Elementary Lesson Plan Template
Name:
Lesson Plan Title:
Grade Level:
1. Standards/Objectives
 National, State or District Standards
 Objective/s
 Prerequisite learning and/or key concepts
2. Materials and/or Technology Resources
 Description, quantity
 Distribution strategy
 Collection strategy
3. Procedures (Content Area Specific)
 Motivation/engagement
 Developmental activity
 Accommodation, modifications and differentiations for diverse learners
 Closure
 Extension
4. Student Assessment/Evaluation (Formative and/or Summative)
 Formative assessment of learning
 Summative assessment of achievement based upon objectives
5. Post Lesson Assessment and Reflection (to be completed after the lesson)
 Report the results (data) from application of assessments
 Reflect on the following: Strengths, concerns, and insights
Elementary Lesson Plan: 12/08 p. 1
Elementary Lesson Plan Description
I.
Standards/Objectives
Curricular Standards: Please refer to the national, state or district standards, and write
the standard number(s) and the standard(s) that your lesson is addressing: Nevada State
Standards site.
Objective/s: Clearly state the objective(s) of the lesson. The objectives should be SMART
(student-centered, measureable, attainable, reasonable, and teachable). What do you intend
to teach? What do you expect students to know, do, understand or perform? Begin each
objective with an observable verb, such as: model, explore, draw, diagram, write, predict,
defend. (e.g.: Model addition with regrouping using base-10 blocks; defend predictions
using story plot and illustrations.)
Prerequisite learning and/or key concepts: What previous learning experiences and/or
key concepts are essential for students to succeed in this lesson?
II.
Materials and/or Technology Resources
Description and quantity: List materials and/or technology resources needed to teach this
lesson. Consistently use a variety of modes and materials (e.g. textbooks, web sites,
handouts, teaching aids/supplies/manipulatives, overhead transparencies, PowerPoint,
videos, guest speakers, etc. during the lesson?). Identify the quantity (e.g., 1 set of base-10
blocks for every three students) needed. You may also need to state location and ensure
that they are working properly before instruction.
Distribution strategy: How are you going to get the materials out to the students? Will
student helpers pass things out; will materials be on desks when students enter the room?
Collection strategy: How will you collect items?
III. Procedures (Content area specific)
Motivation/Engagement: Begin with an introduction to focus students' attention. This
should reference prior knowledge, and, if appropriate, may serve as a pre-assessment.
Developmental Activity: List the activities you will use to teach the
objective(s)/concepts. Include, if appropriate, teacher modeling/ demonstration; student
modeling with teacher assistance; guided practice (individual and/or group); and
independent practice. How are the students going to engage in the content (listening,
observing, thinking critically, applying prior knowledge, creating, etc.) You may wish to
"script" parts or at least include key words to remind yourself what to do. How will this
lesson help students meet the objective(s) of the lesson? (Information on instructional
methods)
Elementary Lesson Plan: 12/08 p. 2
Accommodation, Modifications and Differentiations for Diverse Learners: How are
you accommodating diverse learners? (e.g. special needs, English Language Learners,
gifted, and, in general, students with differences in learning styles, readiness levels,
interests and culture)? What modifications are you making for meeting the needs of diverse
learners? How will you differentiate instruction?
Closure: How will the lesson end? How are you ensuring student understanding of links
between current and prior learning? What can students expect in future lessons?
Extension: If the lesson or some students finish early, how can you extend this lesson to
use the extra time productively? (e.g. an anchor activity) What homework connection
(independent study and/or enrichment) can be incorporated?
IV. Student Assessment/Evaluation (formative and/or summative)
Formative assessment of learning: How are you assessing student understanding as the
lesson progresses? Are you using effective questioning techniques? Are you also using
higher-level questions to promote critical thinking? Do the assessments include sufficient
variety of assessments such as Questioning models (e.g., Bloom, Elstgeest, Divergent,
etc.), learning logs, exit cards, etc.?
Summative assessment of achievement based upon objectives: How are you assessing
whether students have achieved the stated objectives? Do the assessments include
sufficient variety, e.g., traditional and alternative, to match the stated objectives. The
assessment tools should be aligned to the instructional procedures and objectives of the
lesson.
Data collection procedures for formative and summative assessments may include
observations, interviews, graphic organizers, performances, products, tests, drawings,
written communications, etc. Be sure to specify how you will collect the data and what
data you plan to collect. For example, if you plan to "observe" students, be sure to identify
what you are looking for and create a checklist for record-keeping purposes. If you plan to
interview them, develop your questions. If you plan to assess an activity, product or
writing, develop a rubric.
V.
Post Lesson Assessment and Reflection (to be completed after instruction)
Report the results (data) from application of formative/summative assessments. How
well did the students perform; did they achieve the objectives? Note students’ strengths or
weaknesses.
Reflect on the following: Strengths, concerns, and insights
1. Strengths: What went well? What would you do again? Why?
2. Concerns: What needs improvement? What would you change? How?
3. Insights: What did you learn about yourself as a teacher? What did you learn about
students as learners?
Elementary Lesson Plan: 12/08 p. 3
Elementary Lesson Plan Grading Rubric
Level 3
Exceeds Expectations
1. Standards/Objectives
Identifies standards across
Nevada State/
National Standard content areas, coded to grade
level, linked to objectives
COE 4
Objective
COE 4
Prerequisite
Learning/ Key
Concepts
COE 4
and lesson content
Lists all components of
“SMART” (see Lesson Plan
Description) linked to
standards, and related to the
real world
Clearly identifies prior
knowledge and expectations
needed to begin an effective
instructional lesson; uses
prior knowledge in planning
instruction
2. Materials/Technology Resources
Clearly describes and
Description and
delineates all appropriate
quantity
materials and/or technology
COE 5 & 7
Distribution
strategy
COE 4 & 7
Collection strategy
COE 4 & 5
3. Procedures
Motivation/engage
ment
COE 6
Developmental
activity
COE 2, 4, & 7
Accommodation,
Modifications and
Differentiations
for Diverse
resources; lists a variety of
modes and materials.
Clearly describes
distribution of all
appropriate materials and/or
technology resources.
Clearly describes how all
materials and/or technology
resources are collected.
Specifies ways to set the
stage for learning and
engage/excite students,
includes a connection to
prior learning
Lists and describes how the
activity will be
modeled/demonstrated and
how students will be
engaged (guided and
independent practice), lists a
variety of activities for
guided and independent
practice
Accommodates, modifies,
and/or differentiates
instruction for all of the
diverse learners (e.g., special
Level 2
Meets Expectations
Level 1
Does Not Meet
Expectations
Clearly specifies at the
beginning, coded to grade
level, linked to objectives
and lesson content
Lists all components of
“SMART” (see Lesson Plan
Description) linked to
standards
Standard not included, coded
to grade level, or linked to
objectives and lesson content
Clearly identifies prior
knowledge and expectations
needed to begin an effective
instructional lesson.
Prior knowledge and
expectations are unclear and
do not support an effective
instructional lesson
Describes and delineates
appropriate materials and/or
technology resources; lists a
variety of modes and
materials.
Describes distribution of
appropriate materials and/or
technology resources.
Does not adequately
describe or delineate
materials and/or technology
resources;
Describes how materials
and/or technology resources
are collected.
Lists few or no components
of "SMART" (see Lesson
Plan Description)
Does not adequately
describe distribution of
appropriate materials and/or
technology resources.
Does not adequately
describe how materials
and/or technology resources
are collected.
Specifies ways to set the
stage for learning and
engage/excite students
Not included or is not linked
to the objective
Lists and describes how the
activity will be
modeled/demonstrated and
how students will be
engaged (guided and
independent practice)
Listed activity is not
appropriate and/or there is
no opportunity for practice
Accommodates, modifies,
and/or differentiates
instruction for most of the
diverse learners (e.g., special
Accommodates, modifies,
and/or differentiates
instruction for few or none
of the diverse learners (e.g.,
Elementary Lesson Plan: 12/08 p. 4
learners
COE 2 & 3
needs, English Language
Learners, gifted, students
with differences in learning
styles, readiness levels,
interests, and culture).
needs, English Language
Learners, gifted, students
with differences in learning
styles, readiness levels,
interests, and culture).
Closure
COE 5 & 6
Lists specific methods to end
the lesson (including how
students will demonstrate
and apply the learning
objective), returns to the
objective, and links to prior
and future lessons
Lists related suggestions for
students who finish early.
Suggestions are linked to
other learning and/or
differentiated by student
ability and interests
Lists specific methods to end
the lesson (including how
students will demonstrate
and apply the learning
objective) and returns to the
objective
Extension
COE 1 & 2
Lists related suggestions for
students who finish early
4. Student Assessment/Evaluation (Formative and/or Summative)
Identifies a variety of
Identifies an assessment
Formative
assessment
methods
closely
method linked to lesson
assessment of
linked
to
the
lesson
objective/s; assessment
learning
objective/s;
assessment
method creates opportunities
COE 8
Summative
assessment of
achievement based
upon objectives
COE 8
methods create ample
opportunities for students to
receive feedback. Equitable
to all students.
Identifies a variety of
assessment methods;
Assessment is closely linked
to the lesson objective/s;
Assessment methods are
equitable for all students.
special needs, English
Language Learners, gifted,
students with differences in
learning styles, readiness
levels, interests, and
culture).
Not included or is not linked
to the objective
Not included or is not linked
to the lesson
No assessment method or
assessment is not linked to
the lesson objective/s
for students to receive
feedback. Equitable to all
students.
Identifies an assessment
method linked to lesson
objective/s; assessment
method is equitable for all
students.
No assessment method or
assessment is not linked to
the lesson objective/s
5. Teacher (Self) Assessment/Evaluation (to be completed after the lesson)
Teacher reviews data
Teacher reviews the data
Teacher infrequently collects
Report the results
collected from summative
collected from summative
and/or records data
(data) from
and/or
formative
assessment
and/or
formative
assessment
application of
and uses it to make
and uses it to make
assessment/s
instructional decisions and
instructional decisions
COE 8
Reflect on
strengths,
concerns, insights
COE 10
evaluate student progress
Teacher regularly reviews
assessment data and the
management process in
order to sustain professional
growth
Teacher intermittently
reviews assessment data and
the management process in
order to grow
Teacher rarely reflects on
his/her own performance in
order to grow
Elementary Lesson Plan: 12/08 p. 5