Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1.
General Information
Teacher:
Number of Students:
Mentor:
Number:
Date:
Sequence:

Subject:
Grade:
Time Allowed:

Lesson
Lesson in
Unit

Title:
2.

Topic

3.

Subjects Integrated

4.

Readiness and Background Knowledge

(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 students prerequisite knowledge/skills? Include the pretesting or evaluation process that allows you to know that this lesson is
appropriate at this point.)
5.
Goals
(Common Core/ State standards to be addresses by this lesson.)
6.
Objectives
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 lessonnew 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.)
Assessment (statement of how you will assess your objective for
the lesson)

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 worksheets or activities
to be completed by the learners.)
8.
Instructional Model, 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 d=future lessons and learning?)
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.)
9.
Modifications (These are the add on strategies that
couldnt be addresses with the Universal Design strategies. Consider
what you might need to do for early finishers, gifted students, slow
learners, learning difficulties ESL, etc.)