LESSON PLAN TEMPLATE SET Program

Teacher Candidate _________________Lisa White________________________________________________

Grade Level ____7____ Subject/Content:____English____________
Title ______Unit Review_______________
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
24 students, 15 male, 9 female
Ethnicity: White: __17____
Hispanic/Mexican: __7___ Native American: ___1__
Four students ESL, two of which are advanced. Spanish is an alternate language.
Eight students with an IEP. One student has cerebral palsy with low motor skills. Two students are emotionally
disturbed. One of these students can exhibit violent behaviors if pressured too much in the classroom. Others
have learning disabilities. To encourage equal participation in the classroom, the mentor teacher has created
notecards with each students name on them. The teacher can then shuffle the notecards and begin calling on
students to answer questions as their names come up on the cards.

WALK-AWAY (what do I want students to know, understand, and be

able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives

Big Ideas

*Review of all standards taught in lessons one through five. See unit
plan for a complete list of standards.

The concepts I have learned in this unit

and will review today will help me
become a better reader.

Content Walk-Away: Unpacked Curriculum

Essential Questions

Students will review concepts learned in the previous lessons, exhibiting

that knowledge in teams during a Jeopardy! game.

How much have I learned during this

unit? What do I still need to review?

Reading/Language Content Walk-Away:

*same as above

ASSESSMENT EVIDENCE (formative/summative checks for learning)

(Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Student groups will show their knowledge of the unit during a jeopardy
review game.

Monitor emotionally disturbed students

during the game to make sure they are
participating and behaving well with
their team.
Read out loud each jeopardy question
and possible answers to aid ESL students
and low readers.

Content Walk-Away Evidence (Summative):

Students will complete a posttest of the unit.

Take the students aside who have a

testing accommodation on their IEP and
read the test to them.

Language Walk-Away Evidence (Summative):

*same as above

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

I will begin class by explaining that we have covered a lot of topics that we
are going to review and have a test on.
Focus Lesson (I do it)
I will advise students take notes during the review on any topics that they
do not feel like they know as well as they should.
Guided Instruction (We do it)
I will then explain that we will be playing a jeopardy game to review
concepts we learned last week. Students will play in teams of tables. I will
briefly outline the rules of the game: (1) students in the group need to come
to a consensus and agree on one answer. (2) If a group is not able to
answer, the next group in line will have a chance to answer.

Monitor emotionally disturbed students

during the game to make sure they are
participating and behaving well with
their team.

Collaborative/Cooperative (You do it together)

Read out loud each jeopardy question

and possible answers to aid ESL
students and low readers.

Students will then get their binders out and turned to the notes section.
They will each be given a whiteboard to record their scores. I will then
display the jeopardy game which has been created and can be accessed at
the link https://www.superteachertools.net/jeopardyx/jeopardy-reviewgame.php?gamefile=1423871935#.VR7AnRz3-ix. Student groups will then

choose categories and point values and answer the question provided. If it
seems like students are having difficulty with a question and are unable to
find the correct answer, I will stop the game to review the information.
After the game has been finished, student groups will tally the scores and a
winner will be declared. The winning table will each get a piece of candy.
Independent (You do it alone)
I will then distribute the posttest and have the students complete it.

Take the students aside who have a

testing accommodation on their IEP
and have the test read to them.

Summarization/Closure
After collecting the tests, I will remind the students that the concepts
learned in this lesson will help them become better readers.
Review Essential Questions
Use student cards to ask a few students if the review helped them more
fully understand concepts they were struggling with or if more assistance
would be necessary.

NOTES TO TEACHER
What do I need to remember to do? make jeopardy game and double-check
to make sure that the links work. Have whiteboards, erasers, and markers
available.
Materials to have ready? Copies of posttest, jeopardy game ready to view
Approximate time needed for lesson? 87 minutes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Overall, this was a good lesson. The jeopardy game went well and students benefitted from hearing the information
from their peers instead of me. To improve on this lesson and keep the students from becoming too rowdy, I would
make the following adjustments: have student groups write answer on their whiteboard to get a sure consensus from the
groups and allow only two groups to answer the same question before sharing the information with the entire class and
reviewing the concept. I also noticed that although I told students to get their notes out, very few students had actually
taken notes on the lessons of the unit. In my own classroom, I want to communicate the necessity of good note taking
and do what I can to promote good note taking habits.
I also neglected to read the test to the students who had that requirement listed on their IEPs because the SAGE testing
does not allow for that accommodation--even if it is listed in an IEP. I had thought that giving them practice on a SAGE-

like assessment would help them get more prepared for that test. However, I learned during this lesson that these
accommodations still need to be given, regardless of whether they will be given for a standardized test. In the future, I
need to read these assessments to the students. I wonder if my ESL and IEP students would have had better scores if I
had read them the test. I also should have let all students know that they are to take their time on the posttest and would
be given more time if they needed it.