Lesson+Plan+Templates

__** Direct Instruction - **__ DII Thinking – Cognitive Planning Template

**Teacher:** ___ **Date:**__ __**Subject:**__ _


 * **Standard:** ||
 * **Lesson Objective:** ||
 * **Connecting to Prior Knowledge:** ||

Academic Vocabulary (AV)
 * **Objective** || **Teacher** || **Student Engagement** ||
 * **Input and Model** || __**Input:**__

Process/Steps :

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -  __**Model:**__ (introduce process/steps) || Students will participate with **choral/echo response** of meanings of Academic Vocabulary, steps/process

Students will use **gestures (TPR)** to distinguish definitions of AV

Students will **listen and watch** teacher “think aloud.” ||
 * **Structured Practice** ||  || Students will actively participate **(echo/choral read)** in completing problems with teacher

Think-Pair-Share opportunities, **equity cards/sticks**

Respond using sentence frame: ||
 * **Guided Practice** || *Reminds students of expectations (use academic language/steps), walks around providing immediate feedback, correctives. Afterwards, Teacher has students come to explain problem(s) || Students will recall process

Students will **work in pairs** and use process to complete practice problems.

Respond using sentence frame: ||
 * |||| **Teacher** || **Student Engagement** ||
 * || **Independent Practice** || Monitoring

Collects for Formative Data

OR

Coaches students (immediate feedback) || Students will **independently** complete ___.__ ||
 * |||||||| **Standard:** ||
 * |||||||| **Lesson Objective:** ||

**DII Thinking / Planning Template**

**//Remember: DII is meant to be used when students are taking on a//** **//skill//**__**//. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?//**

//Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE.// || **You say it, say it together, say it to your partner - T-C, S-S, C-T** || What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? **Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. We don’t just want students knowing and doing; we want them explaining and understanding.** ||
 * **Standard:**
 * **Lesson Objective:** What the students should know and be able to do by the end of the lesson
 * **Connecting to Prior Knowledge:**

//Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep students engaged/busy.//

**Model – //Show// them what to do with the new information** || **//I Do It - You Watch and Listen//** **//You do all the thinking. Make sure to Think Aloud and to model what you want them to be doing independently.//** __**//Start where you want them to end.//**__
 * **Objective** || **Teacher** || **Student Engagement** ||
 * **Input – //Explain// the new information**
 * Avoid asking questions during input. Don’t expect students to know what hasn’t been taught
 * Show or demonstrate info. through auditory, visual, kinesthetic, or a combo. of modalities
 * Provide a chart of the sequential steps in taking on the skill
 * Talk about your thinking(Metacognitive Demonstration) – point to the chart when using steps
 * CFU - Present material in small steps – Have students chorally repeat and/or TPS the steps
 * Re-explain difficult points || **//Sentence Frames//**//: Need to model complete sentences either verbally or written.//


 * Echo, choral
 * “Show me...” - students connect to learning using TPR

__**Student Engagement**__

T-C, T-G, T-S //Notice the teacher always leads the interaction during input and model// || **//You help them with the thinking and help feed them the answers. They don’t think it all the way through by themselves until guided practice//** “What do I do next?” //Think...tell your partner, randomly call on students to CFU//
 * **Structured Practice** || **//We Do It Together//**
 * Teacher Paced - Lock Step
 * Lead students through the steps, the cognitive process, and the rule
 * Provide lots of prompts / pre-correctives
 * Avoid letting errors go uncorrected or giving answers to students. Give specific feedback & correctives**.** Go back to the student later to allow them to correctly answer the question.
 * CFU - Start asking “HOTS” & get students to explain concepts or process in their own words (effective teachers ask more) || * Give “Think Time” – 5 seconds
 * Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down
 * Have students verbalize steps:

__**Student Engagement**__

T-C C-T, T– G G – T, T-S S-T **//Ask a question, let them think,//** **//let them share, THEN call on students//** || **//Students do the thinking while you monitor.//**
 * **Guided Practice** || **//You Do It. I Watch and Listen//**
 * More Examples (student paced, teacher monitored (Check for Understanding)
 * Students start to take on more of the practice – teacher monitors
 * CFU - Elicit overt response that demonstrates behavior in the objective – **//Make sure to have students verbalize the steps NOT TEACHER//**
 * Praise-Prompt-Leave strategy to gradually release responsibility
 * Pre-correctives and Correctives || * Maintain a brisk pace if students are grasping concept
 * “Ok students, what do I do next?” **//partner A tell B...call on at least 5 students to get a good % of your class-//**
 * White boards, “Chest it”

__**Student Engagement**__

T-G, S-S, G-G ||


 * **Teacher** || **Student Engagement** ||
 * **Independent Practice** || **You Do It**

**//Try and be quiet at this time. Let them struggle a bit. Students practice completely on their own after reaching at least 85% accuracy with guided practice//**


 * Corrective should be minor and one-on-one
 * Delayed feedback – Let them self correct
 * Teacher should circulate during seatwork, monitoring students with short contacts
 * __DO NOT GO OVER WORK AND GIVE ANSWERS__. **Collect** work to see which students got it and which still need help during UA. || Ticket-Out-The-Door

**Student Engagement**

S-S and G-G and individually ||


 * **Standard**: ||
 * **Lesson Objective: Closure**

//Revisit – Walk over to, point, read, restate & ask students to self – assess learning// ||

//T. Baides, Instructional Coach, SWSD//11/26/13

**Tell me,**
 * I will forget.**

**Show me,**
 * I might remember.**

**Involve me,** -Ancient Chinese Proverb
 * I’ll understand.**

__** Inquiry Based Learning **__ Inquiry Based Math Lesson Plans


 * **Title** ||  ||
 * **Subject:** ||  ||
 * **Grade Level:** ||  ||
 * **Creator:** ||  ||
 * **Source:** ||  ||
 * **Essential Question:** ||  ||
 * **Tagged Content Standards and Objectives** || **Standard**
 * Objective ID**
 * Objectives** ||
 * **21st Century Skills**
 * Thinking and Reasoning Skills:** ||
 * **Mathematical Misconceptions:** ||  ||
 * **Materials:** ||  ||
 * **Resources:** ||  ||
 * **Differentiated Instruction/Response to Intervention (Tier 2):** ||  ||
 * **Mathematical Vocabulary Development Strategies:** ||  ||
 * **Development of Computational Fluency:** ||  ||
 * **Launch/Introduction:** ||  ||
 * **Investigate/Explore:** ||  ||
 * **Summarize/Debrief:** ||  ||
 * **Formative Assessment Task:** ||  ||
 * **Teacher Notes:** || **Learning Targets:**
 * Common Core Math:** ||
 * **Files Uploaded** ||  ||
 * **Key Word Search Fields** ||  ||

__** Weekly Plan - **__

__** Daily Multi-Lesson Plan - **__

__** Learning Segment **__

Lesson 1:

Estimated Duration: Where in the Unit does this lesson occur? (Check One) __Beginning ____Middl e   ___End  || Grade/Level: Number of Students: Structure(s) of grouping for the lesson: (Check any that apply) Whole Class _____ Small Group _____ One-to-one _____ Other (specify) ______ ||  ||
 * Name: || Date: ||  ||
 * Lesson Title:
 * Curriculum Standards || Central Focus Question/Big Idea/Goal || Rationale/Theoretical Reasoning ||
 * || *Big Idea:

*Goal: ||  ||
 * Lesson Objective(s) ||^  ||
 * Vocabulary/ Academic Language (Language Function) ||^  ||
 * **Vocabulary:**
 * **Vocabulary:**

**Academic Language:** ||^  ||
 * Assessment/Evaluation ||^  ||
 * Formative (Informal)//://

Summative (Formal): ||^  ||
 * Instruction ||^  ||
 * Set:

Instructional Procedures/Learning Tasks:

Questions and/or activities for higher order thinking:

Closure:

Material/Resources: ||^  ||
 * Adaptations to Meet Individual Needs:

Management/Safety Issues: ||^  ||
 * Reflections/Future Modifications: ||^  ||

Lesson 2:

Estimated Duration: Where in the Unit does this lesson occur? //(Check One)// //__Beginning// //___Middle// //___End// || Grade/Level: Number of Students: Structure(s) of grouping for the lesson: //(Check any that apply)// //Whole Class _____// //Small Group _____// //One-to-one _____// //Other (specify) ______// ||  ||
 * Name: || Date: ||  ||
 * Lesson Title:
 * Curriculum Standards || Central Focus Question/Big Idea/Goal || Rationale/Theoretical Reasoning ||
 * || *Big Idea:

*Goal: ||  ||
 * Lesson Objective(s) ||^  ||
 * Vocabulary/ Academic Language (Language Function) ||^  ||
 * **Vocabulary:**
 * **Vocabulary:**

**Academic Language:** ||^  ||
 * Assessment/Evaluation ||^  ||
 * Formative (Informal):

Summative (Formal): ||^  ||
 * Instruction ||^  ||
 * Set:

Instructional Procedures/Learning Tasks:

Questions and/or activities for higher order thinking:

Closure:Beach Ball Summary:

Material/Resources: ||^  ||
 * Adaptations to Meet Individual Needs:

Management/Safety Issues: ||^  ||
 * Reflections/Future Modifications: ||^  ||

Leson 3:


 * Name: || Date: ||  ||
 * Lesson Title:

Estimated Duration:

Where in the Unit does this lesson occur? (Check One) ___Beginning ___Middle ___End || Grade/Level:

Number of Students:

Structure(s) of grouping for the lesson:

(Check any that apply) Whole Class _____ Small Group _____ One-to-one _____ Other (specify) ______ ||  ||
 * Curriculum Standards || Central Focus Question/Big Idea/Goal || Rationale/Theoretical Reasoning ||
 * || *Big Idea:

Goal: ||  ||
 * Lesson Objective(s) ||^  ||
 * Vocabulary/ Academic Language (Language Function) ||^  ||
 * **Vocabulary:**
 * **Vocabulary:**

**Academic Language:** ||^  ||
 * Assessment/Evaluation ||^  ||
 * Formative (Informal)//://

Summative (Formal): ||^  ||
 * Instruction ||^  ||
 * Set/Motivator:

Instructional Procedures/Learning Tasks:

Questions and/or activities for higher order thinking:

Closure:

Material/Resources: ||^  ||
 * Adaptations to Meet Individual Needs:

Management/Safety Issues: ||^  ||
 * Reflections/Future Modifications: ||^  ||

__** Individualize Plan for Gifted or SPED Student - **__

__** Additional Lesson Plan Templates **__