young or "low-track" students.

Goals

A list of activities is not the same thing as your learning goals for the lesson. Really think about what you want your students to learn, and be sure that your lesson actually aims at the goals you set. Goals may be written in behavioral terms, but should address not only particular skills but also academic, intellectual, and ethical purposes. Your goals should also engage a range of levels of thinking, e.g. recall, analysis, comparison, synthesis, evaluation, etc. (eg. Blooms' Taxonomy and accompanying verbs). Specify how and when students will know the goals of the lesson.

Standards

Indicate which NCTE/IRA Standards and/or Common Core State Standards for English Language Arts are met in this lesson.

Materials or Resources Needed

Specify.

Activities or Procedures

Describe the activities you plan. These activities should build on everything you know about good Language Arts teaching, including drawing on studentıs prior knowledge, incorporating writing, choice, reader response, thematic instruction, carefully focused discussion, group work, etc. You may describe activities using ITIP format (anticipatory set, objective, modeling, monitoring, guided practice, independent practice), ROPES (Review, Overview, Presentation, Exercise, Summary), or another model that works for you.

Consider ways you can make the lesson creative and challenging for the most capable and, at the same time, engaging for the full range of students. Explain how you will break complex activities, assignments, or projects into specific steps or stages.

Feel free to attach any instructional materials, handouts, instructions, discussion or study questions, etc. you might create or need for the lesson. A lesson may include more than one class period.

Accommodation

Indicate how the lesson will succeed with a variety of learning levels and styles. Also, consider how you might accommodate and individualize instruction for a student or students with special needs, learning disabilities, emotional and physical impairments, etc. Challenge yourself to make the example you give an interesting one.

Extensions

What kinds of follow-up activities could students engage in to develop and expand on what they have learned in the lesson? How will you encourage continued learning and student independence?

Assessment

How will you know that students have achieved your goals? How might you encourage student self-assessment? Feel free to attach rubrics, assessment instruments, or explanations of evaluation or grading procedures. (If you want to use a rubric you can create them at Rubistar modify for your specific assignment. Alfie Kohn and Maja Wilson raise interesting questions about rubrics.)

Created by: allen.webb@wmich.edu
Revised Date: 2/15