Name of Teacher:

Date: 11/3/23

Number of Students in
Class: 

Boys: 

Girls: 

Grade Level: 

Planning for Instruction

Lesson Topic:

(Indicate the subject
of the lesson)

New York Common Core/ Next Generation Standards:

(Choose ONE and list
the number and text of the standard)

Learning Objective(s):

Content Objective: (Student learning outcomes
to be achieved by the end of the lesson. Can refer to what
action students will do and how.)

Rationale:

(Identify the purpose
for teaching the less

on and the importance
to future learning. In other words, how does the current lesson provide a
foundation for future learning.)

Prerequisite Knowledge and Skills:

Identify the prior knowledge and
skills upon which this lesson builds.

Personal/cultural/community assets

Identify
how instruction will connect to and/or build upon background knowledge,
interests, experiences and/or culture.

Academic Vocabulary:

Identify particular words/phrases
that are essential to understanding the content of this lesson. This should
include both tier 2 and tier 3 words as appropriate.

Anticipation:

(Identify the possible
misconceptions or challenges students may have related to the learning
objective/topic, i.e. “Common Errors”)

            Materials &
technology:

(List
materials and resources specific to the lesson. This should include websites
where you gathered ideas.)

Differentiated Support / Multiple Entry
Points for Diverse Students

Complete the chart
below to summarize required or needed supports, accommodations, or
modifications for your students that will differentiate your instruction in
this lesson. As needed, consult with your cooperating teacher to complete the
chart.

Special
Subgroups of Diverse Learners

Supports,
Accommodations, Modifications

❒     
Students with
Interrupted Formal Education (SIFE)

❒     
Students with
Disabilities or with IEPs or 504

❒     
Gifted needing
greater support or challenge

❒     
Students with gaps in
academic knowledge

❒     
Students in need of
behavior support

Assessment Evidence:

(Describe
how activities or assignments will provide you feedback on how you are
monitoring student learning)

Formative Assessments:

(Conducted during the
lesson and can include student questions and responses. This also includes
teacher observations of student engagement and assigned tasks.)

Development of Lesson

Teacher will do check-in for
comprehension and proficiency

Motivation: (5 minutes)

(This should “hook” students to
follow the lesson. The activity should elicit prior knowledge and experiences. It is not the beginning of the
lesson content).

Mini-lesson (10 minutes):

(Opportunity for
teachers to introduce and model the new skill, concept or approach in a very
intentional and concise manner. Students learn by observing and demonstrating
engagement during this instructional strategy. Opportunity for guided
practice should be integrated into the mini-lesson. Include 3-5 guiding
questions. )

Independent Work Time (10 minutes):

(Designed learning
activity that is directly related to the lesson objective. Students can work
in pairs, small groups, or independently.

Closure (5 minutes):

(Explain how you will
recap the learning that will happen in the lesson, i.e. key questions,
checking for understanding, etc.)

Follow Up

(Select an assignment
to enhance further learning. May include review, homework, enrichment,
remediation, etc.)