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Liberty University’s Standard Instructions

** TEACH IT, PRACTICE IT, TEST IT! **

Lesson Plan #__: __________


[plan will be returned with no credit if any section is blank]
Teacher Candidate: Course:

LESSON PREPARATION [before the lesson]


Topic: Correct subject/grade/topic and are age appropriate. Concept:

Subject: Grade:

State Standard [Virginia SOL or reading standard of your state]: Virginia SOLs can be located at
http://www.pen.k12.va.us/
National Standard [TCA – Please be sure address subject specific competencies as well as others]: Use
your TCA competencies – part 2 to choose the standards that are addressed in the lesson plan.
Primary Objective [Objective must match Summative Assessment below.]
Must be a specific behavioral objective which provide a basis for evaluating whether or not the objective
was accomplished, by each individual student (measured by the summative assessment). The objective
should describe the skill to be taught, not the content to be used. The following components must be
stated in each objective:

Audience/Learner:: Be specific. "each student” or “students in group 3”

Behavior/Observable task: Must be a verb that can be observed -- not "know" or "understand"

Criterion (MEASURABLE): For example, "state three reasons," "draw one picture," "answer 18 of the 20
correctly" Do not use percentages in lesson plan objectives.

Demonstration/Condition of the task: for example, "Given ten vocabulary words..." -- not "After a
vocabulary lesson."

Sample objectives:
Given 10 vocabulary words, each student write a correct definition for at least 9 of the words.

In an essay, each student in group two writes an essay integrating each of 10 teacher identified
vocabulary words with contextual accuracy.
Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of
lesson and how instruction will be adapted]
Description of the group for whom the lesson is being prepared. Identify cultural groups, learning style
groups, ability groups, and any special needs groups represented. Define any special groupings to be
addressed during the lesson. Describe the student diversity and related aspects of lesson and how the
lesson will be adapted to accommodate the diverse learners.
Materials/Equipment [Be creative! Manipulative activity required]
List the materials and equipment needed for the lesson. Be creative! Include authentic children's
literature: poetry, drama, fiction, nonfiction, and research materials suitable to the content area of study.
Or perhaps manipulatives, maps, samples, etc. Be sure to list printed materials in APA format.
Technology Integration [Provide software title or website that could be used for this topic]
Hardware/software used by teacher and/or students and how it will be integrated into the lesson. Specify
the net address for each entry.
Character Principle [Choose character principle related to children’s literature selection.]
Choose a character trait that applies to the lesson. State the principle in children's terms, a correlated
verse (or an appropriate excerpt for young children), and the scripture reference. The character principle
must also be applied to the lesson procedures
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students
to be successful in the summative evaluation at the end of the lesson.
Set [Introduce lesson concept.]
Introductory activity to get students' attention and focus attention on the lesson topic.

Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of lesson
concept.]
Include a brief explanation of the concept to be taught and one or more examples to be modeled
by the teacher. If steps or skills are part of the lesson, list the steps or skills. This needs to be
explained in the detail that a reader will know that you understand the concept being taught.
* Optional - Children’s Literature Selection [Read selection and apply lesson concept and character
principle]
Guided Student Practice [formative assessment]:
Students practice additional examples with the teacher's guidance using an activity, assignment,
or experience. Group activities are appropriate. Teacher observes student performance (formative
assessment).
Independent Student Practice [formative assessment – practice for summative assessment]:
Once the teacher is satisfied that the students understand the examples completed as a group with
teacher guidance, additional examples are assigned to be completed independently. The teacher
should circulate through the room to observe whether students are having difficulty and help
them as needed (formative assessment). This is not the same as the summative assessment not is
this where you evaluate the objective. Rather it is practice for the summative assessment.
Closure [Review lesson concept and character principle.]
Review the concept taught. (Restate the objective and/or ask students.) Summarize and solidify.
Summative Assessment [Measure performance of each individual student]:
Must measure the objective stated in the lesson plan. (How will you grade or check to see if the
objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the
teacher, student, or peer) to assess each student's performance. This is not the same as the
independent practice.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations. This
is to demonstrate the results of what you have learned on K-12 student learning.
Describe the outcome of the lesson. How many of the students met the objective? Describe this outcome.

Describe student performance and state the number of students who achieved the objective.

Describe an alternative approach for this lesson.

Describe an appropriate lesson to follow this lesson.

DO NOT ASSIGN HOMEWORK unless the students demonstrate mastery. The parents are important in
the lives of their children, but YOU are the teacher.

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