Teacher’s Name: Subject: Grade Level:
Bloom’s Level: Knowledge Comprehension Application Analysis Synthesis Evaluation (circle one)
PSSD Lesson Plan Template
CCSS (no more than 2-3)
I CAN Statement:
Modeling: I DO
Check for Understanding/Formative Assessment:
Guided Practice: WE DO
Independent Practice: YOU Do
Scaffolding Extensions (differentiation for levels of students):
The following information is provided to assist with your lesson planning. More information regarding any of these strategies is available through your Mentors or independent research on the Internet or Professional libraries.
Marzano’s Instructional Strategies
Setting Objectives andProviding Feedback
Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.
Reinforcing Effort andProviding Recognition
Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.
Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.
Provide students with opportunities to interact with one another in ways that enhance their learning.
Cues, Questions, and Advance Organizers
Enhance students’ ability to retrieve, use, and organize what they already know about a topic.
Enhance students’ ability to represent and elaborate on knowledge using mental images.
Summarizing and NoteTaking
Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.
Assigning Homework andProviding Practice
Extend the learning opportunities for students to practice, review, and apply knowledge.
Enhance students’ ability to reach the expected level of proficiency for a skill or process.
Identifying Similarities andDifferences
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.
Generating and Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
Brain Compatible Teaching Strategies
5. Drawing and Artwork
7. Graphic Organizers
9. Visualization and Guided Imagery
12. Mnemonic Devices
15. Role Play
16. Cooperative Learning
17. Project Based
19. Work Study
20. Field Trips
Additional information about the components of the plan:
Lesson Plan Overview / Details
Summary of the task, challenge, investigation, career-related scenario, problem, or community link
Getting Started/Essential Question
Also called a "hook" to grab the students’ attention, the Hook Activity is a brief activity or event at the beginning of the lesson that effectively engages all students' attention and focuses their thoughts on the learning objective(s). Your Essential Question encourages students to put forth more effort when faced with a complex, open-ended, challenging, meaningful and authentic questions.
Observe a scenario or process
Listen to a story
Predict an outcome
Inspect a machine, tool, part or instrument
Assess prior knowledge
Review an external document (article, ad, interview or job application)
Connect learning objectives to prior knowledge, experiences, observations, feelings, or situations in their daily lives both inside and outside of school
The teacher provides the basic information needed for students to gain the knowledge or skill through brief, direct instruction.
State learning objectives of the day in easy, accessible language; display standards and objectives
Introduce/review vocabulary terms
Identify how students will be assessed
Provide detailed overview of skill or process
Induce curiosity and suspense
Incorporate multimedia and technology
Illuminate where this skill/info is applied in the field
Connect standards to real-world and help students “make sense” of the content
Build on experiences and background knowledge
Incorporate literacy strategies through teacher prepared, interactive, or combination note taking (graphic organizers)
Demo/Modeling: I DO
This part of the Discover/Explain process provides students with proficient modeling by the teacher.
Explain critical aspects moving from basic to complex
Reinforce understanding through labeling, categorizing, explaining, comparing
Balance talking with showing
Provide student with choices
Follow along closely and ask questions
Take notes or diagram a sequence
Follow along or perform steps themselves
Continuous monitoring of whether or not a student "got it"
Summarize process or knowledge
Ask questions that go beyond recall
Clarify expectations and allow students to redo
Know their roles in grouping arrangements (either as whole class, small groups, pairs, individual, etc.)
Be held accountable for their work
Guided Practice (Group Work or Lab): WE DO
An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision and support.
Give oral/written feedback that is focused and frequent
Circulate, support engagement, and monitor student work
Monitor and adjust instruction based on student feedback Guide whole group
Remind students of required elements for summative assessment; clarify expectations
Target and build on one or more dimensions of the Competency Attainment Rubric Categories
Go through all steps of the process or items to be learned
Have assistance from teacher and solve routine and authentic problems
Generate a variety of ideas and alternatives
Analyze problems from multiple perspectives
Self assess and monitor own learning
Independent Practice (Lab): YOU DO
To help students reach proficiency, next is reinforcement practice. Applies knowledge to new situations to complete a relevant project (this may happen in class or in extended time such as homework).
Define proficiency and mastery
Provide assistance materials such as safety posters, etc.
Provide clear expectations for performance, timelines, evaluation elements (rubric), etc…
Provide regular opportunities to accommodate individual student needs; Sometimes provide differentiated instructional methods and content
Measure student performance in more than three ways (in the form of a project, experiment, presentation, essay, short answer, or multiple choice test)
Collect evidence that most students demonstrate mastery of the objective
Have less direct guidance and intervention as deemed safe and appropriate
Use their notes and materials to assist with recall and performance
Problem solve and monitor their own learning gaps in relation to what will be expected of them on the summative assessment
Designed to help students bring things together.
Provide informal review of proficiency and determine if gaps exist on behalf of individuals and/or class
Review standards and objectives covered
Remind what this is leading up to
Assess their own performance/learning (in groups, pairs or individually)
Individually review steps, procedures, information to increase performance
Connect content to powerful questions or ideas
Students provide evidence of their proficiency.
Assess knowledge/skills for each individual student
Provide feedback in accordance with rubric and/or expectations for performance
Look for ways to exhibit student work beyond the classroom for authentic feedback
Organize, interpret, analyze, synthesize, and evaluate information rather than reproduce it
Use practical thinking by applying and implementing what they learn in real-life scenarios
Draw conclusions, make generalizations, and produce arguments that are supported through extended writing
Model appropriate soft skills, ethical and occupational safety behaviors
Identify gaps in learning by self-evaluation