Lesson planning is a critical thinking process, not merely the filling in of a lesson plan template.
The well-constructed lesson plan functions like an instructional blue print that sequentially
guides teaching-learning activities to meet the interests and needs of students.
Ability to plan effective lessons is a complex skill that is progressively developed and formally
assessed by means of the Annsley Frazier Thornton School of Education (AFTSE) Lesson Plan
Benchmark. The purpose of this benchmark is to monitor and insure each candidates continuous
progress in developing knowledge of pedagogy that results in creation of engaging, standardsbased lessons to improve student achievement. Alignment to Danielson framework is denoted
parenthetically in the template below (e.g. 1A).
Therefore, all initial certification candidates are required to submit three formal lesson plans
composed in the Lesson Plan Benchmark Template to LiveText. In addition to the Lesson Plan
Template itself, candidates are also expected to submit to LiveText as supporting evidence any
instructional materials created for use in the lesson (PowerPoint, graphic organizers,
assessments, etc.), analysis of student work, and reflection upon student work as well as the
candidates teaching performance.
The first Lesson Plan Benchmark is submitted at the beginning of education course work
(before admittance to the school of education) and represents a lesson taught to peers in
the School of Education. A candidate is required to perform at the Emerging Level.
The second Lesson Plan Benchmark is submitted at the mid-point of education course
work (for admittance to the professional semester) and represents a lesson taught to
students in a field classroom. A candidate is required to perform at the Developing Level.
The third Lesson Plan Benchmark is submitted at the conclusion of a content area
methods class before advancing to the professional semester (student teaching). A
candidate is required to perform at the Proficient Level. This lesson plan must not only
be taught in a field classroom and videotaped for the candidates self-assessment but the
lesson is also observed by a Bellarmine instructor who evaluates the candidates teaching
performance using the Bellarmine Pre-Professional Semester Observation Form.
Number of
Students in
Class ______
Number of
Number of
Number of
Students
Gifted
Students
having IEP ____
Students ______
having ELL
Lesson Title:______________________________________________________________
1. Content (1A)
Identify the enduring skills, concepts, and processes that your students should master by the end of the class/lesson.
d. Identify research-based classroom management strategies used in this lesson to support a positive learning environment (i.e.
classroom procedures (2C), managing student behavior (2D), and organizing physical space (2E).
a)
b)
Learning Objective(s)
(1C)
Objective #
1- Identify major figure
from the Civil War
2- Identify geography of
the United States during
the Civil War
Formative
assessment
Item(s)
Include the
actual item(s)
and attach
scoring
rubric.
(1F)
Cognitive
Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension
, application,
etc.) for each
assessment
item. (3D)
National
and/or
Kentucky
Curricular
Standards
(1F)
Adaptations and/or
Accommodations
For example,
differentiated
readability, guided
notes, assistive
technology, students
with IEP's (1B)
Questions
on quiz
Identify and
match
IWB
activity
Identify
KTS
KTS
KTS
KTS
KTS
KTS
KTS
KTS
KTS
KTS
6.1
6.2
6.3
6.4
6.5
6.1
6.2
6.3
6.4
6.5
5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
a. Resources: The lesson is based on a Civil War newsletter teaching text structure. The newsletter would be incorporated into
both the social studies and the literacy blocks of learning.
b. Technology: This particular lesson will incorporate the Smart Board technology using interactive maps, fill in the blank
games, timelines, and a matching game. The students are also able to access an audio version of Abraham Lincolns Gettysburg
Address, a link to a website about Ulysses S. Grant, and a link to a popular song from the Civil War era.
Time
10-15
minutes
10-15
minutes
Description
As a group we will use both our newsletter and the Smart Board
timeline reveal activity to discuss major events of the Civil War.
The group will listen to The Gettysburg Address embedded in the
Smart Board activity and discuss the importance of Lincolns
speech.
8.
Student Group
Sort each student into groups based on
Not Met Criteria & Met Criteria.
Met Criteria
Design Enrichments
Met Criteria
Design Correctives
Design Enrichments
Design Correctives
9.
Communication
11. Collaboration (4D)
Reflect on the ways in which you collaborated with mentor teachers, colleagues, other school partners, and/or your professional
community in the design/implementation of this lesson.