WWU-INSTRUCTIONAL PLAN
Teacher: ______________________ Grade: _______ Date: _________________
Subject/Lesson Title: __________ Lesson Time:_________# Students:____________
Instructional Model:___________________________ Instructional Level: I– D -M
Note: This format is designed to match the criteria for lesson planning outlined in the Performance Based Pedagogy Assessment
Instrument. Since those criteria may not be relevant or appropriate for every lesson planning purpose, some of the elements of
this plan may need to be adjusted or omitted for particular circumstances.
Curriculum Context/Long Term Goals:
3
boxes
must
be
linked
Think about how this lesson fits with larger goals (e.g. national / state content standards, district / school
curriculum objectives) in the subject area in general. Can this lesson incorporate a multicultural perspective? Are
there any specific lessons that need to have preceded this lesson? Are there specific areas of knowledge, skills, or
background experience that are necessary for the students to be able to successfully engage in this lesson?
EALRs/GLEs:
What EALRs/GLEs from different subject areas will be targeted in this lesson? Identify the connection to EALRs,
state learning goals and/; or district or school goals addressed by each learning target.
Short Term Learning Targets (Cognitive & Behavioral Objectives):
What, in observable, measurable terms, will the children know or be able to do when they have successfully
completed this lesson? Target both content and behavioral objectives.)
The learning targets must meet the following criteria:

meaningful,

developmentally and instructionally appropriate,

focused on outcomes that can be assessed,

incorporate a multicultural perspective
Assessment Plan:
Pre- Assessment - What information have you gathered that indicates a need for these learning targets for this
group of students? How have you assessed or determined the students’ need for this lesson? How else can you
justify these learning targets in light of standards, curriculum goals, or ideas about best practice?
Formative Assessment- Formative assessments include monitoring, adjusting and checking for understanding
throughout the lesson. What would it look like and sound like if students are participating successfully in the lesson?
Think ahead about how key elements of the learning experiences / targets should be evident. What signs or signals
might suggest the need to revise your plan as you proceed?
Summative Assessment – What evidence will show that students successfully learned what this lesson was intended
to teach? Will there be a culminating activity or performance, a test, or quiz? Will you analyze student work or use
observations of their participation? Be sure that your means of assessment will enable you to truly assess each of
your learning targets. Will there be opportunities for student self-assessment?
According to the criteria outlined in the Performance-Based Pedagogy Assessment Lesson Plan, the assessment plan
must:

make use of a variety of assessment modes, including formal and informal assessments

be aligned with the learning targets

be developmentally and culturally appropriate

include opportunities for student self-assessment and reflection

provide feedback to students regarding their performance
Western Washington University Instructional Plan Description – Oak Harbor Center
Time:
INSTRUCTIONAL SEQUENCE
Opening
Set/Hook:
What will you do to motivate the students to engage their interest in this lesson? What prop, visual
or other hands-on object will I use to gain students attention and involvement? What resources will
you use as a springboard to instruction? Make a plan for what will you do at the beginning to
connect students to this lesson, engage their interest /experience, and encourage their active
participation.
Activating Prior Knowledge:
Think also about what you do to activate prior knowledge and/or build background knowledge
necessary to prepare students for the lesson. What will you do to get the students physically and
mentally ready for the content of the lesson? How can you draw upon meaning and relevance from
the students’ personal experiences? How will you connect to their previous learning?
Communicating & Understanding Learning Targets:
In most lessons, it is important to explicitly state your learning targets -- what the students will
know and be able to do as a result of the lesson, and how it will benefit them. Next, explicitly
describe your behavior expectations. Make a plan to provide practice for your students, when
necessary, to respond to any cues or behavior signals.
Learning Experiences
How will you teach the lesson? What instructional approach will best accomplish your learning
purpose(s) (direct instruction, cooperative learning, gradual release of responsibility, discussion, etc.)
Organize this section with numbered steps and/or time allocations for teacher and student tasks.
Describe each demonstration, instructional interaction, or learning experience; questions and/or
prompts you plan to use; grouping of students, and on-going assessments. If other adults will be
helping you, explain what their role will be. It’s a good idea to include any particular ideas or
statements you will use (as needed) as transitions from one part of the lesson to another. Also
consider what steps you will take to foster an inclusive, supportive learning community.
According to the criteria for the Performance-Based Pedagogy Assessment Lesson Plan, the learning
experiences you design must:

be aligned with learning targets and assessments

account for students’ prior knowledge, skills, experiences, and developmental levels

be based on research and principles of effective practice

reflect accurate content knowledge

provide interdisciplinary connections across subject areas

incorporate multicultural and gender-relevant subject matter content

stimulate student problem solving and critical thinking skills

provide opportunities for students to engage in a variety of learning approaches and
grouping patterns, including heterogeneous cooperative learning groups

provide opportunities for students to become intrinsically motivated and engaged in
their own learning.
Note: The elements and organization of this section of your plan will vary depending upon the
instructional approach(es); not all of the bulleted items above may be present in any particular lesson
Differentiated Instruction (Note: this is not the same as RTI)
When considering how to reach all students in a classroom, it is important to remember to plan for
various levels of learning. Differentiated instruction is one way to effectively reach all students.
Western Washington University Instructional Plan Description – Oak Harbor Center
How will you stretch those students who already have a grasp of the content? What targets do you
want all students to master once the lesson is completed? How will you ensure every student in the
classroom is learning and understanding your targeted objective?
Look at your Learning Experiences, which are derived from the standards and your Learning Targets
for this lesson/unit of study (Long-Term Goals). It is now time to consider how you will group your
students to three instructional levels to ensure everyone is learning as much as they can to the best
of their ability.
1. Your Learning Experience can act as the middle level expectation (Level 2)
2. How can you scaffold your expectations to meet the needs of those who struggle with this
concept? (Break it down into smaller steps, change the expectations for
mastery/assessment criteria, consider how students learn best and match that with the
instruction for this group, allow choices for showing mastery). (Level 1)
3. How can you change the expectations for those who already know this concept in order to
stretch their thinking? What types of Learning Experiences can you build into your lesson
that will give those students opportunities to grow (this is for the higher end or Level 3)?
There are different aspects of looking at the learner as you begin to differentiate instruction. One
is readiness; the proximity to the learning goals – this can change as the goals change. Another is
interest; What does the student like? – this becomes the lens for getting at other learning. A third
is learning profile; how students learn efficiently (preferences for learning). This includes four
areas: learning styles, multiple intelligences, gender, and culture.
There are three areas that are possible for differentiating instruction.
1. Content – what is taught, and how you give access to what is taught (ex. Have a highlighted
book available for the students who need that)
2. Process – the activity. Vary activities to help students make sense (small group to stretch
the thinking, and small group to help with the concept)
3. Product – provide various ways for students to express what they know
Closure:
How will you bring the lesson to closure? This might include reviewing, summarizing,
reflecting on main ideas / learning targets and planning for future learning experiences. How can
students apply this learning to future situations?
Management Issues:
Make a plan for the management strategies you will use during the lesson to help it flow smoothly and make sure
students understand how to interact productively. What potential management problems or problematic behaviors
may arise, and how will you prevent or handle them?
Accommodations/Modifications for Diverse Learners:
Anticipate how you will differentiate your instruction and make this lesson accessible to all students and make sure
each is challenged appropriately. This might include cultural differences, students with learning disabilities,
students with gifts/talents, physical disabilities, etc. Consider planning alternate learning experiences for those
who may need modifications. Do you need a back up plan for students who may find the lesson too easy or too
difficult? Are there particular students who will need extra attention? How could you provide it?
Instructional Materials, Resources, and Technology – Learning Environment:
Anticipate what resources will be used for the lesson and what will need to be prepared in advance so that this
lesson will run smoothly. Are there ways that technology could be used to support and enhance instruction and
student learning? What community resources could be used? Finally, describe the learning environment: Where will
the lesson take place? How will the room/furniture/students be organized?
Western Washington University Instructional Plan Description – Oak Harbor Center
Family Interactions:
What opportunities does this lesson present for communicating and collaborating with parents? (This may not be
possible in limited practicum situations)
According to the criteria for the Performance-Based Pedagogy Assessment Lesson Plan, the plan for interacting
with families must:

be appropriate for the language level of the families

focus on providing and eliciting information about student learning

be culturally responsive

provide opportunities for two-way communications
Self-Reflection on Teaching:
Thinking About This Lesson:
How did this lesson go? What surprises, questions, dilemmas, or problems did you encounter? How well did the
students achieve the learning targets you planned for? Were you successful in giving students equitable response
opportunities? What evidence do you have to show their learning?
Thinking Ahead:
What would you do next for these students; why? What could you do to respond to / challenge students who
handled this lesson successfully? What could you do to re-teach for students who struggled or were frustrated?
What did you learn about yourself as a teacher, and your developing knowledge, skills, and dispositions?
Western Washington University Instructional Plan Description – Oak Harbor Center