Lesson Planning

When you are ready to make a lesson plan, first start

with your essential questions for that unit and lesson, unit
focus, central focus, and the standards you are wanting to
teach. Build your lesson off of those so that it stays in line
with your overall goal of the class.

Next fill in the template located here:

https://drive.google.com/drive/folders/0B9y9QprDuZiwT
XJoVGpuN0NtSm8?usp=sharing

In sections I and II in the template, just copy and paste

the standards and include your central focus. Also write
your indicator (the verb using the Bloom's Taxonomy card)
to explain what you expect your students to do at the end of
the lesson. This is step one in backwards design; identify
desired results.

Now lets fill out the academic language portion of

section II. In the language function part put what you
expect your students to do with the language during your
lesson using the same verb as in the indicator. Next, there is
the language demand. In language demand, write the
specifics of what you want your students to do with
language in the class period. Under language demand there
is language vocabulary. You will always fill out the
language vocabulary part which includes the general
academic and content specific vocabulary you want the
students to learn in the lesson.

Next, either fill out syntax, language discourse, or

mathematical precision. Syntax has to do with how the
language is used in relation to other languages or concepts
in the lesson. For example, if the students vocabulary is
evaluate and predict then the syntax would be; students will
need to understand the structure of specific types of charts
and graphs and how to read and interpret the data
contained in them. Discourse has to do with the broad rules
for using the language. An example of this would be;
students will be asked to understand the relationships
between causes and effects and how to make generalizations
from patterns of causes and effects. Now mathematical
precision is how precise you want the students to be with
their answers. For example, students need to round their
answers to the third decimal place, or students need to keep
their answers in fraction form.

In section III determine what pre-assessments, formal

assessments, and summative assessments you plan on
using. Remember to keep the indicator in section I and II
and formal assessment verb aligned. This is backward
design step two; determine acceptable evidence.

Now skip to section VI and fill out your lesson. That

way you can use that section VI to fill out the rest of the
sections in the lesson plan. This would be step three in
backward design; plan learning experiences and instruction.

Now go back to section IV and consider what materials you

might need for the lesson, what preparations are needed,
what the students need to know before starting the lesson,
and what technology you need. If you want the students to
use some technology for the lesson, make sure that all
students have access to that technology.

The last section is section V. In this section, fill out

what differentiations you might make and who needs them.
Remember that there are four areas of differentiation;
interest, learning profile, readiness, and affect.Also put
what accommodations to make for 504s or english language
learners.

Now you should be ready to go and teach your lesson.

If you are not feeling comfortable yet here are some more
examples of lesson plans:

https://drive.google.com/drive/folders/0ByKbdqBKsEuhR
TV5NWViM3BGam8?usp=sharing