TEAM Lesson Plan Template

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Beverly McDowell
6 years ago
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1 TEAM Lesson Plan Template Teacher: Subject/Grade: Lesson Title: Standards: Identify what you intend to teach. State, Common Core, ACT College Readiness Standards and/or State Competencies; Enduring Understandings and Essential Questions. Unpack the standards What specific skills are included in the standards you are using? How will you communicate the lesson s standards/ objectives to students and provide relevance? What will the teacher be doing? How will the students be engaged? Objectives: Connect prior learning to new learning. Clear, Specific, Observable, Demanding, High Quality, Measurable, Aligned to Standard(s), and Integrated with other subjects, build on prior student knowledge Student-Friendly (I Can Statement) Objectives: (Must include condition, students, skill/behavior, and criteria) No criteria will score a 1 on the rubric. I Can Statements:

2 Assessment: Formative and/or summative assessment. A variety of assessments, including rubrics, measure achievement of objectives and informs instruction. What formative and summative assessments will be used and how will they drive your instruction? Must use 3-5 various forms of formative assessment to engage ALL students. Make sure each of these are included in your instructional procedures below. Formative Assessments: How will you use teacher-student and student-student feedback to guide your instruction during the lesson? What will the teacher be doing? How will the students be engaged? Summative Assessments: (Must relate to objective and have a criteria for mastery include rubrics for projects or writing assignments) Motivating Students/Anticipatory SET Hook : Engage students attention and focus on learning. Personally meaningful and relevant. Must engage all students and set the stage for the lesson.

3 Instructional Procedures: Step-by-Step Procedures-Lesson Sequence: Basic to Complex. Lesson includes visuals, Universal Design for Learning principles, modeling, logical sequencing and segmenting (beginning, middle, ending); essential information; concise communication; grouping strategies; differentiated instructional strategies to provide intervention & extension; seamless routines; varied instructional strategies; accommodations/adaptations; differentiation, key concepts & ideas highlighted regularly. Be specific and detailed. What will the teacher say? What will the teacher do? What will students do? Provide details. Must include whole group, guided practice, and independent practice.

4 Materials and Resources: Content-related: Clearly supports lesson objective(s); rigorous & relevant; Incorporates multimedia & resources beyond the textbook. Questioning/Thinking/Problem Solving (embedded throughout) Balanced mix of question types. Utilizes Blooms Taxonomy/Webb s Depth of Knowledge; high frequency; purposeful & coherent; require active responses; balance based on volunteers/non-volunteers, ability, & gender; lead to further inquiry & selfdirected learning. Implement four types of thinking (Analytical, Practical, Creative, & Research-based) & Teach/Reinforce problem-solving types. Provide opportunities for students to generate ideas & alternatives; analyze, evaluate & explain information from multiple perspectives & viewpoints. Make sure each of these are included in your instructional procedures above. Create assessing questions to scaffold instruction for students who are stuck during the lesson. Create advancing questions to further learning for students who are ready to advance beyond the learning target. What activities will you utilize to teach thinking and/or problem solving in this lesson? What will the teacher be doing? How will students be engaged?

5 Grouping: Maximize student understanding & learning Varied group composition (race, gender, ability, & age); clearly understood roles, responsibilities & group work expectations; accountability for group & individual work; student opportunities for goal setting, reflection & evaluation of learning. Make sure each of these are included in your instructional procedures above. Accommodations/Adaptations: Learning styles and interests. Anticipate learning difficulties, regularly incorporate student interests & cultural heritage; differentiate instructional methods. How will you provide differentiated materials, methods & student choice? Make sure each of these are included in your instructional procedures above. How are you adapting or accommodating for the above level learners, the at-level learners, and the below level learners?

6 Closure: Reflection/Wrap Up. Summarizing, reminding, reflecting, restarting, connecting. Restate purpose of lesson, engage all learners. Notes:

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students. Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across