Brianna Brady
EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN
Elements of the Lesson
I. Standard
District curriculum guidelines, MDE core curriculum, or CCSS
II. Objectives/Targets and I can statement
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform my instruction?
What challenges might students encounter?
Why is this concept/target important?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will I use?
What on task, active and focused student behavior will I see?
IV. Introduction: Creating Excitement and Focus for the Lesson Target
What will I do to generate interest?
How will I access prior knowledge?
What will I have students practice/review?
Evidence that Documents the Elements
RL1.1 Ask and answer questions about key details in a text.
RL1.3 Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
I can… listen, engage and participate by answering simple
questions.
Students will make predictions in the text and will be able to
see if they were correct. Students will also make text to self-
connections.
Students will reach these targets through turn and talks, hand
whispers, thumbs up/down and whole group discussion.
Students might encounter problems with vocabulary or making
connections to things that are unfamiliar or they have not
experienced.
Students will engage with their peers during turn and talks this
will allow them to share and discuss ideas. Students will also be
asked questions in which they physically respond allowing them
to stay engaged throughout the lesson.
Students will be sitting “crisscross” with their hands in their lap,
they are to raise their hand to talk, and keep their voice at a
level 0, unless asked otherwise.
I will generate interest/access prior knowledge by referring to
the previous book we read Corduroy.
We will practice/review what the title page, author, and
illustrator is/do.
 Brianna Brady

V. Input: Setting up the Lesson for Student Success Task Analysis:

 The students will have just finished “Minute Moves”
Task analysis: which is a pressure point calming technique.
 What information does the learner need? If needed how will it be  They will be gathered on the carpet and asked to
provided? redirect their attention towards the teacher.
 How is the lesson scaffolded?  The teacher will remind the students of the guidelines
Higher Level Thinking: Questions to engage students’ thinking for class read aloud (sitting, raise hands, 0 voice level).
 Remembering  The student will need to know what a prediction is, the
 Understanding student has already been working with that skill, but
 Applying the teacher will remind them that a prediction is taking
 Analyzing a guess about something that might happen.
 Evaluating  The teacher will read the I can statements aloud as a
 Creating class with the students.
 The teacher will begin reading A Pocket for Corduroy by
Webb’s Depth of Knowledge
Don Freeman.
 Recall/Reproduction
 The teacher will stop and ask questions throughout the
 Skills/Concept
lesson allowing for scaffolding. The teacher will do so
 Strategic Thinking
by allowing think time for students, supplying students
 Extended Thinking
with definitions of unknown vocabulary, etc.
Accommodations: Differentiating to meet students’ needs
 The teacher will read aloud to supply scaffolding to the
 Remediation/Intervention
student through modeled pronunciation and
 Extension/enrichment
Methods, Materials and Integrated Technology expression while reading.
 Instructional techniques  The teacher will end by restating the I can statements
 Engagement strategies in a repeat after me method with the students.
 Materials and Integrated Technology list
Possible Questions throughout the story:
 What do you think might happen in today’s story about
Corduroy?
 What is a laundromat?
 Do you think Corduroy will stay in the chair?
 What do you think a beret is?
 Do you think Corduroy is going to get in more trouble?
 How do you think Lisa showed Corduroy kindness?
 Brianna Brady

Possible Higher Level Thinking Questions:

Remembering:
Can you recall what happened in our book yesterday with
Corduroy?
What is Corduroy going to do in this story?
Understanding:
Explain what the word laundromat means/is
How is this comparable/like our other story?

Applying:
What do we know would happen if our stuffed animal got wet?
How do you use your pockets?

Analyzing:
Why do you think Corduroy wants a pocket?
Can you identify how Lisa is feeling about losing Corduroy?

Evaluating:
Do you agree that Corduroy is going to get into some trouble
again?
Did you see Lisa use kindness towards Corduroy?

Creating:
Discuss what you think Corduroy might use his pocket for.
What might have happened if Corduroy accidently went in the
dyer?

Accommodations:
Students will engage with peers to aide/guide their text
connections and predictions. With the involvement of active
participation, I hope to keep student’s attention.

**Student with an IEP will sit at circle and participate as much

as possiable.
 Brianna Brady

Materials, Methods, Integrated Technology

 A Pocket for Corduroy by Don Freeman
 Post it notes (in book for teacher)
 Text Response Worksheet (favorite part)
 Pencils
 Coloring Utensils
 Elmo/Projector/Whiteboard

VI. Modeling: I Do N/A (However students will be doing a text response

SHOW/TELL (Visual/Verbal Input) assessment that the teacher could model)
What will I show/demonstrate for students? What will I tell them?
HOW/WHAT (Questioning and redirecting)
How to do as well as What to do

VII. Checking for Understanding  Turn and Talk

Samples of questions to be asked  Thumbs up/down
Ways in which students will respond and be engaged  Whisper in your hand
Formative assessment strategies to be implemented  Raise your hand to share (group)

VIII. Guided Practice: We Do N/A

What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?

IX. Collaborative (You Do Together) and/or Independent Practice (You Do)
What practices will be demonstrated?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Students will be engaging with peers to discuss prompted
questions throughout the reading. Students will also be
working independently on a potential text response assessment
after reading.
 The teacher will restate the I can statement after the
closure of the story. Students will repeat the I can
statement back to the teacher.
 Students will continue to make predictions and
connections in future reading.
 Brianna Brady

 Students will also continue to practice being engaged

XI. Assessment
What evidence supports that the target(s)/objective(s) were met?
What do my students know, understand and are able to do now?
What formative assessments will be used to inform instruction?
and answering questions on different texts.
Students will be given a text response sheet in which they will
recall their favorite part of the book and illustrate it.

XII. Reflection (Questions to consider…) The teacher will know the objectives/targets are met by
How do I know that the objective(s)/target(s) were met? What is my observing the students during active participation. The teacher
evidence? will be observing and listening in on students turn and talks.
Based on the data gathered, what will I do next?
How well did the students perform/respond? How did students show they
were engaged?
What evidence do I have?
What aspect of the lesson was particularly challenging for students? What
will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met
target?
Were there any surprises? What would I do if I taught this lesson
again?

Updated August 2017