DDP1+2: Elementary Reading and Literacy
Lesson Plan Template
GENERAL INFORMATION
Lesson Title & Subject(s):
Topic or Unit of Study:
Grade/Level:
Instructional Setting:
Describe the learning context and location (e.g., setting, group size, seating arrangement,
displays).
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
Identify the state standard(s) to be addressed in this lesson. Click here to find your state
standards, or visit your state office of education website.
Lesson Objective(s):
All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what
the students will do - use a verb when writing the behavior), CONDITION (i.e., identifies
the context or environment the students will prove they learned the skill in; e.g., given a
list, given a text, given an opportunity to observe or listen) and measurable CRITERION
(i.e., a statement explaining to what degree of accuracy or range on a rubric must be
achieved in order to demonstrate an acceptable level of performance).
Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this
individual lesson) and RELEVANT (aligned with the state standard and assessment listed
for this lesson).
MATERIALS AND RESOURCES
Instructional Materials:
Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab
equipment, construction paper, scissors, PowerPoint, guided note templates).
Resources:
List any sources used during the planning of the lesson using the APA format.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Student Prerequisite Skills/Connections to Previous Learning:
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DDP1+2: Elementary Reading and Literacy
Lesson Plan Template
Identify pre-requisite skills students need to already know (i.e., possess, control,
understand) to be successful in this lesson.
2. Presentation Procedures for New Information and/or Modeling:
Presentation Procedures for New Information:
Explain the purpose of the lesson.
Explain at least one activity which serves as an anticipatory set, schema, or review
of definition of terms activity and actively engages students and allows them to do at
least one of the following:
 Make connections to their background knowledge related to the focus skill.
 Make connections to previous learning related to the focus skill.
 Ask themselves questions which will serve as a guide throughout the lesson.
Modeling:
Explain the purpose of the lesson (if not done above).
Explain how you will model the skill.
Modeling is a time when the teacher uses ‘thinking aloud’ to show and explain
how to ‘do’ the focus skill. (e.g., if you were going to teach a child how to tie his
shoes, you would first demonstrate how you tie your shoes and you would
explain the steps as you go).
3. Guided Practice:
Explain how students will practice the focus skill with teacher guidance. Students and
teacher might work together in a large or in small groups. Students might work
independently or with peers as the teacher provides support and checks for
understanding.
4. Independent Student Practice:
Explain how students will practice the skill independently. The teacher steps back
during this time and allows students to demonstrate their understanding of the focus
skill. This can be a pure practice time or a time when the assessment is
administered.
5. Culminating or Closing Procedure/Activity/Event:
Explain how you will end the lesson by describing an activity or discussion which
allows students to articulate what was learned during the lesson and how that
learning might be applied in the future. You might also include a review of relevant
terms and connections to the next lesson.
Instructional Strategy (or Strategies):
Explain at least one pedagogical strategy used in the lesson. Pedagogy is the way the
overall instruction was done; it is the general way we categorize teaching (e.g., direct
instruction, interactive instruction).
Differentiated Instruction Accommodations:
Describe how you will differentiate for two or more subgroups. Describe accommodations for
such groups as English language learners, students with learning disabilities, students with
hearing or physical disabilities, and/or gifted/oaccelerated learners.
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DDP1+2: Elementary Reading and Literacy
Lesson Plan Template
Use of Technology:
Explain how you will incorporate 21st century technology into the lesson.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson.
Assessment may be formal, informal, formative or summative. All assessments must
directly align with the learning objective.
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