th
Grade Level
Lesson Foundation
Central Focus
What is the focus/outlook for the
unit or lesson segment?
Individual Learning
Targets (ILT) or IEP goals
What are specific IEP goals or
ILTs for students within your
lesson?
1. Describe each assessment used in this lesson plan to collect evidence of learning.
2. Describe what the assessment will be specifically collecting what will students demonstrate?
Informal
Formal:
Log
Comprehensive action
plan
Instruction
Prior Academic Knowledge and
Concepts
1. What knowledge, skills, and concepts
must students already know to be
successful?
2. What gaps in knowledge do these
students have that are necessary to
support in meeting LOs and ILTs?
3. How will you connect to prior
knowledge, skills or concept in your
lesson and how will you provide gap
support for students, who need the
necessary information.
Anticipatory Set
_5__ # of Minutes to teach
How will you start the lesson to
engage and motivate students?
Direct/Explicit Instruction
__10_ # of Minutes to teach
1. Describe how you will model skills or
knowledge to students to support
developing an understanding of the
LOs and/or ILT.
2. Describe how you will link the new
content to students personal,
cultural and community?
3. Describe how you will ask students to
show understanding of the concepts
or skills.
Guided Practice (Structured
Practice and Application)
__10_ # of Minutes to teach
1. Describe how you will give students
the opportunity to practice the
skills/concepts so you can provide
specific guided feedback.
2. Describe specific feedback you would
give students that are struggling
with the concepts as well as
feedback you would give students
who need to be challenged.
3. Describe how you will determine if
students are meeting the intended
LOs and/or ILTs. (Evidence of
Learning)
Independent Practice
__15_ # of Minutes to
teach/complete
1. Describe how you will give students
the opportunity to
practice/demonstrate the
skills/concepts so that you can
provide specific guided feedback.
2. Describe specific feedback you would
give students who are struggling
with the concepts as well as
feedback you would give students
who need to be challenged.
3. Describe how you would support
students struggling with gaps of
knowledge to complete the task.
Closure
__3__ # of Minutes to teach
How will you end the lesson so
students have closure? Students
understand all homework or after
classroom expectations.
I will present a list of common things used every day in school such as:
paper, electricity, water, items used in food service, and will take a poll of
students guesses on what the cost is to a school district for a year, and how
much waste is produced. I will also show a brief power point showing the
average amount of waste a school and individual home produces in a year in
order to hook students interest.
I will give the answers to the questions asked in my introduction, and lecture
students on common costs in a school which students frequently over look. I
will also at this time introduce the assignment the class will be undertaking.
They will be given the rubric they are to be scored on as well, as well as the
time frame of the assignment.
Students and I will begin compiling a list of some of the most wasted, and
environmentally detrimental activities undertaken in a school on a daily
basis: electrical waste, leaving windows open while the heating/ air
conditioning unit is running, food waste, paper waste, ink, etc.
Students will take the list of different wastes from the Guided Practice
section, and will break into small groups in order to research who should be
contacted about the different areas. For example: Electical waste would be
directed towards the head of facilities, office supplies to the director of
business, also. They will need to research who to contact on a city and
county wide scale.
This will be just a few minutes at the end of class to wrap of the first day of
discussion.
Generalization
How will you generalize the skill(s) so
the student can use in different
environments?
Maintenance
How will you maintain the skill(s) so
the student does not lose it?
Student Interactions
How will you structure opportunities
for students to interact talk with one
another, work with a partner, or in
groups? What criteria will you use
when forming groups?
Materials
Think about the materials you will
need every step of the way through
your instruction
Considering Students
How have you incorporated the
student(s) strengths within the lesson?
How have you incorporated the
student(s) cultural
background/identity into the lesson?
Describe how you accommodated for
students in need of additional
supports? Describe how you altered
materials and lesson.
Describe how you modified for
students in need of additional
supports? Describe how you altered
materials in the lesson.