EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

I. Standard
Common Core State Standards
Or Essential Elements
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of
the lesson?
What formative assessments are used to inform
instruction?
What challenges might students encounter?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will
you see?
What ideas for on task, active and focused student
behavior?
IV. Introduction: Creating Excitement and Focus for
the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

Evidence that Documents the Elements

MS-ESS1-1 Develop and use a model of the Earthsun-moon system to describe the cyclic patterns of
lunar phases, eclipses of the sun and moon, and
seasons.
I can
I can build a model of the moons lunar phases.

Listing Participation Expectations

Rewarding Participation with candy
Calling on students at random

Have you ever looked up in the sky and noticed that

the moon has a different shape than just a big circle?
Today we are going to learn why! I have a quick video
for you to watch on the IPad that is going to help us
understand why the moon has different shapes. Along
the way we will pause the video to make some
notes.
https://youtu.be/t6MCtB752AE

V. Input: Setting up the Lesson for Student Success

Task analysis:

Watch the Video

Take Notes

What information does the learner need? If

needed, how will it be provided?

Webbs Depth of Knowledge

Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking

Accommodations: Differentiating to meet students

needs
Remediation/Intervention
Extension/enrichment

Methods, Materials and Integrated Technology

Instructional techniques
Engagement strategies
Materials and Integrated Technology list

VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)

Introduce I can statement

Provide mini book
Build Model of moon phases
Closure

DOK Level 1: Identify moon phases from the

video and the mini book
DOK Level 2: Construct a moon phase model

Peer helper
Extra time
Scribe/ white board and markers

Ipad
Oreos and paper plates
Mini books (premade)
Graphic Organizers
Pencils

So we learned from our video and wrote in our notes

that the reason we see different shapes of the moon
is because of the moons position to the earth and
how much sunlight is reflecting off of it. Each shape
of the moon we see has a different name. We are
going to create a model of these phases to help you
learn them better. I have here a package of Oreos.
We are going to use these to make our model! Watch

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

VII. Guided Practice: We Do

What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?

IX. Collaborative (You Do Together) and/or

Independent Practice (You Do)
What practices will be demonstrated/modeled?

carefully so you can understand how to make your

model. Our plate is labeled with each of the phases,
and you can use your mini book as a guide to help
you create each phase. Who thinks they know how
we are going to use Oreos to create the model?
Great answers/ youre right! The cookie piece will be
the dark part of the moon that we cannot see, and
the frosting will be the part of the moon that is lit.
[check for understanding.] First we will start with a
new moon. What does a new moon look like? Right,
completely dark. So I will open my Oreo and I will
take off all the frosting. This is my new moon. [put it
on plate where new moon is labeled.] The next phase
is called the waxing crescent. I am going to use my
picture in my book to help me create this piece.
[scrape off frosting to create a waxing crescent and
place it on the labeled plate.]
Who can tell me what is a new moon? A full moon?
What part of the moon does the cookie represent?
The filling?

Now that youve seen me do the new moon and the

waxing crescent, I would like you to make those. I am
here to help you if you need it! Now we will move
onto the next phase, the first quarter. We will do this
together. Check your mini book to see how it looks
and then scrape off the frosting to match the picture.
Looks like you are doing great!
Now you can finish the rest of the phases. I and the
peer helper are here to help you if you need it.

X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

XI. Assessment
What evidence supports that the objective(s) were
met?
What do my students know, understand and are able
to do?
What formative assessments will be used to inform
instruction?
Reflection
How do you know that the objective(s)/target(s) was
met? What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did
students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who struggled?
What will you do to extend the learning for those
students who met

Whip Around Pass: Now Im going to ask you some

questions to help you reflect on what we learned
today. You can look at your model or your notes to
find the answer, or you may say Pass if you dont
know the answer or cannot find the answer. Reward
with extra cookies
1. How many phases are there of the moon?
2. What is a full moon?
3. What is a new moon?
4. Does the moon make its own light?
5. Does the moon orbit the earth or the moon?
6. How many days does it take the moon to go
around the Earth?
The completed model of the moon phases

ANSWER ON A SEPARATE DOCUMENT

target?
Were there any surprises? What would you do if you
taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016