Lesson Plan for Reflective Instructional Cycle Correlated to the Danielson Framework for Teaching Alternative Template - Fall 2017 Framework refs & Guiding Questions Lesson Component Planning Notes Standards - 1a, 1c, 3a *What standards are addressed in this lesson? (district curriculum and/or TEKS) *What level of Bloom’s is called for in these standards? (will guide questioning and assessment) *What do students need to know and be able to do by the end of this lesson? (lesson objectives/outcomes/ expectations, maintaining the same level of Bloom’s) Standards (TEKS) Include Strand, Knowledge/ Skills statement, and Student Expectation(s): Written out completely. Highlight level of Bloom’s. Learning Objective(s) Based on learning, not activity: Write in student- friendly language for communication of learning objective to students. Hilighlight level of Bloom’s to ensure a match to the standard above. B. Assessment - 1a, 1c, 1f, 3a, 3d *What are the overarching (big) questions to be addressed? *How will students demonstrate their understanding of the objectives/ outcomes? *What is an example of Assessment Designed to measure student understanding of the objective(s) above. Should include: The essential questions to be addressed in this lesson.
(composition, monitoring, etc.) *How will you support/manage student participation? *How will you transition from one lesson segment to the next? *How will you ensure students understand directions? *What materials will you need to prepare? *How will you manage resources and technology during the lesson? *How will you gain and maintain student attention? *What behavioral modifications will be used for specific students? *How will you maintain awareness of lesson pacing and management of time? instruction and learning. Should include: A plan for group management. Methods to ensure student participation (engagement strategies). A plan for managing transitions and activities. A plan for managing resources and technology. Attention signal(s). A plan for time management/pacing. Student Participation and Engagement: Transitions and Activity Management: Resource/Technology Management: Attention Signals: Time Management: Domains 1 & 3 *How will the lesson begin? (launching the lesson; introduction; anticipatory set) *What will be said to the students about why they are learning the content/skill? How will the importance and relevance be explained to them? *How will the content be presented (learning expectations, objectives/outcomes, teacher modeling, think-alouds, anchor charts, instructional Lesson Flow Preparation for/scripting of teacher communication and instructional activities within the lesson cycle. Should include: Lesson Beginning (to be accomplished through direct instruction, questioning/discussion, etc. Should engage/ prepare learners). Should include: Relevancy/Purpose Learning Outcome(s) Assessment Criteria (how you will measure learning, how students will know they are meeting the outcomes) Beginning: Middle (Body):
strategies, etc.)? *What key questions will be asked? What are the expected responses? What secondary questions and/or prompts will scaffold for students? *How will students add to the class understanding? (i.e. discussions) *What activities will engage students and support practice of the content/skill? (guided practice, group work, individual work; “I do/We do/You do”) *What work products will generate evidence of students’ understanding of both knowledge and skills? *How will you check student understanding of the objectives/ outcomes? (maintaining awareness of student’s understanding, leading to instructional adjustment) *When will assessment occur and how will assessment criteria be communicated to students? How will students self-assess? *How will directions/ procedures be communicated to students? *How much time (instructional periods and/or minutes) will be needed for the lesson and lesson segments? *How will students/ teacher closure and Presentation of Expectations and Content (learning activities and focus) Connections to previous/future learning Key Questions to be addressed Lesson Middle/Body (Main teaching and learning components) Should also include: Discussion & Collaboration Opportunities (integration of Key Questions) Activities/Work Products (attach artifacts) Checking for Understanding Strategies (identify strategy/technique and how it will be used) Lesson End Closure (readdress purpose, outcomes) Student Reflection/ Self-Assessment End: