HEADING:
Student’s Name: ______________________________________ Date: __________________________
Subject Area(s): _______________________________________ Grade Level: _____________________
Concept/Topic: _______________________________________ Time: __________________________
DESIRED RESULTS:
Big ideas/Key concepts:
Summarize the big idea(s) (overarching concepts that transcend all grades) and key concept(s) your lesson is designed to address. What do you want students to understand about the topic? Include the specific content information (i.e., specific statements, including important definitions and ideas) you need to know about this concept in order to teach your lesson. Please use paragraph format. (National
Standards and Common Core Standards should provide you the background information to complete this section.)
Objectives:
What do you want the students to be able to do at the end of the lesson? Continue to refer to these objectives during the lesson. (These objectives should describe what students will “do” in the lesson, and what they will be learning through that activity – and should clearly link what students already know, as well as to the understandings and standards described in sections above.)
Curriculum Standards:
Situate your lesson within Pennsylvania’s Standards Aligned System ( www.pdesas.org
). List the education standard(s) that will be addressed. (These standards should be closely related to the “big idea(s)” and objectives described above.)
CONTEXT:
Who are the students? What grade level? Are there any specific characteristics of the class or of individual students that are important to consider? What current knowledge, understanding, strategies, experiences do students bring that this lesson will build upon? What strengths do the students bring with them upon which you can build? What areas of growth can this lesson help to strengthen?
Where does this lesson fit into the unit? How does this lesson connect to what came before and what comes after? What did students learn in previous work that provides the underpinnings for this lesson and unit? Where does the unit fit into the larger curriculum for the grade level/course?
EVIDENCE:
What data will you collect to assess the extent to which the desired outcomes were achieved? Explicitly state how the collected data are linked to the big ideas/concepts and objectives identified above. You can consider the following questions:


During and after the lesson, how you will determine if the students have gained understanding about the big ideas/concepts?

How will you know if they are able to perform the skills taught in your lesson?

How will you hold the students individually accountable for their learning?
LEARNING PLAN:
Pre-requisites: As necessary, list any prior skills that students will need to use during this lesson.
Materials and Technology:
List all the materials, equipment, resources needed for this lesson, including technology. Include a separate list for teachers and students. If you have used other sources to develop your lesson, please cite them here (use APA citation style).
Rationale:
What about prior sessions with the students and your knowledge of students in general prompted you to select the tasks and develop the ideas in this lesson plan as you did? Be specific. Consider what theory is driving your instructional decisions as well as how you plan to incorporate the Temple teaching standards into your lesson.
Differentiation: Be specific. Explain how your lesson will help ALL students, including your special education and linguistically diverse students, develop the big idea(s) and key concept(s).
Step-By-Step Procedures: (although these lesson phases are listed separately, we expect that students will be engaged in and exploring the content throughout the lesson; that they will be explaining their ideas and thinking throughout the lesson; and that teachers will be evaluating students’ performances and learning throughout the lesson)
1.
Launch: a.
Explain the “hook” or lead-in part of the lesson: Use actions and statements to gain students’ attention and to create an organizing framework for the ideas, principles, or information that is to follow. Consider using short video clips, brief passages from a book, songs, games, intriguing discussion questions, and props, e.g., concrete visuals such as a hat, a wand, or other real world item(s). b.
Activate Prior Knowledge: Connect new information to their previous knowledge.
Review the necessary prior knowledge and make sure that students have the prerequisites for new learning. This is where you make the objectives of the lesson explicitly clear to students.
2.
Instruction: Specify the steps involved in the lesson. Include all information and activities and the order in which they will be implemented. a.
Worked Example: Describe the detailed procedures regarding how you will guide students to learn a specific example so as to build students’ schema for problem solving.
Write down what you will say to students, including probing questions.
Write down your anticipated student responses including student possible mistakes.
Write down how you will use concrete representations to model the concepts.
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Write down how you will help student make transition from concrete to abstract. b.
Guided Practice: List any practice for what was learned from the worked example.
Describe how you will provide support to students while they practice the skill(s) being taught. Include questions you will ask to guide them. What will you do if students are not experiencing success? c.
Independent Practice: List any independent practice and application that will be assigned to the students. This part of the lesson could, for example, extend the concept to real world connections and/or problem solving based on the learned objectives.
3.
Summary: Explain the “wrap” or closure portion of the lesson. The closure can be written or visual, but it needs to include some form of review and check for understanding. It can include a home assignment.
ATTACHMENTS:
Attach any supplemental materials (e.g., worksheets, graphic organizers, etc.)
TEMPLE TEACHING STANDARDS (TTS):

Review your lesson plan to make sure you have addressed the six TTS (Deep Content
Understanding, Coherence & Continuity, Real World Connections, Active Learning, Critical &
Creative Thinking, Teacher Reflective Thinking).

Revise, if necessary, to ensure all standards are included.

Be prepared to explain how your lesson plan addresses the TTS.
REFLECTION (AFTER THE LESSON):
Analyze the evidence you collected and reflect on how the lesson went:

What did the students learn? How do you know?
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What went well? What makes you think so?
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What would you change if you were to teach the lesson again? Why?
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Explain how the evidence that you collected is also useful in thinking about something more than the success of this particular lesson. For example, consider how your data support or conflict with theory and research that you’ve read.
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