KTIP Lesson-Plan-Template

KTIP Lesson-Plan-Template

Source of Evidence: Lesson Plan

Your committee will use this evidence to evaluate your performance on the followin2:

Kentucky Framework  for  Teaching Components

I A – Demonstrating Knowledge of Content and Pedagogy

I B – Demonstrating Knowledge of Students

I C -Setting Instructional Outcomes

I D -Demonstrating Knowledge of Resources

I E -Developing Coherent Instruction

I F- Designing Student Assessment

Kentucky

Teacher Standards

1 -The Teacher Demonstrates Applied Content Knowledge

2 – The Teacher Designs and Plans Instruction

3 – The Teacher Creates and Maintains Learning Climate

4 – The Teacher Implements and Manages Instruction

5
-Assesses and Communicates  Learning Results

6 – The Teacher Demonstrates the Implementation of Technology

8 – Collaborates with Collea1mes/Parents/Others

 

Guidelines for Developing the Source of Evidence: Lesson Plan

 

Effectively planning and implementing instruction requires that you first have knowledge of the content to be addressed and the appropriate strategies for presenting the content.  Second, you must have a clear knowledge/understanding of your students   and

what they bring to the learning environment.  Finally, you must have knowledge of the resources available to support instruction and facilitate student learning.

 

The development of your lesson plans should allow you to demonstrate your knowledge of your students, subject matter, and resources.  Your lesson plan will provide the foundation upon which you will create the classroom environment and implement instruction.  The lesson plan template should be used in planning all lessons to be observed by your KTIP committee members.  Each lesson plan should be sent to the appropriate committee member 2 -3 days before the scheduled observation to allow for review and feedback KTIP Lesson-Plan-Template.

 

1. Describe the Students for which this Lesson is Designed

Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies that were considered in designing this lesson.

 

2. Lesson Learning Target(s)/Objectives

To establish the context for the lesson to be observed, list the previous lesson’s learning targets/objectives, the current lesson’s learning targets/objectives and the next lesson’s learning targets/objectives.  The connections to the state curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives.  Be sure that all learning targets/objectives are student-centered, observable, and measurable.

GET WRITING HELP 

3. Students’ Baseline Knowledge and Skills

Briefly describe the pre-assessment(s) you used to identify your students’ baseline knowledge and skills relative to the learning targets/objectives for this lesson. 
Attach copies of baseline data and all assessments   used.

 

4. Formative Assessment(s)

Identify the type of formative assessments and data that will be used to determine student progress in achieving the learning targets/objectives.  If needed, identify how these assessments will be differentiated to address the needs of your students.  In addition to the formative assessments you will use, describe how you will provide opportunities for your students to self-assess their learning progress. 
Attach copies of the formative assessments and student self-assessments to be used.

 

5.  Resources

Identify the resources and assistance that will be needed for the lesson.  During the course of your internship you should make use of available technology when the technology will facilitate planning, implementing, assessing of instruction, and facilitating your students’ learning.

 

6. Lesson Procedures

Describe the sequence of strategies, activities, and assessments you will use to engage students and accomplish your learning targets/objectives.  Within this sequence be sure   to:

Describe how your instruction will be differentiated to meet the needs, interests, and abilities of your

Identify the questions you will use to promote higher order thinking and encourage  discussion.

7. Watch For——-

Are there specific indicators for the components of Domain 2 – Classroom Environment and/or Domain 3 – Instruction that you would like specifically observed during this lesson?  If there are, please note these on your plan to alert the observer.

 

Source of Evidence:  Lesson
Plan

 

Name:                                                                         Date of Observation :                         Cycle: Ages/Grades of Students
                          
                  # of Students in Class

# of Students having IEP/504
           
        # of Gifted Students                   # of Students having LEP Lesson Title:
                                                                                                                 

1. Context: Describe the Students for which this Lesson is Designed  (lB):

Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies
KTIP Lesson-Plan
-Template.
 

 

 

2.   Lesson  Learning Targets/Objectives   (lA) (lC)

a.    Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.)

     Learning target/objective: 
  

          Connection to Standard
:

 

 

 

b.    Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.)

Learning target:

Connection to Standard:

 

c.    Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.)

Learning target:

Connection to Standard:

3. Students’ Baseline Knowledge and Skills (lB) (lF)

Describe  and include  the pre-assessment(s)  used  to establish  students’  baseline  knowledge  and  skills for this  lesson.

(1. The specific use of data   2.  Data represents objectives for lesson     3.  There is a brief summary of “what the data tells me” in

regard to this lesson.)  Attach a copy of the baseline data and all assessments used.

4.  Formative Assessment  (lF)

Describe and include the formative assessment(s) to be used to measure student progress during this    lesson.

(Attach copies of the formative assessments and student self-assessments to be used.) 

Formative Assessment:

·        
Activity #1:

·        
Activity #2:

Self-Assessment:

·        
Activity #1:

·        
Activity #2:

 

5.  Resources  (lD)
(Include technology used)

Identify the resources and assistance available to support your instruction and facilitate students’ learning.

 

 

       To avoid the appearance of plagiarism, include sources for any materials borrowed from text and/or the internet. 

·

6.Lesson Procedures (lE)

Describe  the sequence  of strategies/activities/assessments  that  will  be used  to scaffold  instruction,  engage your  students,

facilitate attainment of the lesson objective(s),
connect to real-life,
and promote higher order thinking.  Within  this sequence,  be sure to describe  how  the instruction  will  be differentiated  to  meet  your students’  needs,  interests, and abilities.

Opening of the Lesson:

·        
Review:
  

·        
Hook or Attention Getter
:

 

Activity #1

·        
Objective: 
 

·        
Activity Description:

·        
Critical Vocabulary:

Differentiation of instruction (Extension): 

Differentiation of instruction (Remediation/Gap Group):

Assessment:

Differentiation of assessment (Extension):

Differentiation of assessment (Remediation):

Question #1 (Bloom’s Level 3 or 4):

Question #2 (Bloom’s Level 5 or 6):

Activity #2 

·        
Objective: 

·        
Activity Description:

·        
Critical Vocabulary:
 

Differentiation of instruction (Extension):

Differentiation  of instruction (Remediation/Gap Group):

Assessment:

Differentiation  of assessment (Extension):

Differentiation of assessment (Remediation):

Question #1 (Bloom’s Level 3 or 4):

Question #2: (Bloom’s Level 5 or 6):

 

Closing of the Lesson:

 

Real-life Connection: 

Activities for Multiple Intelligences:
Another way to differentiate

Marzano’s High-Yield Strategies:
Using research-based practices

 

7. Watch For——-

Identify anything that you would like specifically observed during this lesson. KTIP Lesson-Plan-Template