Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Antoniea Prologo

Grade Level

Subject Area

Elementary

Main Topic

Landmarks

CCSD Standard

Students must be able to identify landmarks.

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?

How will the lesson be introduced? [Introduction]

The big concept is landmarks around the globe.

Students will be prompted to first present their knowledge of landmarks they know using padlet.
Students will be instructed that landmarks are a historical representation of how our world has evolved over time.
Students will use padlet and use apply knowledge they already have as well as use a drawing tablet to draw about
landmarks they know of.
Students will receive a rubric made by the instructor.
Students will have the chance to explore other students padlet submissions as well as reading about new landmarks
through the lesson.
The lesson will be introduced through the padlet activity.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achi
eving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Throughout this lesson, students will experience level one and two depth of knowledge levels.
Students will have access to power point presentations such as Pecha Kucha and will be allowed to use map software such
as google maps to view landmarks.
Students will be challenged to think of landmarks outside of the United States and go around the globe.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?

How will students collaborate with each other?

Students will be able to use survey monkey at the end of the lesson to peer review students presentations.
Students will be set on a zunal webquest accessing many technologies and concepts of thinking.
In the beginning padlet submission.
Though the zunal webquest and survey monkey.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?

How will students share their progress?

How will students be supported in revising their learning strategies based on their progress?

Students will use Quizlet to make a self assessment quiz.

Students will post their final project in the form of a Microsoft Paint flag about any landmark they learned about.
Through self assessment and peer review as well as teacher review rubrics.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre-assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?

How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

Padlet serves as an assessment to see how much knowledge students have of a given landmark.
Students will be open to use TodaysMeet throughout the lesson and projects to discuss with each other and the instructor
about the subject matter.
Students will receive feedback from the instructor through a rubric made on Microsoft Excel.
Based on the results, instruction will be adjusted in speed of the lesson as well as the amount of peer review and
collaboration whether it is helping or hindering learning.
Students will be sent on a zunal webquest as well as be prompted to submit a graphic organizer using Webspiration at the
end of the quest.
Students will present their graphic organizer to the class.
The lesson will be reviewed using Pecha Kucha for quick review.