Pikes Peak BOCES/UCCS Two Year Alternative Licensure Program

MODIFIED FOR TWS

Standards-Based Lesson Plan Form
www.tirp.org
Name:
Dates:

Course/Content/Grade Level:
This lesson is created for: 2YALP TWS assignment

A. Planning the lesson

1. Colorado Teacher Quality Standards (Professional Teaching Standards)
and related Standard Elements to be addressed in this TWS plan (include full text of
professional teaching standards and standard elements):
List only Quality Standard Three, elements b, c, h; Quality Standard Four, element a.
2. Colorado Academic or Common Core Standards and related Benchmarks to be addressed in this
TWS plan (include full text of content standards and benchmarks):
List all the content standards you will be teaching to in the 3-4 weeks of this TWS.
3. Lesson Goals: Why are you teaching these lessons? Your goals for the entire 3 - 4 weeks of
the TWS. Goals are written in more narrative form and are more general than the lesson
objectives.
4.

Lesson Objectives: Please write objectives for this TWS assignment that are measurable and
observable and answer the question: What will the students be able to do when the lesson is
completed? List ALL objectives for the 3-4 weeks of the TWS; these are very specific.
The students will be able to:

5. Assessment: Create and include the assessment instruments (e.g., test, quiz, rubric, final
project) you will use with your students throughout this 3-4 week assignment to measure the
degree to which they have mastered the objectives stated above. SAVE SAMPLES OF
STUDENT ASSESSMENTS ALONG THE WAY!
5a. Informal Assessments: What are some methods you will use to informally assess
students as the lessons progress (questioning, observing)?
5b. Formal Assessments: These are your Pre and Post tests described in Component
3, so just type in Pre and Post tests described in Component 3.
6. Diagnostic Data: Briefly summarize students behavior, learning needs, and instructional
modifications to ensure all students are learning (Use information from Component 1 that
described this class/group of students.).
7. Lesson Materials:
7a. Include instructional materials and resources (print and non-print) the student will
need for this lesson.
7b. Include instructional materials and resources (print and non-print) the teacher will

need for this lesson.

B. Teaching the lesson
1. Name and describe fully the 2 - 3 interventions/instructional strategies you will use for this TWS.
For example:
KWL Chart A KWL chart is a comprehension strategy used to activate background knowledge prior
to reading and is completely student centered. The teacher divides a piece of chart paper into three
columns. The first column, 'K', is for what the students already know about a topic. This step is to be
completed before the reading. The next column, 'W', is for students to list what they want to learn
about the topic during the reading. This step is also to be completed before the reading. The third
column, 'L', is for what the students learned from the reading. This step, of course, is done after
finishing the reading. The KWL chart can also be used in reading instruction at the beginning of a new
unit. Using this strategy can increase motivation and attention by activating the students' prior
knowledge. This allows the teacher to understand the students' prior knowledge and the students'
interests in the topic.

2. Describe by listing or in narrative form how you will teach the lessons on each day of your TWS
assignment/ unit. Provide details on anticipatory sets, instructional sequences, guided practice, and
independent practices.
For example:
DAY 1:
Anticipatory Set: Write the actual words you will use to introduce this lesson.
Instructional Sequence: List the specific steps and the interventions and instructional strategies you
will use to teach this lesson. Use bold type to identify your interventions.
Guided practice: if any
Independent practice: if any
DAY 2:
Anticipatory Set: Write the actual words you will use to introduce this lesson.
Instructional Sequence: List the specific steps and the interventions and instructional strategies you
will use to teach this lesson. Use bold type to identify your interventions.
Guided practice: if any
Independent practice: if any
DAY 3 15 + Continue with the required info for each day.
Anticipatory Set: Write the actual words you will use to introduce this lesson.
Instructional Sequence: List the specific steps and the interventions and instructional strategies you
will use to teach this lesson. Use bold type to identify your interventions.
Guided practice: if any
Independent practice: if any
2

3. Check for Understanding: List the different ways you will check to see if the students understand
what is being taught throughout the TWS assignment. You do not need to include this separately
for each day.
For example: I will use hand signals, white boards, choral responses, and ticket out the door to
check for understanding throughout the 3-4 weeks of instruction.
4. Accommodation Strategies: List the modifications you will use with students who need them
throughout the TWS assignment. You do not need to include this separately for each day.
Consider such subgroups as special education students, gifted students, and other students with special
needs (please specify), as appropriate.
5. Closure: How will you engage your students in summarizing the important aspects of the lessons
throughout the TWS assignment? List the various ways you will close your lessons during the 3-4
weeks. You do not need to include this separately for each day.