EDR 317/318 Lesson Plan Template for SLO
(40 points)
Alexa Lazzarotti
LESSON PLAN TEMPLATE
Lesson Day
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
(1 point)
Objective(s)
(1c: Setting Instructional Outcomes)
(2 points)
Taking the learning goal into consideration, what is the objective(s) of
this lesson that will support progress toward the learning goal.
Objectives should be learner focused (not what the teacher will do or
accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.
RJM Fall 2017 SLO Lesson Plan Template
Wednesday, October 4, 2017 and Friday, October 6, 2017
*only have about 20 minutes with each group the lesson was first taught on
Wednesday and revisited Friday
Essential Question: How does this lesson support the Big Idea or central focus?
Students will explain the difference between natural and human features by writing
or verbally responding through discussion.
Outcomes
A Audience (who the instruction is intended for)
B Behavior (observable and measurable behavior learner is expected to attain)
C Condition (context or situation in which learning will occur)
D Degree (the extent or level of performance)
Given a T-chart, all students in general education will be able to identify and list
natural and human features by using the text and/or own experiences with 90%
accuracy or higher.
1
 PA Standards (2 points)
www.Pdesas.org/Standard/view or Reading, Writing, Listening, Speaking standards
https://www.pdesas.org/Page?pageId=11 Content standards (as appropriate)

Reading - CC.1.2.4.F Determine the meaning of words and phrases as they are used
in grade level text, including figurative language

Writing - CC.1.4.4.E Use precise language and domain-specific vocabulary to

inform about or explain the topic.

Writing - CC.1.4.4.S Draw evidence from literary or informational texts to support

analysis, reflection, and research, applying grade-level reading standards for
literature and informational texts.

Speaking and Listening - CC.1.5.4.A Engage effectively in a range of collaborative

discussions on grade level topics and texts, building on others ideas and expressing
their own clearly.

ISTE Standards (if applicable) N/A

Technology Materials/ Resources Materials and Rationale for their use

(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this lesson?
How do the materials align with the learning objective(s)? If
appropriate, what educational technology will be used to support the
learning outcomes of this lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.
Donley, S. K. (2012). Pennsylvania: Our Home. Layton, UT: Gibbs Smith.
The textbook is used in a way in which supports learning. I have students use
the textbook to help them learn the content - they are reading to learn, not
reading just to read. The chapter that is used for this lesson incorporates
science this is a great representation of the connection between subject
areas. Literacy goes beyond language arts it is cross-curricular.
T-chart template created by the teacher
By having students fill in the T-chart, they are able to compare and contrast
natural and human features and also see the connection amongst the two.
Humans use natural features in order to make human features. E.g. humans
use wood from trees to create fences or paper

RJM Fall 2017 SLO Lesson Plan Template 2

 Before Reading (BDA lesson)
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
Good afternoon everyone! To start todays lesson, I want us to get up from our seats,
(2 points)
take our notebooks, and go out into the hall. Lets take a peek outside. Write down
___5_ minutes what you see. Wait. What do you see? Wait. Is what you see made by the Earth or
How will you set the purpose and help students learn why todays made by humans? Wait. The environment around us is full of many different objects
lesson is important to them as learners? that are made by both the Earth and by humans. Today, we are going to explore the
How will you pique the interest or curiosity regarding the lesson topic? differences between what is made by the Earth and what is made by humans.
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.

RJM Fall 2017 SLO Lesson Plan Template 3


Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
___20-25_ minutes
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
BDA Lesson
During and After Reading activities
Now that we have seen and discussed some objects that are made by the Earth and
by humans, lets dive further into this topic by reading about natural and human
features. These terms are used to describe what we were just talking about. A natural
feature means something that is created by the Earth, and a human feature is
something that is created by humans. You may have heard someone say My shoes
are man-made. This means that the persons shoes are made by humans their
shoes are a human feature. Using the information you heard from our conversation
when we were looking out the window, can someone give me an example of a natural
feature? Wait. Can someone give me an example of a human feature? Wait. Great!
Even though natural features and human features seem different from each other,
they are actually connected. In order to make certain human features, we need to use
natural features. Can anyone think of something in nature that we use to create
something else? Wait. Awesome job! Now that we have an understanding of what
natural and human features are and how they are connected, lets start reading page
26.
T has students read aloud one-by-one. Student stops reading when he/she finishes
reading the paragraph containing tectonic plates on page 28. Has anyone ever
heard of the term tectonic plates? Wait. Depending on students answers, T may
have to review the term. Using the words and information around the word tectonic
plates, can someone explain what they think this term means? Wait. Now that we
have reviewed what tectonic plates are, lets continue reading. T has student resume
reading. Student stops reading when he/she finishes reading the last paragraph on
page 29. Wow, that was a lot of information. Who wants to share something new that
they just heard? Wait. Thank you all for sharing! Now we are going to read about
different waterways or water systems.
T has student resume reading. Student stops reading when he/she finishes the
paragraph about Philadelphia. Youve all learned how to use a map, right? Can
anyone tell me something you know about maps? Wait. Thanks for sharing! We are
going to use your map skills to help us locate cities, rivers and lakes. Using the map
on the right page, everyone point to Philadelphia. Who can tell me what river(s) are
near Philadelphia? Wait. Fantastic job! Now lets read about which rivers are near
Pittsburgh. T has student resume reading. Student stops reading when he/she finishes
reading the paragraph about Pittsburgh. Using the map on the right page, everyone
point to Pittsburgh. What river(s) are near Pittsburgh? Wait. Thank you! Does
anyone remember the name of the place where the three rivers meet? Wait. (the
Point) Depending on the responses, T may have to review. Now, lets read about
4

Closure
(1e: Designing Coherent Instruction)
(2 points)
__5_ minutes
How will students share or show what they have learned in this lesson?
How will you restate the teaching point or ask students to do so and
clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
(2 points)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs of all of
your students?
How will your lesson be supportive for all students, including English
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
RJM Fall 2017 SLO Lesson Plan Template
Eerie. T has student resume reading. Student stops reading when he/she finishes
reading the paragraph about Eerie. Using the map on the right page, everyone point
to Eerie. What lake is near Eerie? Wait. Wonderful! To finish up, lets read about
river systems.
T has student resume reading. Students stop reading when the last paragraph is read.
That was a lot of information we all just heard. Did anyone learn anything new?
Wait. Thank you all for sharing!
Closure
We read a lot of information today. Does anyone have any questions about anything
we read? Wait. I want you all to think back to what you learned at the beginning of
this center. We discussed natural and human features. Can someone remind the
group what a natural feature is? Wait. Can someone remind the group what a
human feature is? Wait. Taking what we just reviewed, I want you all to fill out the
T-chart I will be handing out. I want you to individually write any natural or human
features you remember us talking about. If you need help remembering, take a look
at the pages we read. When youre finished, put it in your [folder?]. Next time we
meet, we will explore more natural features that pertain to Pennsylvania.
Differentiation:
Below/above level
Content/Process/Product/Environment
ELLs
Creative/Critical Thinking and Inventiveness
For the groups of students who have lower reading levels, I will either guide them
through the reading or read aloud depending on the difficulty. (process)
If completing the T-chart is too difficult for students, I will work with them by
providing examples and having them build off of those. (product)
By asking students to provide examples of natural and human features, I am creating
an opportunity for them to use and build off of their cultural and experiential
resources. Each student is able to make a connection with the content by sharing
his/her own ideas and experiences.
5
 Accommodations Special Education/IEP or 504
Accommodations ** (see note below)
HOW content will be taught/learned
(1e: Designing Coherent Instruction)
(1 point)
I will read aloud to the group of students.
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs I will work with the students on completing the T-chart and provide examples.
or 504?
For the student who is hard of hearing, I will wear the FM system that is connected
Describe how these accommodations align with the current
to his hearing aids, in order for him to hear more clearly.
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
Modifications - Special Education/IEP or 504
Modifications**(see note below)
WHAT students are expected to learn
(1e: Designing Coherent Instruction)
(1 point)
N/A
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
Formative and Summative
Assessment (Formal or Informal)
*must match objective(s)
(1f: Assessing Student Learning)
(3 points)
I will assess students understanding of the terms natural and human features by
How will you and the students assess where the learning objectives, having them list examples of each on the T-chart. I will collect the T-charts and
listed above, were met? check for understanding/completion.
Each formal or informal assessment should describe how it is aligned
to the above objective(s).

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

RJM Fall 2017 SLO Lesson Plan Template 6