LESSON PLAN TEMPLATE

ETSU
CLEMMER COLLEGE

UNDERGRADUATE INITIAL LICENSURE COURSES

INTRODUCTORY
Data Point I Data Point II Data Point III
Licensure Programs (introductory learning
(Early Field Courses) (Residency I) (Residency II)
opportunity)
ECED PreK-3 EDFN 2400 ECED 3210 ECED 4680 ECED 4780
ISED K-5 EDFN 2400 CUAI 3500 CUAI 4241 CUAI 4590
SPED EDFN 2400 SPED 3300 SPED 4710 SPED 4850

PE EDFN 2400 PEXS 4007 PEXS 4717 PEXS 4850

Secondary READ 4437 CUAI 4426 CUAI 4580
Art
Music
GRADUATE LEVEL INITIAL LICENSURE COURSES
Licensure Programs INTRODUCTORY Data Point I Data Point II
Data Point III
(introductory learning (Early Field Courses) (Residency I)
(Residency II)
opportunity)
MAT – Middle Grades EDFN 5420 EDFN 5420 CUAI 5458 CUAI 5570
MAT - Secondary EDFN 5420 EDFN 5420 CUAI 5438 CUAI 5580
MAT – Job-Embedded EDFN 5420 EDFN 5420 CUAI 5590 CUAI 5590
SLIB M.Ed.
ECED MA ECED 5440 ECED 5440 ECED 5617 ECED 5580
SPED M.Ed. SPED 5301 SPED 5710 SPED 5580

INTRODUCTORY: No Data Collected; Candidates Are Introduced to Lesson Plan Components

DATA POINT 1: Complete All Areas of the Lesson Plan except Knowing Your Learners, Academic
Feedback, & Co-Teaching Strategies

DATA POINT 2: Complete All Areas of the Lesson Plan

DATA POINT 3: Complete All Areas of the Lesson Plan

Lesson Title: Grade/Level: Date/Learning Experience #:

Curriculum Standards Essential Question(s)/I Can Statement(s)

State Curriculum Standards – Underline your language/vocabulary words What question(s) or I Can statement(s) drive your instruction?

Lesson Objective(s) – Student Learning Outcome(s) for this learning experience

Objectives use active verbs, are measureable (if applicable), and link to standards. Consider using Bloom’s Taxonomy or Webb’s Depth of Knowledge.

Knowing Your Learners

Describe pre-requisite skills students already know that will help them meet the lesson objective(s). What is your evidence that students need this/these skills(s)? This may include
pre-assessment data; student personal, cultural or community assets you have gathered and observations you have made concerning your students.

Assessment/Evaluation
How will students demonstrate understanding of lesson objective(s)? Assessment/Evaluation
Modifications

What modifications will you make

How will you monitor student progress towards lesson objectives as you are teaching? (i.e., formative, on assessments/evaluations for
informal, and/or formal assessments) students with diverse and/or special
needs (i.e. students with IEP or 504,
struggling learners, advanced
learners) and will these modifications
be within/for small groups or
What evidence will you collect and how will you document student learning/mastery of lesson individuals?
objective(s)? (i.e., formal OR summative)

Academic Feedback: How will you give academic feedback? How will your academic feedback promote student understanding of the
learning objective(s) or state standard(s)?

Academic Language Demands

Function and Product of the Lesson The function is the verb, usually a Blooms verb (e.g., analyze, interpret, recount), that guides the language objective of the lesson.
This includes a product that students will either write, say, present, or do that involves Academic Language (e.g. essay, present, recount).

Academic Vocabulary What specialized terms and phrases do students need to understand what they are expected to do? How does this vocabulary connect to the objectives,
state standards and function of the language demand?

Content Vocabulary What are the key vocabulary words, symbols, or sounds in this lesson? How does this vocabulary connect to the objectives, state standards and function
of the language demand?

Syntax and/or Discourse, Mathematical Precision (math only). This section is not required for Early Childhood or Special Education.

Syntax What are the specific ways or conventions for organizing symbols (e.g., linear, horizontal), words (grammar), phrases, or graphics that students need to know to be able to
do what you are asking?

Discourse What are the specific ways in which members of a discipline (e.g., scientist, historian, etc.) talk, write, and communicate knowledge that students need to know to be
able to do what you are asking (e.g., essays, presentations, performance, journal, debate, historical account, signal)?

Language Supports What general instruction will you provide to help students in the whole class (e.g., word walls, learning partners, guided notes) learn the
discourse/syntax? What focused instruction (e.g., Venn diagrams, graphic organizers, outlines, student examples, sentence stems) will you provide to help students learn the
discourse/syntax (can be completed in small groups)? What individual instruction that targets the needs of an individual student(s) will you provide to help that student(s) learn
the discourse/syntax? What opportunities will you provide for students to practice language/vocabulary and develop fluency? What tools (e.g., EQ or vocabulary board, Venn
diagram, anchor chart, vocabulary cards, graphic organizer, peer support, sentence stems, pictures, table, chart, thinking map, modeling, sort, song, body movements, games) will
you use to help students meet the language demands?

General Supports – Strategies used to support the whole class and may be used to support more than one demand (e.g., Venn diagram, learning partners, word
wall, anchor chart, vocabulary cards, graphic organizer, sentence stems, pictures, table, chart, thinking map, modeling, sort, song, body movements, games). These
strategies can cross disciplines and be used in a variety of lessons.

Targeted Supports – Strategies that focus toward a specific language demand (e.g., Venn diagrams, graphic organizers, outlines, examples, sentence stems). These
may be addressed during small groups. These can be general supports that are modified for specific students or groups of students.

Individual Supports – Supports used to target the specific needs of an individual student (e.g., ELL, student with autism, struggling reader or writer, student
with significant language delays). These students may or may not have been formally identified and may or may not have an IEP or 504 plan.

Instruction – When designing your instruction, consider when you will implement formal and informal assessments/evaluations, when
you will provide feedback, and when you will teach academic language. Therefore, this section should include aspects written above.

Description of Activities and Instruction Meeting

Description of Activities and Instruction
Lesson Part Individual &
(Teacher Does) (Students Do) Group Needs
 Plans instruction to meet
the needs of individual
students. Adaptations are
tied to learning objectives.
Specific individual or group
learning includes
requirements in IEP or
504 plans.

Set/Motivator: Restate
and address your Essential
Question. How do you
engage student interest in
the content of the lesson?
How does this relate to
previous learning? Use
knowledge of students’
academic, social, and
cultural characteristics.

Instructional
Procedures/Learning
Tasks: Provide specific
step-by-step details of lesson
content aligned with
objectives, utilizing a
variety of teaching
strategies.

Questions and/or .
activities for higher
order thinking: These
are open-ended and cannot
be answered by yes or no.
These can be asked at
various points throughout
the lesson and guide rather
than direct student
thinking.

Closure: Makes clear

connections to real-world
situations and requires
students to reflect on and
apply their learning through
verbal or written
expression.

Material/Resources: What do you need for this lesson? Identify, within a bulleted Technology: (a) Describe the technology you plan to use in your lesson, (b)
list, the specific materials and resources that you will use. Describe how these materials and How does the identified technology in your lesson improve student learning? If
resources add value, depth, and extend students’ learning. applicable, (c) explain how you will use this technology to support a variety of
student needs within the learning environment, and (d) If you used this technology
to design and implement formative and/or summative assessments, please explain.
Did you use the technology to collect and/or analyze your data to inform
instruction? Explain.
Co-Teaching Strategies Used: (highlight and explain all that apply): One Teach, One Observe; One Teach, One Assist; Station Teaching; Parallel Teaching; Supplemental
Teaching; Alternative (Differentiated); Team Teaching