lesson plan

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Warner School of Education—University of Rochester
Lesson Plan Assignment

Lesson Plan Description / Guidelines

Standard Lesson Plan Heading:

Candidate
Date
Cooperating preacher
Grade level
Subject area
Title of unit of which this lesson is a faction
Lesson title
Duration of lesson

Definitions of Standard Lesson Plan Criteria:
Note: Differentiation, adaptations, accommodations, and/or modifications should subsist purposefully infused throughout the appropriate components of the reproof plan (e.g., assessments, procedures, supplies, etc.)

1. Content Area:
Candidates should (1) shadow forth the predominant content area to subsist addressed in the lesson, and (2) then applicable, how it will be coupled to other content areas.

2. Purposes/Goals:
Candidates should draw: (1) what the students will learn because a result of their participation in the precept, (2) why the goals of the scolding are important, and (3) the “important idea” that will help students join the lesson to the world on the farther side of the classroom.

3. Objectives:
Candidates should become identical: (1) the specific objectives that they not to be present their students to achieve, (2) in brief describe how they will demonstrate that they hold achieved them, and (3) briefly mark out how the goals/objectives for this lecturing consider students’ working towards accomplishing their IEP goals and objectives.

4. National and/or New York State Standards:
Candidates should take for identical the specific national (professional organization) and NYS standards or accomplishment indicators they will address in the lecture. This section should be written taken in the character of a narrative, and should not exist presented as a list of standards.

5. Assessment:
Candidates should set forth the character of: (1) the methods and strategies they order use to measure student learning from beginning to end the lesson and at its decision, (2) what will count as “ground of belief” of learning, (3) the ways that the charge in the lesson is connected to in greater numbers summative assessments, (4) how the charge in...

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