Foreign Language

Daily Lesson Plan Template

Name Date
Class/lev Unit/The
el me

This lesson addresses (check those that apply):

Interpretive Mode Listening or

Vocabulary Development
Reading
Language
Interpersonal Mode - Speaking
Structure/Grammar
Presentational Mode Speaking or
Culture Concept
Writing

Functional Language Goal(s):

Time Materials/
Resources/
Procedures
How Technology
much Be specific. What
time will publisher produced
Mode you materials will you
spend use? What
throughou materials will you
What will you do as the t the develop? What
What will students do?
teacher? class, if materials will you
not all at bring in from other
one time? sources?
Anticipatory Set -
get students
attention, state
objectives, warm-up
connected to lesson
goals
Providing Input -
engaging learners,
teaching new
concepts
Guided
Participation
student output
leading to meaningful
interaction
Application
appropriately
scaffolded leading to
independent
communication
Providing Input - if applicable*
engaging learners,
teaching new
concepts
Guided if applicable*
Participation
student output
leading to
meaningful
interaction
Application if applicable*
appropriately
scaffolded leading to
independent
communication
Closure /
Summative
Assessment
knowing that each
student met the
lesson goals
Extension
Activities
homework, projects,
etc, meaningful
application of
language goals

*Providing Input, Guided Participation, Application These 3 will be repeated as a cycle as often as
necessary during a class. Brain research suggests that this cycle matches the attention span of the learner
and would not exceed 20 minutes. A 50-minute class would have 2 such cycles. A 90-minute block class
would have 4.

Comment on how this lesson connects to the 5Cs. How does this lesson integrate language,
culture and content?
ACTFL 2c, 4b, 4c Culture Content Perspectives, Practices, Products:
ACTFL 2c, 4b Connections to other content areas:
Self-Reflection Respond as appropriate. What worked, what didnt work in this lesson? How would
you adapt this lesson, how did you adapt this lesson during the day if it was taught more than once? How
did this lesson differentiate for individual learners? How did this lesson engage students in higher-order
thinking? What components of the lesson allowed for self-assessment or provided opportunities for
formative assessment?

Elements Exceeds Standard Meets Standard Approaches Standard Candidate does not meet
Proficient 4 Competent 3 Basic 2 standard
Emerging 1
Integrating Candidates use a Candidates use the Candidates integrate into Candidates use only cultural
culture into systematic approach to standards framework or instruction discrete pieces of integration in textbook materials.
instruction 2a integrating culture. other cultural model to cultural information found in
integrate culture into daily instructional materials or
lessons. personal experience.
Planning for Candidates implement a Candidates integrate Candidates integrate discrete Candidates do not integrate other
cross- content-based approach to concepts form other subject pieces of information from content areas.
disciplinary language instruction that is areas and teach students other subject areas.
instruction based on the integration of strategies for learning this
2c language and subject area new content in the foreign
content. language
Integration of Candidates use the goal Candidates create Candidates apply goal areas and Candidates include no evidence
standards areas and standards of the unit/lesson plan objectives standards (both national and of standards in planning.
into planning Standards for Foreign that address specific goal state) to their planning to the
4a and 4c Language Learning, as areas and standards extent that their instructional
well as their state (national and state). They materials do so.
standards, to design design activities and/or
curriculum and unit/lesson adapt instructional
plans. materials and activities to
address specific standards.

Formative Candidates design a Candidates design Candidates recognize the Candidates use primarily
and system of formative and formative assessments to purposes of formative and summative assessments prepared
summative summative assessments measure achievement summative assessments as set by others.
assessment that measure overall within a unit of instruction forth in prepared testing
models-5a development of and summative assessments materials.
proficiency in an ongoing to measure achievement at
manner and at culminating the end of a unit or chapter.
points in the total
program.