Lincoln Memorial University

Department of Undergraduate Education

Formal Lesson Plan Format

 

 

Student name(s): _______________________________     Course: ___________________

School: ________________________________  Grade:  ______      Subject:  ___________

 

Mentoring Teacher's Signature:  ___________________________________

 

I.       Unit Title and Unit Objective(s):

            Unit of study of which this lesson is a part.

            Unit objectives may be long range and non-specific.

 

II.       State Standards:

            List the state standards most appropriate to this specific lesson.

 

III.       Instructional Objectives:

            Objectives should include both the learning and the behavior expected.

            Learning is described as:  What the student is expected to know when the lesson is   over, this should be very specific.

Behavior is described as: What the student will be expected to do or to show to determine if learning has taken place.

Example:  The student will identify and sort objects by color and shape by placing them into appropriately labeled storage bins.

 

IV.       Prior Knowledge:

            What skills, abilities, and vocabulary must the student have in order to be able to     accomplish these objectives?

 

V.       Media and Materials:

            What will you need/use to teach this lesson?

            Materials must be appropriate to the lesson and the students’ age.

 

VI.       Instructional Procedures, Sequence, and Strategies: This section will list sequentially     what you will be doing during the lesson.  It must include the sequence, strategies,             and format for teaching all parts of the lesson.

A.          Set  (Introduction and Motivating Activity)

Involve all the students; Label the learning; Build on previous learning; Relate to the students’ lives; No direct instruction should be given during the set.

B.          Key Questions/Essential Questions: 

Used to develop the lesson, reinforce, monitor, and adjust.

C.          Classroom Sequence and Strategies: This must include the teaching strategies used in the sequence and format that will be presented to the students.  What will the teacher be doing?  What will be the students be doing?  What new vocabulary will be used?  Specifically name the strategies used in teaching.  Sequence the activities and strategies in a logical order, demonstrate the skill they are to be learning, explain how the media and materials will be used.

D.          Practice and Review:  The teacher establishes practice patterns and routines, which result in increased learning.  Indicate the purpose: feedback from students/independent practice.  Provide practice time for the skill you just taught.  Sequence the practice in a logical order.  This is the time to monitor the students’ work and adjust their procedures/practices.  This is supervised practice, not homework.

E.          Learner Involvement:  What will promote participation in the learning and the thinking?  What encourages the students to want to do this?  Will this be group/individual work?

F.           Learner Environment:  How will you create a climate in your classroom that is conducive to efficient and effective learning?

G.          Closure:  This is where you tie everything together to determine the level of learning for each student during this class period.  All students should have an active role in this closure so that teachers can determine which students will need remediation, will the class need re-teaching, are students on-target?

H.         Modifications:  What adaptations will be made to the lesson for those students with exceptional needs?  This should include students who are above average and below average.  How will these adaptations be managed and graded?

 

VII.       Method of Assessment:  Provides for assessment of understanding, this will include your           rationale and format for feedback, grading, and independent study.  Assessment should             include two formats:

            Informal assessment:  How will you check the student as they work?

            Formal assessment:  Quiz, test, skill demonstration – include a copy with the lesson             plan.

  

Your indicated form of evaluation should answer the following questions: Did the students respond appropriately to questions and activities?  How do you determine this?  Does your evaluation fit your objectives?

 

VIII.       Method of Reteaching:  Use a different approach, example, procedure, explanation or   activity for those who did not “get it” in the first lesson.

 

IX.       Reflection:  Include a reflection on how the lesson was taught, did you accomplish the     objectives, how did the students react, was your teaching effective, etc.