Teacher’s Name Subject: Day, Date, Year:

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Teacher: Date:
Class:
Lesson Title: Subject:
Unit:
Nigerian Standards: Cambridge Standards:

S.M.A.R.T. Objectives: (See Below) Materials/Resources: (Supplies required to help your students
achieve the stated lesson plan objectives: charts, handouts,
supplies, markers, etc.)

Text Set: (Read Article Below) Vocabulary: (See Below) Tier2: Tier 3:

Text Dependent Questions: (See Below) Writing Task: (See note below)

Factual Knowledge Conceptual Knowledge Procedural Knowledge

See Attachment See Attachment See Attachment
Students will know: Students will understand: Students will be able to:

Instructional Strategies: (See Attachment) Anticipatory Set/Hook (See Below)

Do Now: Additional Formative Assessments (CFU):

Explicit Direct Explicit Instruction: (“I do” – teacher models):

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Guided Practice (“We do” – shared practice teacher and students):

Independence Practice (“You do” – practice collaboratively and/or independently):

Small Group Instruction/Differentiated Practice (if needed): See Attachment

Group 1: Group 2: Group 3:

Closing: (See Below)

Exit Ticket: (5 mins.) Mode of Assessing:

Homework: Assessment: Must be attached to the lesson plan (See Below)

Attachments:
Text:
 If the text the students will read will come from the textbook, please include page numbers.
 You must include one outside text in your lesson each week. This can be an article, a famous speech, a short video to analyze,
Graphic Organizer
 At least one graphic organizer must be used for each lesson.
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Visual
 A video, picture, or other visual must be use each week.
 If video is online, add the link
Power Point
 Attached the power point for the lesson

Weekly Assessment: (Attach a copy of your weekly assessment)

Please attach the weekly assessment. Indicate the standard at the end of each question. Use the JAMB, WASSCE<SSCE, NECO and GCE Past
Question and Answer. Assessments should have:
 The questions should model how they are given on examinations.
 Grade levels that do not give examinations should use the questions in the Past Questions and Answers manual as a guide to creating
their questions.
 Must have at least 10 questions but not more than 20
 Questions should have a range of difficulty: very complex, moderately complex, easy
 Test that use reading passages, should include reading passages and questions.
 If test includes diagrams, charts, graphs or examples, include them in the selection.
 Include the answer key. Standard

Ex: In each of questions ___ to ____, choose the option opposite the meaning to the word(s) or phrase in italics. (1.2)
1. The company has continued to monopolize the distribution of the products. A. liberalize B. centralize, C regularize, D. specialize
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Olumawu School Lesson Plan Format notes and helpful links
Text Sets: Text sets are collections of texts tightly focused on a specific topic. They may include varied genres (fiction, nonfiction, poetry,
and so forth) and media (such as blogs, maps, photographs, art, primary-source documents, and audio recordings).

https://edexcellence.net/articles/what-are-text-sets-and-why-use-them-in-the-classroom

Sample Site with examples of Text Sets: https://newsela.com/settings/#/account

Materials: A list of materials and/or the technology needed to complete the lesson.

Writing Task:
Writing On Demand, as this is called, is essential to help prepare students for realistic writing experiences. Research shows that most jobs
require workers to do some form of writing, and much of the writing is done without an opportunity to revise, edit, or “publish” by rewriting
neatly. Most of the writing we do as adults is quick; we write notes or e-mails to friends or colleagues, lists, etc. It is critical for today’s
students to be able to create cohesive, thoughtful pieces, which are included accurate spelling and grammar in order to communicate clearly
in the workforce.

In Writing On Demand, students must complete a complete draft in a single writing session. This may be as short as 10 or up to 60 minutes.
The teacher shows a brief prompt to students and sets a visible timer. Writing On Demand pieces should address a variety of text types and
purposes, including opinion, informative/explanatory, and narrative. Students may type or write their piece, and are expected to draft,
revise, and edit within the time period.

Vocabulary:
Tier 1: These are the common, everyday words that most children enter school knowing already. Since we don't need to teach these, this is a
tier without tears!
Tier 2: This tier consists of words that are used across the content areas and are important for students to know and understand. Included
here are process words like analyze and evaluate that students will run into on many standardized tests and that are also used at the
university level, in many careers, and in everyday life. We really want to get these words into students' long-term memory.
Tier 3: This tier consists of content-specific vocabulary—the words that are often defined in textbooks or glossaries. These words are
important for imparting ideas during lessons and helping to build students' background knowledge

http://www.georgialiteracy.org/Detail/92/all--true/vobid--460/
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S.M.A.R.T. Objectives:

S - specific, significant, stretching

M - measurable, meaningful, motivational
A - agreed upon, attainable, achievable, acceptable, action-oriented
R - realistic, relevant, reasonable, rewarding, results-oriented
T - time-based, time-bound, timely, tangible, trackable

Text Dependent Questions:

A text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does
not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge;
instead it privileges the text itself and what students can extract from what is before them.

Instructional Strategies: Instructional strategies are techniques teachers use to help students become independent, strategic learners.
These strategies become learning strategies when students independently select the appropriate ones and use them effectively to
accomplish tasks or meet goals. Instructional strategies can:

 motivate students and help them focus attention

 organize information for understanding and remembering
 monitor and assess learning.

https://education.alberta.ca/media/482311/is.pdf

Formative Assessments: http://www.ascd.org/publications/books/111005/chapters/Section-1@-What-Is-Formative-Assessment%C2%A2.aspx

60 Formative Assessments: http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf

http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf

Anticipatory Set
The anticipatory set refers to an activity to focus the students' attention, provide a brief practice and/or develop a readiness for the
instruction that will follow. It should relate to some previous learning. If successful, the anticipatory set should help the student get mentally
or physically ready for the lesson.

Levels of Knowledge - The first three of these levels were identified in the original work, but rarely discussed or introduced when initially
discussing uses for the taxonomy. Metacognition was added in the revised version.
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 Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems.
 Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function
together.
 Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and
methods.

Helpful Website: http://thesecondprinciple.com/wp-content/uploads/2014/01/Understanding-revisions-to-blooms-taxonomy1.pdf

Do Now:

https://ablconnect.harvard.edu/do-now-research

Mode of Assessments:
http://www.levy.k12.fl.us/instruction/instructional_tools/60formativeassessment.pdf

Gradual Release Process

I Do: Explicit Direct Instruction https://dataworks-ed.com/blog/2014/07/direct-instruction-di-vs-explicit-direct-instruction-edi/

We Do: Guided Instruction http://www.teachingtoolbox.us/direct-vs-guided/

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You Do: Independent Practice https://www.teachingchannel.org/videos/modeling-strategy-getty

http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

http://www.evidencebasedteaching.org.au/the-i-do-we-do-you-do-model-explained/

Small Group Instruction: Small group instruction usually follows whole group instruction and provides students with a reduced student-
teacher ratio, typically in groups of two to four students.

http://www.dreambox.com/blog/small-group-instruction-as-a-differentiating-instruction-strategy-4-tips-to-remember

Closing: The closure is the time when you wrap up a lesson plan and help students organize the information in a meaningful context in their
minds. A brief summary or overview is often appropriate. Another helpful activity is to engage students in a quick discussion about what
exactly they learned and what it means to them now.

https://www.thoughtco.com/lesson-plan-step-5-closure-2081851

Exit Ticket: Formative assessment tool that give teachers a way to assess how well students understand the material they are learning in
class.
https://www.edutopia.org/practice/exit-tickets-checking-understanding

Assessments: This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved.
https://www.thoughtco.com/lesson-plan-step-8-assessment-and-follow-up-2081855

Homework:

http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Five-Hallmarks-of-Good-Homework.aspx

Steps to Effective Lesson Plans

https://www.thoughtco.com/components-of-a-well-written-lesson-plan-2081871
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