Planning Instructions- Assisting Learning
candidates submit two complete and original lesson plans for feedback and final evaluation. The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.
While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications.
TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. Answer the reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (Copy these word for word. This must include the grade level, number, and letter of competency)
LEARNING OBJECTIVE(S): The student will
|MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?
|KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
|FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
|CONNECTION TO PRIOR LEARNING OR REAL WORLD
This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
|OBJECTIVE STATEMENT (be sure to include the performance measure)
This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)
|PURPOSE OF LEARNING
Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives.
Step by Step Instructions
Directions to give
Questions that you will ask – at least 6, highlighted in green.
|LITERACY STRATEGIES USED
|STUDENT USE OF TECHNOLOGY
While every lesson may not use technology, you must create lessons here that do use technology in order to meet the technology standards. Use of technology is defined as STUDENT use of technology. Watching a video is not student use of technology.
Include differentiation in content or process for the following groups of students
· Regular Education students who are struggling and possibly some Special Education students
· Gifted and Talented students
If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class.
Create at least 2 modifications AND 2 accommodations that address the diverse needs of the students Angelo, Nancy, and Corinne.
Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons?
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.