Lesson Plan Description
Lesson Focus or Major Goal:
 Make a couple of brief statements that tell WHERE the lesson is headed and WHY
 What do you want the students to learn and remember about the content of this lesson, weeks, months, even years from
now? This is the very essence of your lesson.
Content Standard(s):
 Identify the grade level and state the appropriate state/national content standard(s) using the numbers and text. Use only the
relevant parts to focus your lesson planning. Content standards are to be directly related to your learning and academic
language objectives.
Learning Objective(s):
 At the end of this lesson, what do you want students to know, understand and/or be able to do? How will they demonstrate
this?
Each lesson objective should clearly state:
 what the student will demonstrate (an observable/assessable behavior),
 under what conditions or circumstances this will take place (e.g., While reading a short story or while presenting an
oral report), and
 the criterion for performance (e.g, 80% of the time, 4 out of 5 trials, using all critical components)
Academic Language Objective(s):
 At the end of the lesson, what do you want students to know, understand and/or be able to do with language?
Each academic language objective should clearly state:
 The What - Content (vocabulary or form)
 The How – Action Verb (function)
 The Support – The activity provided by the teacher
There are 4 academic language demands you may choose to address.
o Vocabulary: specific words related to the content that students must learn (key vocabulary)
o Syntax: the way the language is structured – sentences, graphs, tables, equations, non-verbal signals
o Discourse: discipline-specific discourse has distinctive features or ways of structuring verbal, nonverbal, or written
language
o Function: the content and language focus of the learning task represented by active verbs within the learning
outcomes – identify, give examples, compare, describe, retell, summarize, etc. This may be one of your lesson
objectives stated above. If so, identify it as a lesson objective and an academic language objective.
NOTE: ECE addresses vocabulary and discourse ONLY; SPED replaces academic language with a communication
objective, see specific instructions in edTPA handbook.
Assessment of Student Learning:
Using the chart, list the type of assessment for the lesson.
REMEMBER: Build in opportunities for students to EVALUATE progress and self-assess. Various formal and informal
assessment should take place throughout the learning segment and be embedded in the lesson plan. Types of assessment:
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Before the lesson - gathering information about student knowledge and skills
During the lesson – to determine if your students are comprehending what you are teaching.
Think about how you will give feedback during this time (verbal, written). How will you help a student understand what
s/he did well and helps the student improve his/her work or understanding? How will you judge differing depths of student
understanding?
At the end of the lesson/unit – to determine what students learned overall for the lesson or learning segment.
Consider: How will you know if your students understood the lesson? How will assessments provide evidence of student
learning relative to the objectives for the lesson? How will you differentiate assessments for students having difficulty
demonstrating their learning as well as those needing more challenge? How are the assessments aligned to clearly defined
benchmarks or criteria for student performance?
Sample Assessment Table:
Assessment Activity
Scoring Guide /Evaluative Criteria
Exit slip
4 out of 5 correct
Informal questioning
Teacher observation of correct
responses – no formal criteria
Graphic organizer
Average score 3 on 4 point rubric with
5 elements
Assesses which objective?
Objective 1
Objective 3
Feedback type to students.
Written
Verbal
Objective 2
Written
Resources, Materials, and Technology:
List resources, materials, and technology you will use to enhance instruction. Identify what students must bring to class.
Lesson Introduction/Motivational Statement:
 HOOK students and HOLD their attention throughout the lesson
 This is the springboard into your lesson by focusing the students’ attention on what they will learn. How will you pique students’
interest? Use past learning, everyday examples, or life skills to anchor the lesson. How does this lesson connect to yesterday’s
learning and why are you adding to this learning – where is this all going?
Instructional Strategies and Planned Supports:
 In the left column, list the progression that the lesson will follow. Identify what you will be doing; describe the content you will
be teaching, the methods you will use to support student learning of content and academic language, and the strategies to extend
student thinking. List your critical thinking questions as well. Include the type of feedback you plan to give students (e.g.,
prompting, cueing, and correction techniques).
Instructional Strategies and Planned Supports:
 Identify each learning task, (content and planned
supports that show progression) that you will teach.
Learning Tasks:
Identify the progression of what learning activities students
will be doing. How will they be organized for the task?
Within each learning task, identify what planned
support(s) you will provide. Consider each of the
following:
Planned supports for all learners.
Planned support for academic language
 Scaffolds – how will you tie this to past lessons and/or
prior knowledge?
 Structures – how will you model the academic language?
 Supports - How will you provide multiple opportunities
for practicing/using the academic language?
Planned support for differentiated instruction
 How will you use knowledge of students to differentiate
instruction for different levels of ability and/or different
levels of content knowledge?
 How will you use different strategies for learning and/or
cultural and language differences?
Consider the BEST instructional strategies and learning tasks that will maintain classroom management or order.
Closure Activity:
 At the conclusion of the lesson, closure is the time to help the students organize the information that has been presented to aid
their retention. Students should be involved in thinking and discussion of the lesson focus. Consider engaging them in a short
review by posing questions. The students should be given a chance to personally reflect on the lesson, to share their ideas with
others, and with the class as a whole.
Reflection:
 Did students learn what you intended?
 How do you know; what is your evidence?
 How effective was your instruction?
 How do you know you were/not effective?
 What is working? What is not? What would you change?
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Identify one thing you could do to ensure student learning
and why it would lead to improved student learning.
Were your students successful?
What is a possible reason(s) for their success or lack of
success?
What do you plan to do in the next lesson based on your
reflection– what are your next steps?