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INSTRUCTIONAL PLANTeacher: ____________Subject/Lesson Title: _________________ Grade: _______Note: This format is designed to match the criteria for lesson planning outlined in the Performance Based Pedagogy Assessment

Instrument. Since those criteria may not be relevant or appropriate for every lesson planning purpose, some of the elements of

this plan may need to be adjusted or omitted for particular circumstances.

Curriculum Context/Long Term Goals: Think about how this lesson fits with larger goals (e.g. national /state content standards, district / school curriculum objectives) in the subject area in general. Can this lesson

incorporate a multicultural perspective? Are there any specific lessons that need to have preceded this lesson? Are

there specific areas of knowledge, skills, or background experience that are necessary for the students to be able

to successfully engage in this lesson?

EALRs/GLEs:What EALRs/GLEs from different subject areas will be targeted in this lesson? Identify theconnection to EALRs, state learning goals and/; or district or school goals addressed by each learning target.

Short Term Learning Targets/Objective(s) for This Lesson: What do you want the students tounderstand, know, and/or be able to do when they have successfully completed this lesson? Consider distinctions

between learning factual knowledge and skills, and learning / applying knowledge, skills and thinking processes of adiscipline in the service of developing deeper understanding of concepts and principles. Target intellectual, social,

and behavioral objectives, as appropriate.

Overall, the learning targets must be:

meaningful,

developmentally and instructionally appropriate,

focused on outcomes that can be assessed,

Assessment Plan:Pre- Assessment -What information have you gathered that indicates a need for these learning targets for this

group of students? How have you assessed or determined the students need for this lesson? How else can you

justify these learning targets in light of standards, curriculum goals, or ideas about best practice?

Formative Assessment-Formative assessments include monitoring, adjusting and checking for understanding

throughout the lesson. What would it look like and sound like if students are participating successfully in the lesson?

Think ahead about how key elements of the learning experiences / targets should be evident. What signs or signals

might suggest the need to revise your plan as you proceed?

Summative Assessment What evidence will show that students successfully learned what this lesson was intended

to teach? Will there be a culminating activity or performance, a test, or quiz? Will you analyze student work or use

observations of their participation? Be sure that your means of assessment will enable you to truly assess each of

your learning targets. Will there be opportunities for student self-assessment?

According to the criteria outlined in the Performance-Based Pedagogy Assessment Lesson Plan, the assessment plan

must:

make use of a variety of assessment modes, including formal and informal assessments

be aligned with the learning targets

be developmentally and culturally appropriate

include opportunities for student self-assessment and reflection

provide feedback to students regarding their performance

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Time: INSTRUCTIONAL SEQUENCE

Activating Prior Knowledge:Make a plan for what will you do at the beginning to connectstudents to this lesson, engage their interest /experience, and encourage their active participation.

Think also about what you do to activate prior knowledge and/or build background knowledge

necessary to prepare students for the lesson. What will you do to get the students physically and

mentally ready for the content of the lesson? How can you draw upon meaning and relevance fromthe students personal experiences? How will you connect to their previous learning?

Communicating Learning Targets: In most lessons, it is important to explicitly stateyour learning targets -- what the students will know and be able to do as a result of the lesson, and

how it will benefit them. Next, explicitly describe your behavior expectations. Make a plan to

provide practice for your students, when necessary, to respond to any cues or behavior signals.

Learning ExperiencesHow will you teach the lesson? What instructional approach will best accomplish your learning

purpose(s) (direct instruction, cooperative learning, gradual release of responsibility, discussion, etc.)

Organize this section with numbered steps and/or time allocations for teacher and student tasks.Describe each demonstration, instructional interaction, or learning experience; questions and/or

prompts you plan to use; grouping of students, and on-going assessments. If other adults will be

helping you, explain what their role will be. Its a good idea to include any particular ideas or

statements you will use (as needed) as transitions from one part of the lesson to another. Also

consider what steps you will take to foster an inclusive, supportive learning community.

According to the criteria for the Performance-Based Pedagogy Assessment Lesson Plan, the learning

experiences you design must:

be aligned with learning targets and assessments

account for students prior knowledge, skills, experiences, and developmental levels

be based on research and principles of effective practice

reflect accurate content knowledge provide interdisciplinary connections across subject areas

incorporate multicultural and gender-relevant subject matter content

stimulate student problem solving and critical thinking skills

provide opportunities for students to engage in a variety of learning approaches and

grouping patterns, including heterogeneous cooperative learning groups

provide opportunities for students to become intrinsically motivated and engaged in

their own learning.

Note: The elements and organization of this section of your plan will vary depending upon the

instructional approach(es); not all of the bulleted items above may be present in any particular lesson

Closure:How will you bring the lesson to closure? This might include reviewing, summarizing,reflecting on main ideas / learning targets and planning for future learning experiences. How can

students apply this learning to future situations?

Management Issues: Make a plan for the management strategies you will use during the lesson to help it flowsmoothly and make sure students understand how to interact productively. What potential management problems or

problematic behaviors may arise, and how will you prevent or handle them?

Accommodations/Modifications for Diverse Learners: Anticipate how you will differentiate yourinstruction and make this lesson accessible to all students and make sure each is challenged appropriately. This

might include cultural differences, students with learning disabilities, students with gifts/talents, physical

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disabilities, etc. Consider planning alternate learning experiences for those who may need modifications. Do you need

a back up plan for students who may find the lesson too easy or too difficult? Are there particular students who wil

need extra attention? How could you provide it?

Instructional Materials, Community Resources, and Technology: Anticipate what resources will beused for the lesson and what will need to be prepared in advance so that this lesson will run smoothly. Are there

ways that technology could be used to support and enhance instruction and student learning? What community

resources could be used?

Learning Environment: Describe the learning environment. Where will the lesson take place? How will theroom/furniture/students be organized?

Family Interactions:What opportunities does this lesson present for communicating and collaborating withparents? (This may not be possible in limited practicum situations)

According to the criteria for the Performance-Based Pedagogy Assessment Lesson Plan, the plan for interacting

with families must:

be appropriate for the language level of the families

focus on providing and eliciting information about student learning be culturally responsive

provide opportunities for two-way communications

Self-Reflection on Teaching:Thinking About This Lesson:How did this lesson go? What surprises, questions, dilemmas, or problems did youencounter? How well did the students achieve the learning targets you planned for? What evidence do you have to

show their learning?

Thinking Ahead: What would you do next for these students; why? What could you do to respond to / challenge

students who handled this lesson successfully? What could you do to re-teach for students who struggled or were

frustrated?

What did you learn about yourself as a teacher, and your developing knowledge, skills, and dispositions?