This AQ-SOE lesson planning template is intentionally far more detailed than a typical classroom lesson plan.

Through the use of this tool, you will carefully consider and document the many facets of
quality instructional planning. Sharing this documentation with faculty, field supervisors, and cooperating classroom teachers (CT’s) will help to inform them of your plans so they can provide support and
offer suggestions where appropriate.

Lesson Plan Template

Pre-Lesson
1. State Standards (or CCS - Common Core Standards) (InTASC Standard #4)
● List all relevant standards for this lesson, including content area (e.g., mathematics, science, social studies), ELA, technology, special
education, early childhood, etc.

2. Lesson Objectives & Targeted Outcomes (InTASC Standards #1, #3 & #4)
● What is the learning target based on the standard and the specific performance task or skill for this lesson?
● What are the success indicators for this lesson?
● Write the behavioral and instructional outcomes for this lesson in clear, concise, powerful statements that indicate exactly what all
learners will know, do, and be like when the lesson is completed.
● Use “The learner will...” or “TLW…”
2a. List the codes from your Unit Plan that will align your Part I: Desired Results codes and description (e.g, T1…, U1…) to each lesson.

3. Materials & Resources (InTASC Standard #7)

● List everything you will need to teach this lesson.

4. Knowing the Student (InTASC Standard #1 & #2)

● What preliminary skills or knowledge must students already have in order to complete this lesson successfully?
● What do your students already know about the topic and/or how well can they perform this skill?
● What, if any, “baseline” or pre-test data do you have?

5. Literacy Connection (InTASC Standard #7)

● In what ways are literacy skills and strategies being incorporated into this lesson?
5a. Academic Vocabulary: Words that easily transfer across contexts and outside of the classroom (e.g., analyze, investigate, evaluate)
5b. Content Vocabulary: Words specific to the content of the lesson (e.g., narrative, Pythagorean theorem, burpees).

6. Technology Integration (InTASC & ISTE Standards)

● Describe how you will use technology for instruction and delivery of content.
Link to Document: https://docs.google.com/document/d/13yLQEaYxn9plpGmB-q0GgeMQbEv83QHqzPJS9VZVn4Y/edit?usp=sharing
 ● Describe how students will use technology as part of this lesson.

Lesson Instruction
7. Instructional Procedures (InTASC Standard #1, #3, #5, #7, #8, #9)
● Describe how you will activate prior knowledge and introduce the lesson.
● Outline step-by-step procedures (e.g., introduction, activating prior knowledge, guided/modeled practice, group/paired/independent
practice, etc.) identifying how differentiation could be applied.
● How will you assess or measure whether students are learning during the lesson. (i.e., what are your formative assessment plans)?
● Prepare 5-10 probing questions for discussion and evaluation.
● What metacognitive activity will you employ that will allow students to “think about their thinking” as they progressed through the lesson?

8. Closure (InTASC Standard #8)

● How will you complete the lesson?

9. UDL, Differentiation, & Accommodations (InTASC Standards #2, #7, & #8)
● What lesson activities will ALL students be able to do, and which lesson activities will MOST students be able to do? (Reflect on targeting
potential differentiation needs.)
● What lesson activities will only SOME students be able to do? (Reflect on targeting students who need alternatives or who would benefit
from gifted extensions. Identify any students who might require support or extension and note where this support occurs in the Procedures
section below.)
● What IEP considerations/accommodations will you need to address in this lesson?

Post-Lesson
10. Assessment & Evaluation (InTASC Standard #6)
● How will you assess or measure whether or not students met the learning targets identified above (i.e., what are your summative
assessment plans)?
● What data will you collect? When? How?
● What follow-up (remedial and extension) activities will you have ready to assign?

11. Additional Notes

● Reflection (InTASC Standard #9 & #10)
○ Per your course instructor’s direction, reflect on this unit plan (e.g., post-instruction reflection, pre-instruction planning for error, peer
feedback, metacognition
● Cite references
○ Follow ethical/fair use guidelines and provide citations for resources used as the basis for this unit plan
● Unit resource links

Step-by-Step Lesson Elements

2
Student Name: Camille Means

Grade Level: 4th grade Subject Area: comprehension

1. State Standards:
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
2. Lesson Objective(s):
-Students will be able to infer cause and effect
-Students will be able to read the informational text provided
-Students will create two different cause and effect charts
2a. List Unit Plan, Part I: Desired Results codes and description (e.g, T1…, U1…)
Q2 Why is it important to know how to read and comprehend informational text?

3. Materials & Resources:

three different handouts
GLue
Scissors
doc cam
4. Knowing the Students:
-Students know their ketchup mustard partners
-Students know what a pair and share is
5. Literacy Connection:

5a. Academic Vocabulary: 5b. Content-Area Vocabulary:

cause and effect Rosa Parks, boycott, civil rights
6. Technology Integration:
doc cam
internet for picture of Rosa Parks
Estimated 7. Instructional Procedures 9. UDL, Differentiation, and
Time Accommodations
Introduction/Activate Prior Knowledge: UDL: Checkpoint 6.1 guide
● As students enter the room they will see art stations set up at their tables.
appropriate goal-setting
● We will be creating bubble art to visualize what cause and effect is
5 min o For example “If we add red food coloring and blue food coloring what 6.2 provide models or examples
is the effect?”
Accommodations: Students can
o “What is the effect of blowing bubbles in the cup with a straw?”
o “what is the effect of putting our paper over the bubbles we have
3
 blown” use talk to text to write their
● I will allow students to have table talks about the different causes and effects.
summaries, then copy in notebook
● We will then make a cause and effect chart to give students a example of
what they will be doing for their lesson. Have students read to one another
Differentiation: allow kids to
research Rosa Parks if they are
ahead
students helping peers, with
reading a cause and effect charts
Step-By-Step Procedures (including formative assessment and metacognition):
1. “Today we are going to learn cause and effect, this is a common theme to
understand when comprehending informational text”
2. I will write on the board two cause and effect boards. One box with the cause
and three boxes next to it with the effect.
3. “Let's brainstorm on our own a cause and effect. For example “I chose to not
complete my homework” (write in cause box on board) “Think of the effects
not doing our homework might have” Give students time to think
4. DO this step 3 times with kids so they understand cause and effect
5. “Now I need you to grab the three handouts I have set on the back table, grab
your informational text journals, and go to your desk.” Give students time to
get their things ready
6. “Glue your “Rosa Park sheet to the left page of your journal, then cut out your
cause and effect boards. Put one on the following page, and then put the
35 min
other on the next page”
7. Once students are done with that, I will read the passage about Rosa Parks to
them as they follow along. Then students will read in their head. Then
students will read it aloud to a table partner. Total of three reads
8. Students and I will then brainstorm and fill out the cause and effect sheet in
their journal together as a class.
9. “you will now write your own summary of a true story that happened to you.
You will then fill in your cause and effect box on the next page. I will show you
my summary and cause and effect box of a time when I jumped in the pool
with my clothes on.”
Metacognition: The journal will be something that students can refer back to and have
examples of what cause and effect is, and why we use it for informational text

Reading that students will glue in their journal about Rosa Parks:
4
 One of the first big events in the fight for civil rights was the Montgomery Bus
Boycott. For many years, segregation laws existed in Alabama. This meant that
white people and black people couldn’t use the same schools, restaurants,
hotels, restrooms or drinking fountains. Public places were separated according
to race. Rosa Parks was a seamstress in Montgomery, Alabama. One evening,
after a long day at work, she sat down on a section of the bus where everybody
was allowed to sit – however, the rule was that, if a white person got on the bus
and there was nowhere to sit, black riders must give up their seat for them. When
a bus driver ordered Rosa Parks to give up her seat to a white passenger that
had just boarded and, she refused to do so. Because she disobeyed the bus
driver, she was sent to jail. However, Rosa was the secretary of the local chapter
of the NAACP! When her friends heard about Rosa’s arrest, they organized a
boycott of city buses. Instead of taking the bus, people who supported Rosa
walked or carpooled to work and school. The strike lasted for over a year. People
from other parts of the country even sent coats and shoes to the boycotters in
Montgomery. Some taxi drivers reduced their fares so that they would be the
same cost as a bus ticket. At the time of the boycott, about ¾ of the city’s regular
bus riders were African-American. The longer the boycott went on, the more
money the bus company lost. They realized how damaging it could be to their
business and their reputation. In 1956, the federal court ruled that segregation on
buses was unconstitutional
8. Closure:
● “Please pick up materials and meet in the gathering area in 45 seconds”
● Allow students to share their own summaries and cause and effect with their
6 min ketchup mustard
● We will discuss what we learned about the Montgomery bus Boycott, and how
a boycott would work and not work?
● “Why do we think cause and effect is a common theme when reading
5
 informational text?” Discuss this question in depth with students
● “cause and effect is a theme we will continue to learn about, and you will use
this skill all throughout school”

10. Assessment & Evaluation:

● I will assess by checking their Informational text journals.
● I will use this to see if they grasp the concept of cause and effect
11. Additional Notes:

Scoring Rubric
for Lesson Plans1
Student Name: Subject Area: Grade Level:

Below Sufficient – 1 Sufficient – 2 Above Sufficient – 3 Score

Not all relevant standards listed, irrelevant

State Standards standards listed, and/or standards only listed by
Labels by letter/number and includes full-text Labels by letter/number and includes full-text
InTASC #4 descriptions for most relevant standards. descriptions for all relevant standards.
letter/number label.

Standards-based objectives are specifically

Lesson Objectives &
Targeted Outcomes
InTASC #1, #3, & #4
Standards-based objectives used to create
Outcomes and objectives provided but minimally connected to targeted outcomes; and are
learning targets and performance outcomes
described and addressed. Outcomes and clearly and powerfully created as TLW
identifying some success indicators. Outcomes
objectives not connected to standards and/or not statements incorporating active verbs
are written in action-based statements focusing
stated as action statements (e.g., TLW). connected to the levels of Bloom’s
on what the learner will do.
Taxonomy.

A rich variety of materials/ resources included

to facilitate meeting content standards (e.g.,
Few materials/resources listed. A haphazard or
Most necessary materials/resources listed in an creative use of technology, children’s
Materials & Resources poorly-defined collection that appears to be
organized way and clearly identified and literature, material artifacts, primary sources,
InTASC #7 unrelated to lesson/students’ needs. Minimal
related to the lesson/students’ needs. and guest speakers). Each resource serves an
organization apparent.
identifiable purpose in the lesson and
increases all students' learning.

1
Any missing elements will be given a score of zero (0).
6

Knowing the Student
InTASC ##1 & #2
Literacy Connection &
Technology Integration
InTASC & ISTE Standards
Instructional Procedures
InTASC #1, #3, #5, #7, #8, & #9
Closure
InTASC #8
UDL, Differentiation, &
Accommodations
InTASC #2, #7, & #8
Assessment & Evaluation
InTASC #6
Minimal awareness of students’ prior knowledge
and/or performance abilities; awareness
minimally connected to lesson outcomes; no
apparent pre-assessment indicated.
Literacy consists only of reading/writing the
textbook or simple texts at a basic level (e.g.,
reading/writing a passage). Minimal teacher and
limited student use of digital technology (e.g.,
reading from a media presentation). Does not
provide an adequate rationale for the absence of
technology integration.
Few procedures indicated or procedures
incorporate a simple series of actions minimally
addressing targeted outcomes at a surface level;
minimal involvement of effective learning
strategies, multiple lesson procedures missing
(e.g., activating prior knowledge, student
practice, metacognition, probing questions, etc.).
Baseline measures are not indicated or
addressed.
Minimal closure evident. For example, teacher
does not express or facilitate summation of what
was accomplished, connections to larger unit
learning objectives and/or real-world
applications, or motivation for further learning.
Does not incorporate Universal Design for
Learning by failing to utilize more than one
modality (e.g., linguistic, visual, audio, gestural,
or spatial) in instruction, student response,
and/or assessment. Minimally addresses how
students from different cultures or with varied
skill sets will be successful (e.g., students with
IEPs, English language learners, gifted students,
etc.). Does not attempt to integrate
accommodations and modifications (e.g., scribe,
enlarged text, extra time, shortened assignments,
alternative assessments, etc.).
Assessment is minimally included with only a
final, simple measure that may or may not assess
Moderate awareness of students’ prior
knowledge and/or performance abilities;
awareness adequately connected to lesson
outcomes and flows from pre-assessment.
Literacy supplements the material and/or
provides opportunities to interact beyond the
textbook. Utilizes digital environments for
both instruction and student interaction (e.g.,
breakouts, Kahoot, online quizzes/surveys)
where appropriately enhances learning.
Provides adequate rationale for the absence of
technology integration.
Procedures provide a series of actions and
activities that examine the objectives and work
toward some of the intended outcomes, and
logical or scaffolded in a way that
demonstrates effective instruction at surface
and deep levels; includes most lesson
procedures (e.g., activating prior knowledge,
learning strategies, student practice,
metacognition, at least 5 probing questions,
etc.). Baseline measures are utilized to
determine lesson starting point and/or
accommodation needs.
Teacher summation of what was
accomplished, connections to larger unit
learning objectives and/or real-world
applications, and attempts to motivate for
further learning (e.g., closing/ summary
statement, etc.).
Somewhat incorporates Universal Design for
Learning by utilizing some modalities (e.g.,
linguistic, visual, audio, gestural, and spatial)
in instruction, student response, and/or
assessment. Partially identifies and/or
addresses how students from different cultures
or with varied skill sets will be successful
(e.g., students with IEPs, English language
learners, gifted students, etc.). Attempts to
integrate accommodations and modifications
(e.g., scribe, enlarged text, extra time,
shortened assignments, alternative
assessments, etc.).
Assessments are present in the lesson plan and
provide information on student progress or
Comprehensive awareness of students’ prior
knowledge and performance abilities clearly
indicated and connected to outcomes and
flowing from pre-assessment (e.g., quizzes,
brainstorming, questioning, discussion, etc.).
Uses literacy strategies that allow students to
utilize and create texts to achieve lesson
outcomes (e.g., double-entry journal,
blogging). Allows student to interact in and
create digital environments and artifacts (e.g.,
create Google sites). Provides detailed
rationale for the absence of technology
integration.
Procedures demonstrate logical expansion of
objectives through an effective and cohesive
plan that incorporates instruction, modeling,
and practice at a surface and deep level in a
scaffolded and timely manner; incorporates
effective learning strategies (e.g., mind
mapping, quick writes, etc.) includes all
lesson procedures (e.g., activating prior
knowledge, engaging learning strategies,
rigorous student practice, metacognition, 6-10
probing questions, etc.). Baseline measures
are utilized to determine lesson starting points,
identify student skill deficits, and provide
accommodations for students who do not have
the preliminary skills needed for lesson
success.
Teacher elicits and facilitates student
summation of what was accomplished,
connections to larger unit learning objectives
and/or real-world applications, and motivation
for further learning (e.g., brief QAR,
celebration of student work, transition to next
lesson, etc.).
Fully incorporates Universal Design for
Learning by utilizing multiple modalities (e.g.,
linguistic, visual, audio, gestural, and spatial)
in instruction, student response, and
assessment. Clearly identifies and addresses
how students from different cultures and with
varied skill sets will be successful (e.g.,
students with IEPs, English language learners,
gifted students, etc.). Seamlessly integrates
accommodations and modifications (e.g.,
scribe, enlarged text, extra time, shortened
assignments, alternative assessments, etc.).
Clear and comprehensive assessments plans
are present. Assessments are indicated
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 targeted learning outcomes. Assessment does
not provide opportunities for data to inform
future lesson planning.
Not professionally presented, including
Professional Presentation inconsistent formatting, not typewritten, lacking
InTASC #9 clear organization. Grammar/mechanical errors
are found throughout the document.
acquisition of lesson outcomes. Assessments
measure one or more relevant aspects of the
learning outcomes, but do not address all
learning outcomes. Assessment provides some
information for future lesson planning/closing
the loop.
Professionally presented, including consistent
formatting, typewritten, well organized and
clearly written. Minimal grammar/mechanical
errors.
throughout the lesson and provide the teacher
with direct feedback on student acquisition of
all target outcomes with opportunities for the
teacher to adjust instruction and clearly
provides information for future lesson
planning/closing the loop.
Clearly outlines all required procedures and
elements in a connected and sequential plan
that is well organized for instructional
purposes. No grammar and spelling errors.
Typed.