Effective Strategies

Lesson Planning: Effective Strategies

Effective teachers strategically plan instructional strategies through lesson planning and preparation. A variety of instructional strategies helps to ensure all students are learning.

Select a K-8 grade level and a state math standard. Using the “Class Profile” as a resource, design a lesson using the “COE Lesson Plan Template.” Include strategies learned in this course, including strategies for promoting critical thinking, problem-solving, questioning, mathematical discourse, and academic vocabulary development. Include differentiation for students who would benefit from it, based on needs outlined in the “Class Profile.”

After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.

Class Profile

Student Name	English Language Learner	Socioeconomic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High	White	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	High	Yes
Wendell	No	Mid	African American	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	Med	Yes
Yung	No	Mid	Asian	Male	No	NOTE: School does not have gifted program	One year below grade level	Two years above grade level	Two years above grade level	Low	Yes

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold* any materials you will need to prepare for the lesson.* For example: · I will use a visual of the planet Earth* and ask students to describe what Earth looks like.* · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer* to teach students how to compare and contrast the two main characters in the read-aloud story.* · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity* where students will need to find a partner with a card that has an answer that matches their number sentence.* · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support):	Time Needed

Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed

Section 1: Classroom and Student Factors/Grouping

5.0

Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.

Section 1: Standards and Learning Targets/Objectives

5.0

The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard.

Section 1: Academic Language

5.0

An ideal list of academic terms is included along with innovative and engaging strategies for teaching the new terms.

Section 1: Resources, Materials, Equipment, and Technology

5.0

Resources, materials, equipment, and technology are innovative and enhance the lesson.

Section 2: Anticipatory Set

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

Section 2: Multiple Means of Representation

15.0

The means of representation creatively presents content using a variety of developmentally-appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.

Section 2: Multiple Means of Engagement

15.0

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.

Section 2: Multiple Means of Expression

10.0

Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all learners. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning. Summative assessments are comprehensive and cohesive in form and function.

Section 2: Extension Activity and/or Homework

10.0

Extension activities and/or homework are creative and developmentally appropriate, and clearly relate to the developed lesson.

Reflection

20.0

Reflection thoroughly summarizes three instructional strategies included in the lesson and why they were chosen. Insufficiently details how these strategies promote collaboration, communication, critical thinking, and creativity.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5.0

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.

Total Percentage 100

Complete Answer: