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Lesson Planning Tool

Teacher:  Your Name

Date:  Date(s) of lesson

Subject:  Your     Course/Subject

Chapter/Section:  List the current unit/chapter. See your course/unit organizer and/or pacing guide.

Pedagogical Components

I.N. 1
Learning Objective
is measurable
and understandable
Learning Objective:
State the objective of your lesson in terms of specific, measurable, short-term, observable student behaviors.
I.N. 4
Questioning techniques
ensure demonstration of HOTS
Essential Questions: 
What are the questions the student should be able to answer at the end of this unit and/or course?  If you teach in a subject area that has a developed course/unit organizer, you may cut and paste those questions from each organizer.  Select a link to go to the organizer for a specific subject currently available as a webpage.  If you know your subject has an organizer available but it is not listed below, it may be on Synergy

Mathematics – Algebra Readiness, Algebra I, Geometry, Geometry Concepts, Algebra 2

English Language Arts – English 1 w/ ELD Standards, ELD 1, English 2 w/ ELD Standards, ELD 2, English 3, ELD 3, ELD Transitional English, Xtreme Reading

Science – Life Science, Earth Science, Biology, Chemistry, Physics, Environmental Science

Social Science – World History, U.S. History

I.N. 2 & 3
All four language domains
are activated daily.
Language Activities
State the activities included in the lesson that address the four domains of language. You can choose from the drop down menu or include your own.

 

Academic Vocabulary
 
Teaching Strategy:
State or choose which specific strategy you will use to teach your academic vocabulary.
 
Terms:
What specific words are included in this lesson that the students must learn in order to reach the measurable learning objectives and/or be able to answer the essential questions for the unit and course?  Many of the subject specific vocabulary words can be found on the Course and Unit Organizers.
I.N. 5
Frequent and purposeful
checking for understanding
Checking for Understanding (CFU) Strategies:
State how you will expose students to a variety of response strategies (whiteboards, think pair/share, thumbs up/down, quick write, exit/entry slips, warm up/reviews, pre-quiz, tests/quizzes, quick presenters/report outs, test reviews, focus lessons, remote response system, etc.).  Random selection should also be used in all classrooms (equity sticks, cards, hat software, etc.).
I.N. 4
Questioning techniques
ensure demonstration of HOTS
Higher Order Thinking Skills (HOTS):
Note in your lesson the focus on Instructional Norm #4.  Types of questions and the response strategies should be as varied as possible. If you are struggling to create your own questions, remember Bloom"s taxonomy verbs and Costa’s Levels of Thinking and Inquiry.  They are consistent with the District focus.
Beyond
the
Norms
Plan for Special Populations:
List the SDAIE strategies, modifications and/or accommodations, models/visuals, or any other plans implemented to assist special populations.
Beyond
the
Norms
Questions to take to Collaboration:
Write down any questions resulting from post-lesson reflection you would like to discuss with your subject level colleagues.
Beyond
the
Norms
Other:
Note any other ideas or issues you would like to address at a later time.