Unit plan and lesson plan

CityUniversity

of Seattle

Teacher Certification Programs

Lesson Plan

Teacher Candidate:

Date Taught:

Grade/Subject:

Lesson Focus

Standard(s) Addressed:

Learning Target for this Lesson:

Learning Intentions and Goals for this Lesson:

Essential or Driving Questions:

Your Students’ Strengths

(Your students already have the knowledge and lived experience to contribute to the learning experience.)

Assessed Prior Knowledge (Strengths)

What strategies can you use during this lesson to create space for students to access knowledge/skills related to this lesson?

Strengths and Interests

What strategies can you use to center their strengths and interests?

Funds of Knowledge

What strategies can you use during this lesson to create space for students to access their funds of knowledge?

Your Students’ Needs

(What do you know about your students’ needs and triggers that you need to support in instruction?)

Assessed Prior Knowledge (Gaps)

What knowledge/skills related to this lesson might need scaffolding or chunking for
your students?

Needs for Individuals/Groups of Students

Consider the individuals or groups of students in
your class who might need extra support. What are those supports? (Also include 504/ELL/IEP needs).

Learning Tasks

(List the steps of what you will do from start to finish in the lesson. Depending on your own needs and strengths, your mentor teacher or field supervisor may ask you to script out what you will say for various steps or modify it in some other way.)

Check off the following items as you include them in your sequence (you should use these in the rationale column, in addition to research and/or theory):

❑ Leveraged student assets  Antiracist teaching  Culturally sustaining teaching
❑ Culturally responsive teaching ❑ Scaffolds for student needs

❑ Classroom Culture/Social-Emotional Learning ❑ Vocabulary/academic language supports ❑ IEP/504 Accommodations

Activities/Tasks:

Rationale:

Assessment Strategies – How will you figure out if your teaching was successful?

Include at least three assessments that reflect a snapshot of your assessments through the lesson in a variety of formats (e.g., verbal, written, kinesthetic, etc.) and at a variety of cognitive levels (e.g., recall, application, etc.) Assessments can include questions you plan to ask, observations you plan to make, exit tickets, etc. These strategies should


also

appear in your activities/tasks above.

(please add rows for each new reflection):

Objective(s)/Learning Target(s)/Intention(s)

Activity

Prompt

Accommodations

Metacognitive Strategies – How will youth reflect on the process of learning?

Include at least two strategies for reflection that allow youth to describe the process of learning, what changed about what they know, and how this learning might relate to themselves, their communities, or future learning. Metacognitive strategies can include essential or driving questions, social-emotional prompts, opportunities for youth to rate protocols or procedures implemented, exit tickets, etc. These strategies should


also

appear in your activities/tasks above.

(please add rows for each new reflection):

Objective(s)/Learning Target(s)/Intention(s)

Activity

Prompt

Accommodations