MATH Lesson Plan Assignment Instructions Overview Lesson planning is a key aspect of effective instruction. Lesson planning ranges from long-term planning (such as yearly or unit planning) to short-te

EDSP 525

Lesson Plan Template

Lesson Plan #1
Preliminary Information
Candidate Name: Click or tap here to enter text.	Grade Level: Click or tap here to enter text.
Candidate’s Endorsement: Click or tap here to enter text.	Central Focus: Click or tap here to enter text.
Subject: Click or tap here to enter text.	Learning Segment Theme: Click or tap here to enter text.
Where in the learning segment does this lesson occur? ☐Beginning ☐Middle ☐End	Lesson Structure or Grouping: ☐Whole Class ☐Small Group ☐1:1 Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.
Personal (Interests, family backgrounds, experiences, etc.)	Click or tap here to enter text.
Cultural (Traditions, dialects, worldview, literature, arts, etc.)	Click or tap here to enter text.
Community (Landmarks, community events, etc.)	Click or tap here to enter text.
Developmental (Cognitive, physical, social, and emotional)	Click or tap here to enter text.
Content Standards
State Standards	Click or tap here to enter text.
National Standards	Click or tap here to enter text.
InTASC Standards	Click or tap here to enter text.
Learning Objective(s) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.
Click or tap here to enter text.
Beginning: Launch/Hook/Anticipatory Set How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?
Click or tap here to enter text.
Middle: Instructional Strategies to Facilitate Student Learning For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.
Instruction/Modeling	Click or tap here to enter text.
Guided Practice	Click or tap here to enter text.
Independent Practice	Click or tap here to enter text.
End: Closure How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
Evidence and Assessment of Student Learning How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?
Diagnostic/Pre-assessment(s) (could be prior to the lesson)	Click or tap here to enter text.
Formative Assessments/ Feedback to Learners (part of the activities in the lesson)	Click or tap here to enter text.
Summative Assessment (matches the objective)	Click or tap here to enter text.
Academic Language Demands
Language Demand(s)	Click or tap here to enter text.
Language Support(s)	Click or tap here to enter text.
Essential Vocabulary	Click or tap here to enter text.
LU SOE-Specific Lesson Requirements
Character Education	Click or tap here to enter text.
Materials	Click or tap here to enter text.
Technology Connection	Click or tap here to enter text.
Consider the Following Question for the next section of this Form: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).
Planned Supports	Click or tap here to enter text.
Supports: Differentiation/Extension How will you provide successful access to the key concepts to all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)	Click or tap here to enter text.
ELL	Click or tap here to enter text.
Learning Styles/Student Engagement	Click or tap here to enter text.
Extension	Click or tap here to enter text.
References: Resources Cite all sources used in the development of the lesson materials and resources, including URLs or other references.
Click or tap here to enter text.
References: Research to Support Instructional Design Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.

Lesson Plan #2
Preliminary Information
Candidate Name: Click or tap here to enter text.	Grade Level: Click or tap here to enter text.
Candidate’s Endorsement: Click or tap here to enter text.	Central Focus: Click or tap here to enter text.
Subject: Click or tap here to enter text.	Learning Segment Theme: Click or tap here to enter text.
Where in the learning segment does this lesson occur? ☐Beginning ☐Middle ☐End	Lesson Structure or Grouping: ☐Whole Class ☐Small Group ☐1:1 Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.
Personal (Interests, family backgrounds, experiences, etc.)	Click or tap here to enter text.
Cultural (Traditions, dialects, worldview, literature, arts, etc.)	Click or tap here to enter text.
Community (Landmarks, community events, etc.)	Click or tap here to enter text.
Developmental (Cognitive, physical, social, and emotional)	Click or tap here to enter text.
Content Standards
State Standards	Click or tap here to enter text.
National Standards	Click or tap here to enter text.
InTASC Standards	Click or tap here to enter text.
Learning Objective(s) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.
Click or tap here to enter text.
Beginning: Launch/Hook/Anticipatory Set How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?
Click or tap here to enter text.
Middle: Instructional Strategies to Facilitate Student Learning For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.
Instruction/Modeling	Click or tap here to enter text.
Guided Practice	Click or tap here to enter text.
Independent Practice	Click or tap here to enter text.
End: Closure How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
Evidence and Assessment of Student Learning How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?
Diagnostic/Pre-assessment(s) (could be prior to the lesson)	Click or tap here to enter text.
Formative Assessments/ Feedback to Learners (part of the activities in the lesson)	Click or tap here to enter text.
Summative Assessment (matches the objective)	Click or tap here to enter text.
Academic Language Demands
Language Demand(s)	Click or tap here to enter text.
Language Support(s)	Click or tap here to enter text.
Essential Vocabulary	Click or tap here to enter text.
LU SOE-Specific Lesson Requirements
Character Education	Click or tap here to enter text.
Materials	Click or tap here to enter text.
Technology Connection	Click or tap here to enter text.
Consider the Following Question for the next section of this Form: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).
Planned Supports	Click or tap here to enter text.
Supports: Differentiation/Extension How will you provide successful access to the key concepts to all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)	Click or tap here to enter text.
ELL	Click or tap here to enter text.
Learning Styles/Student Engagement	Click or tap here to enter text.
Extension	Click or tap here to enter text.
References: Resources Cite all sources used in the development of the lesson materials and resources, including URLs or other references.
Click or tap here to enter text.
References: Research to Support Instructional Design Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.

Lesson Plan #3
Preliminary Information
Candidate Name: Click or tap here to enter text.	Grade Level: Click or tap here to enter text.
Candidate’s Endorsement: Click or tap here to enter text.	Central Focus: Click or tap here to enter text.
Subject: Click or tap here to enter text.	Learning Segment Theme: Click or tap here to enter text.
Where in the learning segment does this lesson occur? ☐Beginning ☐Middle ☐End	Lesson Structure or Grouping: ☐Whole Class ☐Small Group ☐1:1 Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.
Personal (Interests, family backgrounds, experiences, etc.)	Click or tap here to enter text.
Cultural (Traditions, dialects, worldview, literature, arts, etc.)	Click or tap here to enter text.
Community (Landmarks, community events, etc.)	Click or tap here to enter text.
Developmental (Cognitive, physical, social, and emotional)	Click or tap here to enter text.
Content Standards
State Standards	Click or tap here to enter text.
National Standards	Click or tap here to enter text.
InTASC Standards	Click or tap here to enter text.
Learning Objective(s) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.
Click or tap here to enter text.
Beginning: Launch/Hook/Anticipatory Set How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?
Click or tap here to enter text.
Middle: Instructional Strategies to Facilitate Student Learning For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.
Instruction/Modeling	Click or tap here to enter text.
Guided Practice	Click or tap here to enter text.
Independent Practice	Click or tap here to enter text.
End: Closure How will you end the lesson in a way that promotes student learning and retention?
Click or tap here to enter text.
Evidence and Assessment of Student Learning How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?
Diagnostic/Pre-assessment(s) (could be prior to the lesson)	Click or tap here to enter text.
Formative Assessments/ Feedback to Learners (part of the activities in the lesson)	Click or tap here to enter text.
Summative Assessment (matches the objective)	Click or tap here to enter text.
Academic Language Demands
Language Demand(s)	Click or tap here to enter text.
Language Support(s)	Click or tap here to enter text.
Essential Vocabulary	Click or tap here to enter text.
LU SOE-Specific Lesson Requirements
Character Education	Click or tap here to enter text.
Materials	Click or tap here to enter text.
Technology Connection	Click or tap here to enter text.
Consider the Following Question for the next section of this Form: How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).
Planned Supports	Click or tap here to enter text.
Supports: Differentiation/Extension How will you provide successful access to the key concepts to all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)	Click or tap here to enter text.
ELL	Click or tap here to enter text.
Learning Styles/Student Engagement	Click or tap here to enter text.
Extension	Click or tap here to enter text.
References: Resources Cite all sources used in the development of the lesson materials and resources, including URLs or other references.
Click or tap here to enter text.
References: Research to Support Instructional Design Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.

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