Lesson Plan Template
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1 NAME: Lesson Plan Template DATE: Updated 11/14/2011 Title of Lesson: Subject Grade Level DOK Level(s) Unit Length Resources/Supplies needed for this lesson- GLE/CLE Code & Specific Expectation / Process and Content Standards Technology/Equipment: , , , , Objective Guidelines : The student will Choose measurable verb-see attached list for suggestions. Describe specific skill/task students will learn from this lesson. Instructional Process (direct instruction, guided practice, independent practice): , , , , Objective(s) and DOK: Example: Students will be able to identify 8 types of figurative language. DOK 2 (Formative Assessment in class written activity) Gaining Attention (anticipatory set, review, prior knowledge) Preparation Step: Teacher Prompts/Questioning (Use a variety of DOK levels.) Informing learner of objective(s) (statement of objective(s))
2 Presenting materials (input and modeling) Input: Teacher Prompts/Questioning (Use a variety of DOK levels.) Model: Eliciting desired learning (check for comprehension and guided practice) Comprehension: Guided Practice: Assistance Step: Providing feedback (closure) Assessment (evaluation of objective): , Formative Assessment (independent practice) List each objective number and specify the assessment (example: essay, graphic organizer, class discussion, etc.) Reflection Step Activity: Visual Learner Learning Styles (specific to this lesson): , , ,
3 Auditory Learner Tactile/Kinesthetic Learner: Action learning-take pictures, move around the room to read vocabulary posted on the cards on the walls, use manipulatives, lab work, etc. Early Finisher Differentiated Instruction/Modifications (directly tied to the objective): Struggling Student Other Possible Modification(s) Student Teaching Only What particular teaching behavior do you especially want monitored? Are there any special circumstances of which the supervisor should be aware? What summative assessment for the unit has been planned to show you that your students have met today s learning objective(s) and those of the entire unit?
4 Lesson Reflection: After grading the formative assessment, what re-teaching needs to occur? What other changes would have improved this lesson? What was the strongest element of the lesson, why? How did the students respond to the lesson? How did you know your students met the learning objective(s)?
5 Measurable Verbs (Based on DOK chart): Level One (Recall) Level Two (Skill/Concept) Level Three (Strategic Thinking) Level Four (Extended Thinking) Arrange Name Categorize Interpret Apprise Differentiate Analyze Apply concepts Define Quote Cause/Effect Modify Assess Formulate Connect Design Draw Recall Compare Organize Compare Hypothesize Create Prove Identify Recognize Construct Predict Construct Investigate Critique Synthesize Illustrate Repeat Distinguish Relate Critique Revise Label Report Estimate Separate Cite evidence List State Graph Show Develop a logical argument Match Tabulate Infer Summarize Draw conclusions Measure Tell Collect & display Explain phenomena in terms of concepts Memorize Use Identify Patterns Use concepts to solve non-routine problems Who, what, where, when, why Make observations Use context clues DOK SAMPLE ACTIVITIES Level One Activities Level Two Activities Level Three Activities Level Four Activities Recall elements and details of story structure, such as sequence of events, character, plot and setting. Identify and summarize the major events in a narrative. Support ideas with details and examples. Conduct basic mathematical calculations. Use context clues to identify the meaning of unfamiliar words. Use voice appropriate to the purpose and audience. Label locations on a map. Solve routine multi-step problems. Identify research questions; design investigations for scientific problems. Represent in words or diagrams a Describe the cause/effect of a particular Develop a scientific model for a complex scientific concept or relationship. event. situation. Perform routine procedures like measuring length or using punctuation marks correctly. Describe the features of a place or people. Identify patterns in events or behavior. Formulate a routine problem given data and conditions. Organize, represent & interpret data. Determine the author s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts. Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting solutions. Apply mathematical model to illuminate a problem or situation. Analyze and synthesize information from multiple sources. Describe and illustrate how common themes are found across texts from different cultures. Design a mathematical model to inform and solve a practical or abstract situation. Adapted from Webb, Norman L. and others. Web Alignment Tool 24 July Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb <
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