COE Lesson Plan Template

Pre-Service Teacher: Lacy Parduhn Date: 03/15/2020

School: Pasco's Eliete School Grade Level: VPK
School District: Pasco Number of Students:
Subject Area: Topic:
Indicators (pre-conference): N/A for TSL 3080

Overview and Context of the Lesson

DESIRED OUTCOMES (FEAP 1.a, 1.f)

Standard(s)

Content Objective

Academic Language Objective

EVALUATION (FEAP 1.d, 1.e, 1.f; UDL 2.4)

Assessment Instrument

Evaluation & Criteria for Success

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INSTRUCTIONAL DELIVERY (FEAP 1.b, 1.c, 1.f; UDL 2.1, 2.2, 2.3)

Materials Needed

Explanation of Content

Demonstration of Content

Guided and Independent Practice

Anticipated Questions

English for Speakers of Other Languages (ESOL) (FEAP 3.g)

Description of ELL students:

Name & English First Place of Other Pertinent Information

Gender Oral Language Origin
Proficiency (L1)
Stage
An (girl) Entering Vietnamese Vietnam - Can read above grade level in
(Pre-Production) Vietnamese
- Helps take care of siblings

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 after school until parents come
home from work
Isabel (girl) Emerging Spanish Venezuela - Can read on grade level in
(Early Spanish
production) - Her family is living with her
aunt’s family in a small house
while they look for work
Jose (boy) Developing Spanish United - Reads below grade level in
(Speech States Spanish
Emergent) - Student with interrupted
formal education (SIFE) due to
migrant work, parents are
Mexican
Yasmine Expanding Arabic Syria - Limited ability to read in
(girl) (Intermediate Arabic
Fluency) - Moved to the U.S. as a result
of the civil war in Syria
- Emotional Behavioral
Disorder (EBD) – has an IEP
to support her in school

Individualized Accommodations (for content objective or assessment):

Exceptional Student Education (ESE) (FEAP 3.g)

Description of ESE students (strengths, limitations in relation to academic
objective):

Individualized Assistive Technology (if applicable to objective or classroom

environment):

Individualized Accommodations (if applicable to content objective or

assessment):

Outside Sources Used

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Effective Fall 2018
Marzano Indicators

 Topic (DQ1-1, DQ2-6, MD2-44)

 Objective (DQ1-1, DQ2-6, MD2-44)
 Assessment Instrument (DQ1-2)
 Evaluation & Criteria for Success (DQ1-2)
 Materials Needed (MD2-45 & 46)
 Explanation of Concept (MD2-44, DQ2-6, MD2-42 44)
 Demonstration of Concept (DQ2-6 through 13, DQ3-14 through 20,
DQ4 21 through 23)
 Guided and Independent Practice (MD2-42)
 Anticipated Questions (MD2-42)
 Specific Support: ELL (MD2- 47)
 Specific Support: Special Education (MD2-48)
 Specific Support: Students Who Lack Support for Schooling (MD2-49)
 Outside Sources Used (MD2-45 & 46)

FEAPs

1) Instructional Design and Lesson Planning. Applying concepts from human

development and learning theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate
level of rigor;
b. Sequences lessons and concepts to ensure coherence and required
prior knowledge;
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
e. Uses diagnostic student data to plan lessons; and,
f. Develops learning experiences that require students to demonstrate a
variety of applicable skills and competencies.

3) Instructional Delivery and Facilitation. The effective educator consistently

utilizes a deep and comprehensive knowledge of the subject taught to:
g. Apply varied instructional strategies and resources, including
appropriate technology, to provide comprehensible instruction, and to
teach for student understanding

Infusion Indicators for Universal Design for Learning (UDL)

2.1 – Proactively plan instruction using the UDL principles, guidelines, and accompanying
checkpoints.

2.2 – Create and evaluate learning environments that align with the UDL framework.

2.3 – Identify and strategically use materials, curricula, and technologies to align instruction with
the UDL framework.

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2.4 – Use progress monitoring and databased decision making to inform instruction and student
learning in order to provide timely mastery-oriented feedback.

COE Form #3a

Effective Fall 2018