Department of Teacher Education
Lesson Planning Template – Long Form
Teacher Candidate:
School & District:
Cooperating Teacher:
University Supervisor:
Date:
Grade Level:
Unit/Subject:
Lesson Title or Focus:
PRE-INSTRUCTIONAL PLANNING – Context for Learning/Provisions for Diverse Learners
1. Identify the strengths, needs, and interests of individuals needing accommodations, including
students with IEPs and/or 504 plans.
2. Identify the strengths, needs, and interests of individual students in your classroom whose first
language is not English, who represent cultural differences, who may struggle to learn, or who
may be highly motivated to learn.
3. Identify prior learning experience, and language, physical, cognitive, or social/emotional
development you will need to consider as you plan instruction for this group of students.
4. Identify data (such as students' progress in previous lessons, assessment results from
previous lessons, or a prepared pre-assessment related to the lessons you will teach)
that you have collected (or will collect) to inform your planning (in order to address
students' strengths, needs, and interests).
5. Based on your answers to prompts 1-4 above, what specific supports have you planned (or
will you plan) for students to help them?
CENTRAL FOCUS & ALIGNMENT
1. What is the learning goal you have set for your students?
2. What is your objective(s) for this lesson? Identify what the students will be able to do following
instruction. Include an action verb (observable behavior), and criteria for success.
3. Continuity of Lessons: Describe your lesson sequence. How do the prior and subsequent
lessons affect what you will be teaching and what you will be expecting students to do? How
will you build on what students have learned in previous lessons and use what they know to
support them in meeting expectations of the next lesson? How have you made use of student
assessment from previous lessons to make and or adjust these plans?
ACADEMIC LANGUAGE & SUPPORT
What are the academic language demands? Identify function, forms, syntax, and discourse. How
have you planned to support students in meeting the academic language demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to use.)
ASSESSMENT: Attach to your lesson plan any rubrics, checklists, or other assessment tools that
you will use. Describe the tools/procedures that will be used in this lesson to monitor and
measure students' learning of the lesson objective(s). (Multiple and varied assessments
may be used in the lesson.) Identify the performance criteria or benchmark to be achieved.
The assessment plan carefully describes how you will know if an individual student has met the
intended lesson objectives. What specific evidence will indicate that the student has met the
intended learning objective(s) at the desired level of competency or mastery? What process and
tools (informal, formal, formative, and or summative) will be used to gather this evidence? How will
you use this evidence?
FEEDBACK: How will you plan to provide specific feedback to students on their progress toward
reaching the lesson objective? How will students use the feedback to improve their competencies
and knowledge?
You are expected to provide feedback to students during and after your lesson presentation
for the purposes of guiding and promoting their learning. Feedback should be accurate and
address both strengths and needs related to the learning objective. It is important to plan how
you will provide this feedback.
MATERIALS
This section identifies all materials and arrangements needed for the lesson. It identifies
the textbook or reference materials on which the lesson is based. Include book titles,
author and page numbers, as if a teacher was leaving plans for a substitute teacher. Also
identify the visuals, equipment and technological support needed. Describe how space
should be arranged for the lesson and the plan for moving equipment, furniture and
students during the scope of the lesson. Diagrams may be included to facilitate smooth
transitions.
THEORIES AND/OR RESEARCH-BASED BEST PRACTICES
Identify relevant research/theory to justify why learning tasks (or their application) are
appropriate. How have you intentionally linked this to your instructional planning?
REFERENCES & ACKNOWLEDGEMENTS
The lesson design and materials used with your lesson may be a combination of your
original work, ideas adapted from various sources, ideas from professional colleagues, and
materials previously created or published · by others.
EXPECTATIONS FOR STUDENT BEHAVIOR: Describe how your students will be intellectually
engaged. How will you communicate expectations for them? How will you follow up on
behavior expectations? And how well you are engaging learners?
TEACHER SKILL LEVEL FOR THIS LESSON (Also note how you intend to collect feedback.)
Reflect on your previous teaching experiences in the classroom. Think abo u t an area of your
pedagogical practice you would like to improve and then select a specific instructional skill to
focus on for improvement. In other words, avoid general statements such as, "! am going to work
on classroom management". Instead, identify the area in which you would like to demonstrate
growth, and then describe a specific strategy or strategies you will use in this lesson to work
towards improvement.
POST-INSTRUCTION ASSESSMENT: Analyzing student learning
Reflect on your lesson following your lesson presentation. Similar to the pre-instructional
planning section and the instructional sequence, in the post-instructional assessment you
are expected to articulate your understanding of effective pedagogical principles as you
reflect on analysis and use of student assessment data, academic language, feedback, student
engagement, and strengths and challenges identified within the lesson.
ANALYZING TEACHING EFFECTIVENESS
Who did well and who may have struggled? What might this indicate about your
instruction? Based on your reflection, what changes will you make to support students'
learning? In reflecting on your lesson and your strengths and challenges, what went
well? Why? What challenges did you face? Why?
What do you understand about your own teaching based upon the patterns of students'
understanding, skills, and misunderstandings that were identified?
What is the evidence that you engaged students intellectually and deepened their
learning?
What is a proposed change to your teaching practices that is specific and strategic to
improve individual and collective students' understanding of standards/objectives?
Lesson Plan Checklist for The Sheltered Instruction Observation Protocol (SIOP)
Preparation
Write content objectives clearly for students.
Write language objectives clearly for students.
Choose content concepts appropriate for age and educational background level of students.
Identify supplementary materials to use (graphs, models, visuals).
Adapt content (e.g., text, assignment) to all levels of student proficiency.
Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing,
simulations) with language practice opportunities for the four skills.
Building Background
Explicitly link concepts to students' backgrounds and experiences.
Explicitly link past learning and new concepts.
Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students
Comprehensible Input
Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, simple
sentence structure for beginners).
Explain academic task clearly.
Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands
on activities, demonstrations, gestures, body language).
Strategies
Provide ample opportunities for students to use strategies (e.g., problem solving, predicting,
organizing, summarizing, categorizing, evaluating, self-monitoring).
Use scaffolding techniques consistently (providing the right amount of support to move
students from one level of understanding to a higher level) throughout lesson.
Use a variety of question types including those that promote higher-order thinking skills
throughout the lesson (e.g., literal, analytical, and interpretive questions).
Interaction
_____
Provide frequent opportunities for interactions and discussion between teacher/student and,
among students, and encourage elaborated responses.
_____ Use group configurations that support language and content objectives of the lesson. Provide
sufficient wait time for student response consistently.
Give ample opportunities for students to clarify key concepts.
Practice/Application
Provide hands-on materials and/or manipulatives for students to practice using new content
knowledge.
Provide activities for students to apply content and language knowledge in the classroom.
Provide activities that integrate all language skills (i.e., reading, writing, listening, speaking).
Lesson Delivery
Lesson Delivery
Support content objectives clearly.
Support llanguage objectives clearly.
Engage students approximately 90-100% of the time (most students taking part/on tasks).
Pace the lesson appropriately to the students’ ability level.
Review/Assessment
Give a comprehensive review of key vocabulary.
Give a comprehensive review of key content concepts.
Provide feedback to students regularly on their output (e.g., language, content, work).
Conduct assessments of student comprehension and leaning thorough lesson on all
lesson objectives (e.g., spot checking, group response).
Reprinted from Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to English language
Learners: The SIOP model. Boston: Allyn & Bacon.