Lesson Plan Format

BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
PLANNING
1.
General Information
Teacher:
Mentor:
Date:

Subject:
Grade:
Time Allowed:

2.

Topic

3.

Subjects Integrated

4.

Readiness and Background Knowledge

Number of Students:
Lesson Number:
Lesson in Sequence:
Unit Title:

(Prerequisite knowledge or skills: What do students need to be able to know and/or do in order to be
ready to participate in this lesson?. How do you as the teacher know the students are ready for this
lesson? How will you evaluate studentsprerequisite knowledge/skills? Include the pre-testing or
evaluation process that allows you to know that this lesson is appropriate at this point.)
5.

Goal/s

(State Standards to be addressed by this lesson.)

6.

Objective/s

Student learning objectives:

By the end of this lesson the learners will .
Given (condition) . the students will (action verb) . with (criterion) .
(Statement of the measurable learning that is intended to occur as a result of this lesson - NOT activities.
What students should know and/or be able to do at the end of this lesson - new skills or knowledge, and/or
dispositions. You may have multiple objectives for the class and possibly different objectives for diverse
learners.)
Teacher learning objectives
(Skills that the teacher will work on to improve his/her skills.)
7.

Resources and Materials

(List all things that will be used in the lesson including relevant textbooks, supplemental reading
materials, demonstration materials, student materials. Be sure to include descriptions of how materials
may be modified for diverse learners. Attach copies of work sheets or activities to be completed by the
learners.)
8.

Classroom Arrangement

(Identify any changes that will be made in your physical arrangement to support student participation in
this lesson. For example, if desks are arranged in traditional rows and cooperative learning is part of
this lesson, how will the room arrangement be changed?)
STEPS IN THE LESSON
9.
Instructional Procedures, and Strategies:
(Include time estimates for each section of the lesson.)
a)

Attention signal (Identify how you will get students attention at the beginning of the lesson and
student response.)

b)

Opening and Advanced Organizer (How will you hook students and introduce the lesson?
How will you connect this lesson to previous lessons and learning? Is there any review that is
needed? How will you identify student misconceptions?)

c)

Behavioral Expectations (Identify the behavioral expectations that will be in place during this
lesson.)

d)

Instructional Steps (The type and number of steps depends on the instructional model that you
are using. Be sure to also identify the specific instructional strategies [e.g., think aloud] that you
will use, including Universal Design strategies for diverse learners that address recognition,
strategy, and affective networks. Consider the grouping strategies that you will use.)

e)

Lesson Closure (How will you end the lesson? What type of brief review and feedback will you
give students? How will you connect this lesson with future lessons and leaning?)

f)

Feedback and Evaluation (How will you evaluate if students met the objectives for this lesson?
Be sure that you evaluation is directly aligned with your objectives and lesson.)

10.

Modifications (These are the add on strategies that couldnt be addressed with the Universal
Design strategies. Consider what you might need to do for early finishers, gifted students, slow
learners, learning difficulties ESL, etc.)

AFTER THE LESSON

11. Reflection