ECEL 522/528/422/435

Lesson Plan Guide

Lesson Rationale and Context: Statement articulating why you are teaching this
particular lesson to this particular group of students.
 Situate this lesson within a larger unit or long term learning plan.
 What has already come, what will follow?
 How does this lesson address district and school learning goals and
curricular plans?

Goal Statement: Statement that identifies the general purpose for the lesson.
 How does the goal statement relate to the essential questions?

Objectives: Articulation of the expected student learning outcomes (skills and

knowledge). 3-5 in number.
 What knowledge will students acquire?
 What will students be able to do at the end of the lesson?
 Be sure your objectives are reflected in the lesson procedure and that they
link to the assessment.

CCCS: List of NJ Core Curriculum Content Standards addressed in the lesson

through discussions, readings, activities, and assessment
 Include the standard number, title, strand and specific text applicable to your
lesson.
 Only cite those standards that are primary to the lesson – no more than 3 – 5.

Materials: List of materials and resources used for the lesson.

 Create two lists: materials for teacher and students.
 Articulate the arrangement of the classroom specific to the lesson.

Anticipatory Set: Used as a motivational, introductory or transitional period.

 How will you get the students’ attention?
 Can be connected to the lesson or it can be a separate activity to refocus
attention.

Lesson Procedure: Sequence of specific activities/tasks within the lesson.

 What is being taught? How? By whom?
 Work from a 4-point instructional model:
1. Modeling/demonstration – teacher directed
2. Joint participation – teacher is still primary but students join in
3. Guided practice – students are primary but teacher assists when needed
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4. Independent practice – students do all the work with varying levels of

support
 What are the essential questions guiding this lesson?
 Be clear as to what will be expected of the students – activity, work process,
learning, etc.
 Break down the activities/tasks and offer a task analysis for each – what do
students need to know and be able to do to successfully complete this
activity?
 What are the strategies that you and the students will engage in?
 Be sure to address diverse learning styles within your lesson activities.
 Show how you are incorporating democratic practices into the lesson.
 What decisions/input will students have?
 How are students’ interests and knowledge incorporated?
 In what way is the lesson student-centered?
 Clarify expectations for student behavior and responsibility.
 Demonstrate how students are constructing their own knowledge while
building on existing knowledge?
 Demonstrate culturally responsive teaching and learning in your lesson.
 Articulate how you will draw the lesson’s purpose and activities together.
(closure – not assessment)

Assessment: Process that informs the teacher and the student specific to what has
been learned.
 What evidence do you have that each student has met the expected
objectives/student outcomes?
 How will the students demonstrate what they have learned?
 What criteria will you use to evaluate student learning?
 How will the students participate in evaluating their learning?

Adaptations: Teaching and learning needs to meet students’ needs. This section is
to demonstrate your understanding and ability to create meaningful learning
experiences for all students. Be sure you address the diverse learning styles of all
your students and the specific learning needs of special education and ELL
students.
 How does this lesson address various learning styles?
 Provide a context for each student specific to learning adaptations and
explain why the adaptation was made.
 How will you adjust the lesson to address children with special needs?
Consider:
 Learning objectives/expectations
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 Learning/work structure and process

 Assessment adaptations
 Classroom environment
 How have you ensured the meaningful participation and learning of all
students?

Evaluation: Reflection on the lesson from a teaching and learning standpoint.

 How was this lesson successful? How do you know?
 What did you learn from teaching this lesson?
 About teaching?
 About student learning?
 About planning?
 What did your students learn?
 What will you change next time? What will remain the same? Why?
 How might you engage your students in this lesson evaluation?
 In what ways does this lesson reflect culturally responsive teaching and
learning?