EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

I. Standard
Common Core State Standards
Or Essential Elements

II. Objectives/Targets and I can statements

What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform
instruction?
What challenges might students encounter?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you
see?
What ideas for on task, active and focused student
behavior?

IV. Introduction: Creating Excitement and Focus for the

Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

Evidence that Documents t

EE.RF.K.3: Know and apply grade
and word analysis skills in decod
Demonstrate basic knowledge of
letter-sound correspondences by
primary or many of the most freq
each consonant.
EE.RF.1.2: Demonstrate understa
words, syllables, and sounds (ph
---------------------------------------------EE.SL.K.4: With guidance and sup
familiar people, places, things, a
EE.SL.1.4: Identify familiar peopl
and events.
EE.SL.K.5: With guidance and sup
select drawings or other visual o
that relate to familiar people, pla
events.
EE.SL.1.5: Add or select drawings
or tactual displays that relate to
places, things, and events.
I can pronounce the letter T
sound.
I can identify objects and livi
that start with the letter T.
I can work create a picture th
the letter T.
I can sort two out of three ob
with T,C,M,P, and F into the c
Behavioral strategies being u
on me! Listening ears turned o
and throw away the key Focuse
Ideas for on task: Students wil
of chocolate if they work hard an
(given at the end) and praise thr
lesson for doing things correctly,
through if things are not done co
-Friends, today is Tuesday (make
when I say it), does anyone know
starts with!?
-I will do a review of the letter T
introduced the day before. Does
remember what letter we started
yesterday? What does it look li
hands? What sound does it ma

-I will hold up the letter T flash

being done.

V. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed,
how will it be provided?
Step by step of lesson (may bullet)
Webbs Depth of Knowledge
Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking

Accommodations: Differentiating to meet students

needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

Task Analysis- The students wil

what the letter T looks like, sou
things that are associated with it
Step by Step
-talking about what the letter T
sounds like, and objects that go
(at rug)
-Show students how to write a le
board.
-Go back to desks.
- Use chalk board used for practi
upper case and lower case T.
-Pass out Letter T is for Tape, a
strips.
-Walk students through on how to
and place it inside of the blank T.
- Put in seat sack
-Come back to rug, and have stu
time) short toys into rings that st
certain letter.
DOK
Recall- The student will underst
letter T looks like and sounds like
Skills/concepts: The students w
knowledge of what a Letter T lo
writing one on a chalk board and
is.
Strategic thinking: Students w
letter T by ripping tape and putti
shape of a T.
Extended thinking: Students w
and apply their knowledge of let
learned in the weeks prior to sort

Accommodations and Extensi

white boards I will put dots in the
for the students that cannot inde
create a capital and lower case t
For one child, someone (either an
Methods: Visual activities, hand
guidance, whole group work, ind

work.
Engaged strategies: Working w
board to practice writing the lette
to make a visual connection of th
with T,
Materials: Chalk, Chalk board, L
cards, toys that start with the let
P, the mystery box, rings, Letter
and tape.
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
How/WHAT (Questioning and redirecting)

Show them the chalk board and

is, then show them how I draw a
lower case T on the board.
What is the letter that I just ma

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

What letter are we working on to

What sound does it make?
Can you make it with your hand?
What is something that starts wit

VII. Guided Practice: We Do

What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?

Teacher do: I will create a capit

case T on a chalk board, I will the
students to create one of each an
work.
Students do (as well as teach
students will practice making a
T on the chalk board, we will do t
as a group.
Independent: Students will wor
T art activity. They will show m
the tape and place it in their blan

IX. Collaborative (You Do Together) and/or Independent

Practice (You Do)
What practices will be demonstrated/modeled?
X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to

Since they already created their

go back over the first two I can
asking them as a review of what
on and then having them short o
Students will practice sorting obj
with the letters M, P, T, and C on
have to work through sounds and
what certain things are, in order
place them. The toys will be pull
mystery box, so they cannot se
picking.
Evidence will be if they can each
two out of three of their objects i
(they each will be asked to place

do?
What formative assessments will be used to inform
instruction?

Reflection
How do you know that the objective(s)/target(s) was met?
What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did
students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly challenging for
students? What
will you do to help the student(s) who struggled?
What will you do to extend the learning for those
students who met
target?
Were there any surprises? What would you do if you
taught this lesson
again?

each pile).

ANSWER ON A SEPARATE DOC