TE401 Lesson Plan Template

TE401 Daily Lesson Plan

Prepared by: Your name, the lesson plan Curriculum material sources:
author Title: Title of the curriculum material
Collaborating Teacher: upon which the unit is based
Date (lesson planned): Author:
Date (To be taught): Publisher:

Unit Title: Title of the unit in the curriculum material on which the unit is based
Lesson Title: Give your lesson an informative title
Lesson Overview: What should the students accomplish in this lesson.
(Example: The students investigate what happens when they bring different poles of magnets
near each other and form a rule indicating that like poles repel each other and unlike poles
attract.)

Unit Learning Goals Addressed in this Lesson

Michigan Curriculum Framework using Related main ideas (Cite source)
benchmarks (Include benchmark codes)
1. Suggestion: 1 or 2) •

Michigan Curriculum Framework reflecting

and/or constructing benchmarks
1. Suggestion: 1 or 2) •

2.

Habits of mind or classroom learning community goals

1. Suggestion: 1 or 2

Who are my students?

Commonly held ideas about the topic
Identify commonly held ideas from the unit
preassessment, student responses in earlier
lessons or research. Cite the sources of your
information.
Previous experiences relevant to the topic
Implications for this lesson
How are these commonly held student ideas
likely to influence your students’ responses to
the activities in this lesson?

Funds of knowledge
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Linguistic, social and academic challenges,

resources and supports

Instructional Approach

Rationale: How does this lesson fit into the unit and the I-AIM?

1. I-AIM Functions:

2. Related Lessons:

Lesson Overview: Activity and Transition Labels, Times and Materials

Activity Label* Time Materials

minutes

minutes

minutes

minutes

minutes

minutes

minutes

minutes

minutes
*Indicate with an asterisk (*) the activity(ies) you will use for assessment.

Total time for lesson: _____ minutes

Summary of Materials Required

Materials for whole class: Materials for groups: Materials for individuals:
• • •

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Lesson Procedures
Activity Element Procedures and management Students Academic, social &
& Time linguistic resources and
support
• •

• •

• • .

• •

• •

• •

Basis for assessment

Task: Diagnostic features: Support:
•

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Rubric for the Common TE 401 Science Lesson Plan Assignment

Component of
Lesson Plan Desired features for the component Scores
Curriculum Materials Analysis
Learning Goals 1. Appropriate Using learning goal identified

Curriculum 2. Engage questions answered thoroughly

Materials
Questions 3. Questions for 1 other step answered thoroughly

4. Ratings justified with examples from materials

5. Ratings & justifications related to learning goal

Knowing My 1. Relevant questions are answered

Students Questions
2. Reasons/justifications are given and reasonable

Modifications 1. Modifications are offered to strengthen materials, if

necessary
2. Modifications are offered to match materials to students,
if necessary
3. Modifications fit learning goal
4. Modifications fit I-AIM
Summary 1. Overall strengths are identified and justified
2. Overall weaknesses are identified and justified
3. Connections are made between students intellectual and
cultural resources and planning instruction

Lesson Identification
Lesson 1. All items complete
identification
2. Lesson objective (overview) represents well what the
students will accomplish in the lesson
Learning Goals

Learning Goals 1. Includes 1 using, AND 1 constructing OR reflecting

benchmark from the MCF.
2. Benchmarks are appropriate for grade level and lesson
3. Main ideas are explained.
4. Sources are cited.
Habits of mind or 1. Are consistent with other goals
learning
community goal 2. Are supportive of the stage of the instructional model

Students
Students 1. Commonly held ideas, experiences (including previous
lessons), funds of knowledge, and linguistic, social and
academic challenges and resources are identified

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2. Implications of listed items are identified

3. Implications are consistent with the ideas, experiences
and background
4. Implications are relevant to the lesson

Lesson Overview
Rationale: 1. Strategic functions clearly described
Strategic functions 2. Consistent with activities
3. Expressed in terms of an appropriate instructional model
Rationale: 1. Lessons clearly described in terms of the activities and
Related lessons their strategic functions
2. Relationships with planned lesson are made clear
3. Sequence is consistent with an appropriate instructional
model
1. Labels are specific and informative
Activities and
2. Activities are consistent with learning goals
transitions
3. Activities are consistent with strategic functions and
instructional model
4. All transitions are identified
1. Time estimates are realistic
Time and materials 2. Materials are clearly identified by activity
3. Materials summary is complete

Lesson Details
1. Activity & transition labels are consistent with Part 2
Lesson procedures 2. Detailed procedures are made explicit
3. Includes key questions, follow up probes and statements
of key ideas
4. Address the learning goal
5. Consistent with specified strategic functions and lesson
objective
6. Reflect appropriate classroom routines
1. Clearly specify what children are to do
Student actions
2. Include anticipated student responses
3. Includes anticipated challenges for students
4. Anticipated responses are linked to instructional
approaches, tasks, pedagogical decisions…
1. Includes appropriate special needs adaptations
Resources and 2. Includes resources as well as needs
supports
Assessment: 1. Task(s) that can provide data are clearly identified
Task(s) 2. Provide evidence of student ideas or thinking
3. Data relate to learning goals/strategic functions
Assessment: 1. Specific features of students’ responses are clearly
identified
Diagnostic features 2. Are related to the learning goals

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3. Are diagnostically useful

4. Sufficiently describe the responses
Connection to Curriculum Materials Analysis
Curriculum 1. Are the weaknesses identified in the curriculum
Materials Analysis materials analysis strengthened?
2. Are the strengths identified in the curriculum materials
analysis still present?
Knowing My 3. Are the implications for students intellectual resources
Students addressed in the procedures?
4. Are the implications for students’ cultural resources
addressed in the procedures?
Ave Score

The scores are defined in terms of the following levels:

4 Advanced – Shows exceptional attention to detail and intent of the criterion. Meets all
of the criteria listed for that component and exceeds some.
3 Proficient – What we expect of all of our preservice teachers by the end of the course.
All parts completed with no major problems and only one or two minor problems.
2 Basic – Minimal level to pass the course (below average). Missing or major problem
with one element or criterion, or three or more minor problems.
1 Novice – What we might expect of preservice teachers entering the program. Missing
or major problem with two or more elements or criteria