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Lesson Plan Template1 - Cooperative

Learning Model
Brigham Young University-Hawaii School of Education

Teacher: Grade Level & Content Area:


This is you!

Lesson Title:
The title should clearly and accurately describe the essence of your lesson.
A reader should be able to see your lesson title and know exactly what you
will focus on.

Materials:
Identify type and number of materials.
Use APA style to cite your sources.

Common Core State Standards and/or Content Standards:


Identify 1-2 standards.
Write them out in their entirety and include reference, like this: Determine
a theme or central idea of a text and analyze its development over the
course of the text (Reading Standards for Literature, grade 7, standard 2,
or Reading Standard for Literature 7.2).
The standard(s) should match the grade level of the class you are teaching.

Lesson Outcomes2: (1-2 outcomes. NOT more than 3 outcomes)


Your outcomes must be closely aligned with your standard(s). That means
you should design specific outcomes that will help you determine if learners
have met the target standard(s).
Your outcomes should be clear, specific, and measurable. Remember, your
assessments should align with the outcomes.
Use this template to construct your outcomes: Learners + verb +
noun/objective + specifics
1. Learners identify and defend a theme from a chapter in Sandra
Cisneross novel, The House on Mango Street.
2. Learners analyze how Cisneros develops one theme over the course of
the chapter, drawing upon textual evidence to support the analysis.

1 Use this template to prepare your lesson plans by cutting the bullets and inserting your
lesson into the appropriate sections/headings. With the exception of the Materials section,
where you may use bullets, use complete sentences throughout.

2 Blooms (1956) and Anderson and Krothwohls (2001) knowledge taxonomies and
RtI levels/tiers will be useful here in determining the nature of the outcomes.

1
Background:
Learners: Describe the learners you will be teaching. This includes their
experiences, interests, and backgrounds. Also describe what (you
anticipate) they already know about the lesson/concept.
Lesson Justification: Justify what you will teach, or why this is appropriate
content for your learners.
Methods Justification: Justify how you will teach, or why the instructional
practices and approaches that you will use are appropriate for your
learners.
Instructional Sequence:

1. Anticipatory Set: Less than 5 minutes, creative,


engaging, participative, access prior knowledge
How will you get learners interested and engaged with the lesson?
How will you activate and/or assess learners prior knowledge?

Say:

Do:

Differentiation: (Explain how you are using differentiation in your Anticipatory


Set.)

Assessment: (Explain how you are using Formative Assessment in your


Anticipatory Set.)

2. State Outcomes (dont forget to POST the outcomes


on the board)

2
Say:
Say:

Do:

Differentiation: (Explain how you are using differentiation in your


objectives/outcomes.)

Assessment: (Explain how you are using Formative Assessment in your


objectives/outcomes.)

3. Present information / Give instructions (Explain what


the students will be working on and the purpose of
the activity)

Say:

Say:

Do:

Differentiation: (Explain how you are using differentiation)

Assessment: (Explain how you are using Formative Assessment)

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4. Organize students in to learning teams

Say:

Do:

Differentiation: (Explain how you are using differentiation)

Assessment: (Explain how you are using Formative Assessment)

5. Assist / Monitor groups

Say:

Say:

Do:

4
Differentiation: (Explain how you are using differentiation)

Assessment: (Explain how you are using Formative Assessment)

6. Assess student learning (Summative Assessment)

Say:

Say:

Do:

Differentiation: (Explain how you are using differentiation)

Assessment: (Explain how you are using Formative Assessment)

7. Provide individual and group recognition

Say:

Say:

Do:

5
Differentiation: (Explain how you are using differentiation)

Assessment: (Explain how you are using Formative Assessment)

8. Closure: (Your closure can also Extend Student thinking)


Wrap up the lesson by deepening, extending, or clarifying the focus of the
lesson.
This is short (less than 5 minutes), participative, and powerful.
Students do the intellectual work.
Creative and engaging.

Say:

Do:

Differentiation: (Explain how you are using differentiation in your Closure).

Assessment: (Explain how you are using Formative Assessment in your Closure).

Learning Adaptations:
Based on learners IEPs, identify specifically what you will do to
accommodate their special needs. It should look like this:
Students Initials: Accommodation that you will make.

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Questions: (Think of questions relevant to Direct Instruction Model)
What questions will you ask yourself before, during, and after instruction to
reflect on your teaching practice in general and this lesson in particular?
Use Before, During, and After as subheadings for this section.
These questions should guide your teaching.
These questions should be specific to the lesson and content you are
teaching.