For the lesson on [date] At [name of the school], [student teachers name] class Supervisor: [name] Lesson plan developed by: [names]
Lesson Study Research Lesson Plan Template
Stage 1 Desired Learning Guiding Questions Developing Student Learning Goals What enduring understanding(s) will the lesson support? These are abilities, skills, dispositions, inclinations, sensibilities, values, etc. that you would like students to develop. What do we want students to understand at the end of the lesson? What specific learning objective will the lesson address? Write these in terms of what students will know and be able to do as a result of the lesson.
Enduring Understanding(s):
Specific Lesson Objective:
Include enduring understanding and specific lesson objectives. EXAMPLE: a. For students to appreciate the usefulness of mathematics for helping them accomplish tasks of value to them. b. For students to understand that, by counting two groups of objects, they can determine whether one group contains more objects, fewer objects, or the same number of objects as the other group.
Relationship of Lesson to the Standards: How does this lesson move students from what they have previously learned toward new skills or concepts, in terms of the standards?
Prior learning standards: Example: K. CC 2: Count forward from a given number within the known sequence (instead of having to begin at 1). K. CC 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Targeted learning standards: Example: K. CC 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K. CC 7. Compare two numbers between 1 and 10 presented as written numerals. n Process / Stage 2 Determine Evidence of the Desired Learning Guiding Questions Evidence What is the evidence of the desired results (stage 1)? Given the desired results (stage 1), what would be sufficient and revealing evidence of student knowledge, skill, or understanding?
Student work showing that students used counting to compare two groups of objects; student use of greater than, equal, or less than sign
Responses to questions show that students are comparing sets of objects; phrases such as more than and the same convey developing understandings.
Stage 3 Planning Instruction Guiding Questions When Designing the Lesson: What preparation do students need to complete before the lesson takes place? What do students currently understand about this topic? What instructional activities and materials will be used in the lesson? What will be the sequence of the lesson? What will make this lesson motivating and meaningful to students? How will the lesson activities make student thinking visible? In what ways do the lesson activities help students achieve the learning goals? What kinds of student thinking (including problems and misconceptions) do we anticipate in response to each element of the lesson? How will we use these to foster movement from what students currently understand to what we want them to understand? Lesson Sequence: Steps/Learning Activities/Teachers Questions This column shows the major events and flow of the lesson. What are the moves, questions, or statements that the teacher may need to make to guide students guide toward the stated objective?
Anticipated Student Responses/Teachers Support This section describes how students might respond to a question or task, including incorrect solutions and places where students might get stuck. Here the plan might describe how the teacher might handle the different student responses, especially incorrect solutions, students who get stuck, or students who finish early.
Points of Assessment This column identifies what the teacher/observers should look for to determine understanding (i.e. if a task is presented to students, how do we know if students understand the task? If a discussion is planned, what will indicate that students are benefiting from the discussion?) 1. 2. 3. 4. 5. 6.
Planning the Observation Guide Guiding Questions: Observation Guide: What is your plan for observing students? Discuss logistical issues such as who will observe, what will be observed, how to record data, etc. What evidence from the lesson will help us reflect on our goals for learning and student development? For example, what data should we collect regarding student learning, motivation, and behavior, what forms are needed to collect it, and who will be responsible for each piece? What types of student thinking and behavior will observers focus on? What additional kinds of evidence will be collected (e.g., student work and performance related to the learning goal)?