Stetson University Department of Education Daily Lesson Plan

Name: Date: Time: Lesson #

Big Idea/Topic Grade/ Subject

CPALMS/ Resource link
Lesson Structure:
Standards: (CCSS/NGSSS)

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
(include hyperlinks to videos & websites)

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) B:
I:
A:

Instructional Steps: B:
I:
A:

Closures Pacing ESOL Support

Content: B:
I:
Procedural: A:

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)

Independent:

Supported:

Participatory:
Assessment of Student Learning: (congruent with instructional objectives)

Objective 1:

Objective 2:

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.)

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science Standards, or another standard-
based resource.

Rev. Spring 2019