Daily Lesson Planning Template

(Based upon the Madeline Hunter Model)

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Tips and Considerations: Note that unit and lesson

planning are like learning to drive; it's very difficult at first,
but after practice, it becomes habitual. After much
practice and feedback, you will begin to design your own
format and develop abbreviations, etc. Good teaching is
characterized by good planning, you will always need to
spend time planning your lessons.

Remember, the well-taught lesson is a thing of beauty! It

shows your commitment to the expectation of learning by
the students and sends you on your instructional trip with
a thoughtful roadmap.

Other suggestions:

Do lesson plans for each major preparation you teach. Your students
deserve quality from a professional. Consider the learning you had
when you were taught by someone who was unprepared.
Take notes after you teach a lesson! When you make notes of the
successes and changes you want, it is easier to remember next time.

Element Description
Duration The timing of the lesson plan is very important. The teacher
should estimate length of time the activity will take.
Learner Before the lesson is prepared, the teacher should have a clear
Outcomes / idea of learner outcomes (benchmarks) to be addressed each
Benchmarks day. Ask the question, “What specifically should the student be
able to do, understand, and care about as a result of the teaching
today?”

As the plan unfolds, the teacher must consider possible

adaptations, i.e. extensions/accommodations/differentiations of
the lesson plan. This will include modifying the lesson plans for
students with individual and specific needs. Using various
instructional models such as Bloom’s Taxonomy (examples of
this model are included in the Forms for downloading section),
Bernice McCarthy’s 4-mat, or Howard Gardner’s MI is necessary
for differentiating plans and for addressing various learning styles
and student ability.
Transition Equally as important, is the pacing of the lesson plan. The
teacher should consider the logistical issues that will arise as
students move from one activity to another. Behavioral
expectations and procedures must be established and practiced
in order that students know what is expected of them as they are
involved in and move from one activity to another.
Standards The teacher needs to know what standards of performance are
to be expected and what type of lesson is to be presented,
procedures to be followed, and what students are expected to
do. State and Content Standards should be included here.
Daily The teacher will need to list, from the Unit Materials listing, those
Materials materials that are pertinent to this particular daily lesson.
Needed
Anticipatory This puts the students in a receptive frame of mind. It addresses
Set the motivation for the lesson. How will the students become
enticed to become active learners? The anticipatory set includes
enduring understandings and essential questions in order to
activate the learners' previous knowledge so that new learning
can take place.
Pre- This is based upon the final assessment and what you hope
Assessment students will know and be able to do at the end of the daily
lesson. Teachers must develop a repertoire of various
assessment strategies and vary them accordingly. The final unit
must include the specific assessment documents/tools.
Teaching Teaching the lesson includes three parts: input, modeling, and
the Lesson checking for understanding. During input the teacher provides
the information through lecture, videos, etc. Once the material
has been presented, the teacher uses it to show students
examples of what is expected as an end product of their work.
Finally, the teacher determines whether or not the students have
“got it” before proceeding. If students to not appear to have
grasped the material, re-teaching may be necessary.
Guided This is the opportunity for the student to demonstrate grasp of
Practice / new learning by working through an activity or exercise under the
Instructional teacher’s direct supervision. The teacher moves around the room
Strategies to determine the level of mastery and to provide individual help if
necessary.
Post- Assess the post-instructional accomplishments of the learners
Assessment and calculate student-by-student, or for full classroom, or for a
selected group of students the growth in learning achieved.
Closure List those actions or statements by a teacher that are designed
to bring a lesson presentation to an appropriate conclusion. The
three purposes of closure are to cue students to the end of a
lesson, to help organize student learning, and to help form the
big picture for the student by reviewing key points.
Independent Once students have mastered the content or skill, it is time for
Practice reinforcement practice. It should be provided on a repeating
basis. It may be in the form of homework, group work or
individual work in class.
Summarize, Summarize, interpret, and consider the gains in academic
Evaluate & performance levels of students in relation to where students were
Reflect prior to instruction, the context in which teaching and learning
occurred, and the implications of this analysis for one’s own
professional effectiveness and development. Reflection
questions may include How did the class do as a whole? Based
upon the circumstances in which you were teaching, are there
any conclusions you can make? What would you do differently
next time you teach this lesson? What worked well? How did you
utilize parental involvement and feedback? Were all texts and
additional resources appropriate? How have you personally
grown as a teacher from this lesson?

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