Lesson Plan Description
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.
Lesson Focus/Goal(s):
 WHERE the lesson is headed and WHY
 What do you want the students to learn and remember about the content and academic language of this lesson,
weeks, months, even years from now? This is the very essence of your lesson.
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?
Required format: Given (learning activities or teaching strategies), the students will (assessable behaviors) in
order to demonstrate (connection to standards).

At the end of the lesson, what do you want student to know, understand and/or be able to do with language
(identify, give examples, compare, describe, retell, summarize, etc.)
Academic Language Demands:
 Identify appropriate language demands critical to the learning segment (vocabulary, form, and /or function)
Example: What key vocabulary (content-specific terms) do you need to teach? What words and phrases do
students need in order to express their understanding of the content you are teaching? What opportunities will
you provide for students to practice the new language and develop fluency (written or oral)?
 What observable actions will students demonstrate to show their academic language development within the
context of the content lesson?
Assessment of Student Learning:
 Build in opportunities for students to EVALUATE progress and self-assess
 Before the lesson (pre-assessment)
Gathering information about student knowledge and skills
 During the lesson (formative assessment, formal or informal)
How will you know if your students understand the lesson while you are teaching? How will you provide
feedback during the lesson that helps the 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 (summative assessment)
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?
Assessment Activity Description
Evaluative
Criteria
Which objective is this
assessment designed to assess?
Resources and Materials:
 List resources and materials you will use and those students must bring to class.
Type of feedback to
students.
Motivational Techniques:
 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:
 List the steps or progression that the lesson will
follow. Identify what you will be doing, the
methods you will use to support student learning
of content and academic language, and the
strategies to extend student thinking. Feedback
strategies should include prompting, cueing, and
correction techniques.
Learning Tasks:
 Identify the progression of what learning activities
students will be doing.
Instructional strategies must include the following:
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.
The teacher can engage 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? 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?