Essential Elements of Instruction Checklist (EEIC) Teacher: Ms.

Aranda
Note: The following checklist is a tool for support in designing a lesson plan Grade Level: 7th/8th Study Skills
that encompasses the Essential Elements of Instruction. The actual plan can be
in a format customized to the teachers needs, but all EEI components must be Date(s)/Total Time (Min): 2/24/17 50 min
carefully considered in the planning process and evident in the final plan.

Lesson Plan Component

Connection to standards (Focus state standards, content and language, as well as unit big ideas include STEM alignment
whenever possible)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
(8.W.2a)

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly. (8.SL.1)

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over
the course of the text. (910.RH.2)

***Prior learning assessment (Summary of data, including individual strengths/needs, from probe or other informal assessment
related to focus concepts/skills)

Name IEP Disability Reading Math scores

scores
Ayshten ADHD
Tanden Writing (Specific)
Colter ADHD
Onna Lower Level
Brady Speech & Lower Level No effort
Language Not passing
Impairment
Edgar Vision
Impairment
Ramon
Angela Reading Lower level
(Specific)
Yadira Attendance Issues
Missing assignments
Lack of motivation

Instructional objective(s) (What students will be able to DO to show they understand the concept and/or skill)

The students will be able to apply the organizational skills discussed in the lesson to their daily routine.

Student-friendly version of objective (Short, in student-friendly language, focus on what the student will be able to do. I can
objective.)

I can stay organized at school by using the tips from todays lesson.
Revised by JLeFevre
Adapted from: D. Fullo
***Cultural, family, developmental considerations (Summary of student language, culture, family or developmental
differences)
Some students may not have a sense of importance of remaining organized in school or at home, so I will explain with a visual model
such as using a video from the web, a role playing scenario, and by discussing the matter as a class.

Evidence-based teaching strategies, including PBIS (Best practice methods to meet the academic and developmental needs
of students)
Positive reinforcement: I will thank students for sharing their thoughts and ideas.
Think, Pair, Share: Will be utilized after the quick write.
Proximity: Students who tend to not be motivated will be checked on and shown some one on one support throughout the lesson.

Adaptations for student access (Be specific with a focus on UDL principles and relevant technology tools/supports)

Textbook Magazines/ Newspapers X Audio/visual tech

Workbooks Supplemental Books _____________________
X Handouts X Internet/ Computer _____________________

Scaffolding and/or accommodations/ modifications (per IEP):

Edgar will be asked to sit at the front of the room so he could see the video being displayed on the projector.
The students will be asked to stand and share their answers with a partner, this will allow those students with ADHD to move
throughout the lesson.
Students will be asked to write by using bullets or jotting down ideas and explain their answers rather than attempting to write entire
paragraphs.

Procedures (Step-by-step plan for the lesson, with pacing/time for each part of the lesson)
Type of Lesson (Structure, grouping more than one option may be used)
X Whole Group X Direct Instruction Other_(specify groups, student roles in
groups)
X Small Group Inquiry

X Independent
Anticipatory set /grabber (Focus students attention on the lesson, motivate)

Teacher roleplay: To grab students attention I will act unorganized at the beginning of the lesson to introduce the
importance of being organized. I will drop a folder full of papers and act as if I have lost an important piece of
information. I will mention Man, I wish I had better organizational skills this lesson would go much better If I
were ready and prepared. How embarrassing, Im so sorry. After the role play, I will explain to the students that
I was using this as an example as to why it is important we do not become unorganized and explain how todays
lesson will help them manage life and school work. (5 minutes)

Introduce quick write: For 5 minutes the students will independently write why being organized is important on a
sheet of paper provided to them. The students will not stop writing until a timer goes off.

Find a partner: For 3 minutes students will stand up from their desk with their paper and discuss what their
reasons were. A timer will be used here.
Revised by JLeFevre
Adapted from: D. Fullo
As a class: Students will head back to their seats. We will share and discuss some of the reasons the students
wrote about. We will find what similarities and differences we as a class came up with.
Explicit Instruction, including modeling w/ key vocabulary (What will the teacher DO to help students understand the
skill, chunking, step-by-step, as needed for understanding? I DO)

Say: Since we talked about why we believe its important to stay organized as a class, I want you to see how not
being organized could becoming challenging in school.
Play this video: Becoming an organized student
Discuss: Ask for volunteers to share when they experienced something similar to the situations in this video.
Clean out binders: Model what it looks like to organize a binder/notebook. Make two stacks, one for papers to
keep and one for papers to throw away.
Guided practice (Doing the skill with the students, WE DO, describe activity)
Hand out 7 Ways to Teach Your Middle-Schooler Organizational Skills
Ask students to read these tips with a shoulder partner
Discuss which tips are most effective from this list, and as a class add more skills that should be on the list.

Checking for understanding (Formative assessment. How will I check during the lesson to see how well each student
understands the new concept/skill? How will I adapt instruction during the lesson if one or more students do not understand?)

Ask students to show me a thumbs up if they are comprehending the main idea of todays lesson, ask students if
they have learned some new tips they did not think of using before.

Independent practice (Student performs the skill without assistance, YOU DO. Describe activities and opportunities for
immediate practice and for additional practice, including redos, as needed to meet individual needs.)

Students will fill out a chart called Lets stay organized! where they are asked to list on the left what they could
use help with in terms of organization. On the right side they will list one of the tips that will assist them with this
task that they learned about today in the lesson.

Enrichment/Extension (What will students who already get it do to deepen their understanding of the concept/skill?)

Students who have finished their chart will assist those who need help coming up with their own ideas.

Closure (Formative assessment. Students summarize what they have learned, all students participating, with individual evidence of
understanding.)

Group discussion to share what they have filled their chart with, those who would like to share will share with the
class.

Assessment Summative (May follow one lesson or a group of lessons, such as a unit of instruction. Each student demonstrates
his/her level of competency with focus concept(s)/skill(s) using traditional or alternative methods. Attach rubric if relevant).
The students usually use Friday as a day to clean out their binders and backpacks. We will do this for the last 10
minutes of class. All students will have to show me that their backpacks and binders are organized. There should
be no loose papers floating around in their backpacks or any papers falling out of binders and notebooks. The
students will show me that they have completed their Lets stay organized chart.

Revised by JLeFevre
Adapted from: D. Fullo