Lesson Plan Template
Lesson Plan Template
Lesson Plan Template
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<strong>Lesson</strong> <strong>Plan</strong> <strong>Template</strong><br />
Course<br />
Subject 1<br />
Course<br />
Subject 2<br />
Rationale: Why are they learning this and why this way?<br />
Tools & Techniques: Which ones to use, when, how, and why?<br />
Content: What knowledge do they need to do this work?<br />
Competencies: What skills must they have to do this work?<br />
Means: Discussion • Overhead • Activity • Video • Whiteboard • Computer • Paper • Reading • Writing • Representing • Demonstrating • Testing<br />
Before/Into<br />
• Set a purpose<br />
• Make a plan<br />
• Make learning personal<br />
• Demonstrate the process<br />
• Anticipate final performances<br />
• Establish criteria for success<br />
Essentials<br />
• Read<br />
• Write<br />
• Speak/Listen<br />
• Take Notes<br />
• Take Tests<br />
• Manage Self<br />
• Generate<br />
• Evaluate<br />
• Analyze<br />
• Organize<br />
• Synthesize<br />
Extentions<br />
• Alter<br />
• Analogize<br />
• Annotate<br />
• Apply<br />
• Arrange<br />
• Assert<br />
• Clarify<br />
• Classify<br />
• Collaborate<br />
• Compare<br />
• Complicate<br />
• Conclude<br />
• Connect<br />
• Contrast<br />
• Debate<br />
• Defend<br />
• Define<br />
• Delineate<br />
• Describe<br />
• Discuss<br />
During/Through<br />
• Evaluate students’ performance<br />
• Connect ideas to self, world, other lessons<br />
• Extend and complicate thinking<br />
• Identify and support struggling students<br />
• Assess effectiveness of tools and techniques<br />
• Adjust instruction to achieve success<br />
After/Beyond<br />
• Pause and reflect on performance<br />
• Review, reread, revise, reteach<br />
• Identify and remember key ideas<br />
• Use what you learned to do what’s<br />
next: write, test, discuss<br />
• Assess degree of progress/success<br />
May be copied for classroom use. The Teacher’s Daybook by Jim Burke (Heinemann: Portsmouth, NH); © 2006.
<strong>Lesson</strong> <strong>Plan</strong> <strong>Template</strong><br />
• Distinguish<br />
• Draw<br />
• Elaborate<br />
• Estimate<br />
• Experiment<br />
• Explain<br />
• Extend<br />
• Hypothesize<br />
• Identify<br />
• Illustrate<br />
• Imitate<br />
• Infer<br />
• Integrate<br />
• Interpret<br />
• Isolate<br />
• List<br />
• Manipulate<br />
• Measure<br />
• Observe<br />
• Outline<br />
• Paraphrase<br />
• Perform<br />
• Persuade<br />
• Practice<br />
• Predict<br />
• Preview<br />
• Produce<br />
• Propose<br />
• Prove<br />
• Question<br />
• Reflect<br />
• Reinforce<br />
• Rephrase<br />
• Represent<br />
• Respond<br />
• Review<br />
• Revise<br />
• Skim<br />
• Speculate<br />
• Summarize<br />
• Support<br />
• Visualize<br />
Questions to<br />
Consider:<br />
• What can students say they know and are able to do as a result of what they did today?<br />
• What should they do for homework? How will that reinforce or extend what they learned today?<br />
• What should you do next, and how will that relate to what students learned today?<br />
• Which tools, techniques, and methods were most effective today with all students—and why?<br />
May be copied for classroom use. The Teacher’s Daybook by Jim Burke (Heinemann: Portsmouth, NH); © 2006.
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