EDST 3000 Lesson Planning Template
Teacher’s Name:
Grade Level:
Date:
Lesson Topic/Title:
Expected Duration of Lesson:
Primary Instructional Model to be used:
Rationale: Why is this model appropriate for this lesson? How does it fit with the class curriculum?
Lesson Objectives: Describes what students will able to Do at the end of the lesson. Think what is
measurable/evaluative to determine if objectives were met.
Academic Language Objective: Based on the language demands of this lesson, how does this lesson
develop student abilities to understand and/or produce the academic language (e.g. relevant genres i, key
vocabulary or phrases, and/or linguistic features of the relevant genre) that is part of this lesson?
Standards/Benchmarks Addressed (use practicum district’s or Common Core curriculum standards):
Guiding Questions: What questions will guide the learning? What are the purposes of these questions
(engage, guide lesson, check for understanding…)?
Materials and Equipment Needed:
Classroom Management and Organizational Considerations:
Step by Step Procedures: Include the following elements –
 Lesson opening - anticipatory set/link to prior knowledge, attention grabber and/or
motivation
 Detailed description of what will happen at each point in the lesson
 Formative assessments/checks for understanding and progress
 Expectations for students during all parts of the lesson
 Detailed description of plan for lesson closure
Differentiation/Special Consideration Models: Describe any strategies designed to support students with
specific learning needs.
Diversity/Cultural Considerations: How is this lesson culturally responsive and appropriate?
Evaluation/Assessment: What formal and informal assessment tools will you use? How are these tools
designed to evaluate student learning specific to the targeted standards/objectives? How will you know if
the lesson was successful?
Enrichment Activity: What activity will you use if some/all students finish early and/or master the
presented content easily?
Reflection: Indicate how specific research/theory guided your selection of specific strategies and materials
to help your students develop the factual knowledge, conceptual understanding, and interpretive skills
needed to meet learning objectives.
i
Please see the appendix of your TPAC content level material for a list of genres, linguistic features, connector words,
and/or text organization specific to your field.