INSTRUCTIONAL PLAN

Teacher: ____________ Subject/Lesson Title: _________________ Grade: _______

Note: This format is designed to match the criteria for lesson planning outlined in the Performance Based Pedagogy Assessment Instrument. Since those criteria may not be relevant or appropriate for every lesson planning purpose, some of the elements of this plan may need to be adjusted or omitted for particular circumstances.

Curriculum Context/Long Term Goals: Think about how this lesson fits with larger goals (e.g. national /

3 boxes must be linked

state content standards, district / school curriculum objectives) in the subject area in general. Can this lesson incorporate a multicultural perspective? Are there any specific lessons that need to have preceded this lesson? Are there specific areas of knowledge, skills, or background experience that are necessary for the students to be able to successfully engage in this lesson?

EALRs/GLEs: What EALRs/GLEs from different subject areas will be targeted in this lesson? Identify the
connection to EALRs, state learning goals and/; or district or school goals addressed by each learning target.

Short Term Learning Targets/Objective(s) for This Lesson: What do you want the students to

understand, know, and/or be able to do when they have successfully completed this lesson? Consider distinctions between learning factual knowledge and skills, and learning / applying knowledge, skills and thinking processes of a discipline in the service of developing deeper understanding of concepts and principles. Target intellectual, social, and behavioral objectives, as appropriate. Overall, the learning targets must be: meaningful, developmentally and instructionally appropriate, focused on outcomes that can be assessed,

Assessment Plan:

Pre- Assessment - What information have you gathered that indicates a need for these learning targets for this group of students? How have you assessed or determined the students need for this lesson? How else can you justify these learning targets in light of standards, curriculum goals, or ideas about best practice? Formative Assessment- Formative assessments include monitoring, adjusting and checking for understanding throughout the lesson. What would it look like and sound like if students are participating successfully in the lesson? Think ahead about how key elements of the learning experiences / targets should be evident. What signs or signals might suggest the need to revise your plan as you proceed? Summative Assessment What evidence will show that students successfully learned what this lesson was intended to teach? Will there be a culminating activity or performance, a test, or quiz? Will you analyze student work or use observations of their participation? Be sure that your means of assessment will enable you to truly assess each of your learning targets. Will there be opportunities for student self-assessment?
According to the criteria outlined in the Performance-Based Pedagogy Assessment Lesson Plan, the assessment plan must: make use of a variety of assessment modes, including formal and informal assessments be aligned with the learning targets be developmentally and culturally appropriate include opportunities for student self-assessment and reflection provide feedback to students regarding their performance

Time:

INSTRUCTIONAL SEQUENCE Activating Prior Knowledge: Make a plan for what will you do at the beginning to connect

students to this lesson, engage their interest /experience, and encourage their active participation. Think also about what you do to activate prior knowledge and/or build background knowledge necessary to prepare students for the lesson. What will you do to get the students physically and mentally ready for the content of the lesson? How can you draw upon meaning and relevance from the students personal experiences? How will you connect to their previous learning?

Communicating Learning Targets:

In most lessons, it is important to explicitly state your learning targets -- what the students will know and be able to do as a result of the lesson, and how it will benefit them. Next, explicitly describe your behavior expectations. Make a plan to provide practice for your students, when necessary, to respond to any cues or behavior signals.

Learning Experiences

How will you teach the lesson? What instructional approach will best accomplish your learning purpose(s) (direct instruction, cooperative learning, gradual release of responsibility, discussion, etc.) Organize this section with numbered steps and/or time allocations for teacher and student tasks. Describe each demonstration, instructional interaction, or learning experience; questions and/or prompts you plan to use; grouping of students, and on-going assessments. If other adults will be helping you, explain what their role will be. Its a good idea to include any particular ideas or statements you will use (as needed) as transitions from one part of the lesson to another. Also consider what steps you will take to foster an inclusive, supportive learning community. According to the criteria for the Performance-Based Pedagogy Assessment Lesson Plan, the learning experiences you design must: be aligned with learning targets and assessments account for students prior knowledge, skills, experiences, and developmental levels be based on research and principles of effective practice reflect accurate content knowledge provide interdisciplinary connections across subject areas incorporate multicultural and gender-relevant subject matter content stimulate student problem solving and critical thinking skills provide opportunities for students to engage in a variety of learning approaches and grouping patterns, including heterogeneous cooperative learning groups provide opportunities for students to become intrinsically motivated and engaged in their own learning. Note: The elements and organization of this section of your plan will vary depending upon the instructional approach(es); not all of the bulleted items above may be present in any particular lesson

Closure:

How will you bring the lesson to closure? This might include reviewing, summarizing, reflecting on main ideas / learning targets and planning for future learning experiences. How can students apply this learning to future situations?

Management Issues: Make a plan for the management strategies you will use during the lesson to help it flow

smoothly and make sure students understand how to interact productively. What potential management problems or problematic behaviors may arise, and how will you prevent or handle them?

Accommodations/Modifications for Diverse Learners: Anticipate how you will differentiate your

instruction and make this lesson accessible to all students and make sure each is challenged appropriately. This might include cultural differences, students with learning disabilities, students with gifts/talents, physical

disabilities, etc. Consider planning alternate learning experiences for those who may need modifications. Do you need a back up plan for students who may find the lesson too easy or too difficult? Are there particular students who will need extra attention? How could you provide it?

Instructional Materials, Community Resources, and Technology: Anticipate what resources will be
used for the lesson and what will need to be prepared in advance so that this lesson will run smoothly. Are there ways that technology could be used to support and enhance instruction and student learning? What community resources could be used?

Learning Environment: Describe the learning environment. Where will the lesson take place? How will the
room/furniture/students be organized?

Family Interactions: What opportunities does this lesson present for communicating and collaborating with
parents? (This may not be possible in limited practicum situations) According to the criteria for the Performance-Based Pedagogy Assessment Lesson Plan, the plan for interacting with families must: be appropriate for the language level of the families focus on providing and eliciting information about student learning be culturally responsive provide opportunities for two-way communications

Self-Reflection on Teaching:

Thinking About This Lesson: How did this lesson go? What surprises, questions, dilemmas, or problems did you encounter? How well did the students achieve the learning targets you planned for? What evidence do you have to show their learning? Thinking Ahead: What would you do next for these students; why? What could you do to respond to / challenge students who handled this lesson successfully? What could you do to re-teach for students who struggled or were frustrated? What did you learn about yourself as a teacher, and your developing knowledge, skills, and dispositions?