Teacher: _____________________________________________ Date: ________________________
Grade & Subject: _____________________________________________________________________
LESSON ALIGNMENT
Central Focus - Big Idea(s), c ore concepts, or important understandings. Can be stated or in the form of a question.
Common Core/Georgia
Performance Standard(s)
Include number and narrative.
Learning Objective
Condition, behavior, criteria
Assessment
Teacher seeks evidence of learning through student summaries, questions, responses, etc. Students must demonstrate that they have mastered the learning objective for this lesson.
DAILY PLANNER: Sequence / Plan for Instructional Activities
Activity
List each instructional activity with estimated time for implementation.
Grouping may include pairs, triads, whole class, small group, or individual.
Time Grouping
CONNECTIONS
Connections to (a) prior learning, (b) everyday life,
(c) other content areas . List here and include in the
“Instruction” section.
(a)
(b)
(c)
ACADEMIC LANGUAGE
Language Function
Identify one language function aligned to the central focus of the lesson. (This may be the verb in the standard or central focus of the lesson.) Indicate which learning task supports students in using that language function.
Dept. of Middle/Secondary/Reading/Deaf Ed. 1 Revised 07/22/2014
COE Valdosta State University

Key Vocabulary
List academic and contentspecific vocabulary needed for students to master the learning objective of the lesson.
Syntax and/or Discourse
Explain syntax (how students will organize the information in the lesson) and/or discourse
(how they will communicate their learning).
LEARNING SEQUENCE
Opening Routine
This may include relevant warm-up activities, etc.
Activating Strategy
This is your attention getter to engage the students and overview the concept.
Instruction
Write the sequential steps, using numbers or bullets, that you are using to teach the lesson. Include the following:

Modeling

Guided practice

Independent practice

Academic language

Connections

Questions for students
Lesson Closure
Describe how you will bring closure to the lesson by having students summarize, reflect, respond, etc. in order to gather evidence and monitor students’ understanding of the lesson.
End-of-class Routine
This may include relevant clean-up activities, etc.
Dept. of Middle/Secondary/Reading/Deaf Ed. 2 Revised 07/22/2014
COE Valdosta State University

KNOWLEDGE OF STUDENTS – Complete at least one of the sections below (regarding readiness, interests, or learning styles), indicating how your knowledge of students informed your instructional planning to provide differentiation that supports students’ varied learning needs.
Readiness
Provide insight on how students’ readiness levels impacted instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, clarifying errors or misconceptions, etc.
Interests
Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc.
Learning Styles
Indicate where two or more of these learning styles are addressed in the lesson.
Visual
Auditory
Kinesthetic
SUPPORTING STUDENT LEARNING
Include adjustments made for
Special Education IEPs, 504s,
RtI, Gifted, ESOL, etc.
RESOURCES
Key Instructional
Materials
List and attach materials needed, which might include such items as handouts, assignments, slides, etc.
(Limit five pages.) Provide citations for all materials you did not create, using current APA format.
I have read and approved of this lesson plan prior to it being taught.
Mentor’s Signature____________________________________________________ Date___________
Dept. of Middle/Secondary/Reading/Deaf Ed. 3 Revised 07/22/2014
COE Valdosta State University