Lesson Plan Template - California State University ...
Lesson Plan template
Unit:
Position within Unit:
Title:
|OBJECTIVES(S) |What should they learn by the end of the lesson? |
|PURPOSE |How will achieving the objective benefit them? |
|CA STANDARDS |What Standards are addressed by the lesson? |
|MATERIALS |List and include all materials you will using. Attach the files of materials in electronic form. |
| |Presentation materials: |
| |Copied materials (Handouts, worksheets, tests, lab directions, etc.): |
| |Pages in textbook: Book title:____________Pages:_______ |
| |Laboratory materials: |
| |For the teacher or the class as a whole: |
| |For each laboratory station: |
| |Other materials: |
|ACTIVITIES |Describe the activities that you and your students will be doing at three stages in the lesson: Introduction, one or more|
| |Main Activities, and Conclusion. Make sure that your Introduction and Conclusion help to connect this lesson with the |
|Introduction |lessons before and after. |
|(Anticipatory Set) | |
|(Minutes?) |Briefly describe how you will: |
| |• Get the class interested in the day’s lesson & off to a well-managed start |
| |• Make conceptual connections with previous lessons (Prior knowledge/scaffolding) |
| |• Help students anticipate problems and activities of the class |
| | |
| |Briefly describe what and how you will teach, including: (via Modeling/Guided Practice) |
| |• Key examples, patterns, models or theories to help students understand |
|[Activity #1 Name] |• Key questions you will use to start discussions |
|(--minutes) |• What the students AND the teacher will be doing |
| |• Embedded assessment activities to show students’ understanding |
| |• References to materials you or the students will be using |
| |• Procedural details, including transitions, materials management, etc. |
| |Precise examples of how you will incorporation Academic Literacy into your lesson |
|[Activity #2 Name] | |
|(--minutes) |See directions for Activity #1, above. If there are more than two activities in a lesson, continue this format. |
| | |
| |Describe concluding activities that will: |
|Conclusion |• Help students review or summarize what they have learned |
|(--minutes) |• Make sure students and materials are in order before students leave |
| |• Help students anticipate problems and activities of future classes |
|ASSESSMENT |Describe how you will assess students’ understanding of your most important objective. This task might be a question or a|
| |series of questions. It might take many forms, including: (a) embedded assessment tasks such as worksheets, journal |
| |questions, or lab reports, (b) class/group work, and/or (c) formal assessments such as homework, test, performance-based |
| |assessments, or project. How will you differentiate assessment for your special populations? |
| |Include the actual task; don’t just describe it. If it requires special materials that cannot be copied into this |
| |section, attach them as Appendices or separate files. |
|REFLECTION |Write yourself some notes about impressions of the lesson, key student difficulties, and ideas for improving the lesson |
| |the next time you teach it. |
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