MADELINE HUNTER LESSON PLAN MODEL Lesson Date and Time: Teacher: Grade Level: Subject: Grade level content standard(s) (Label and complete verbiage): Use your state’s respective learning standards and/or Common Core State Standards to align your objective, tasks, and assessments to. Must be either Math or ELA. LESSON OBJECTIVE -Written in student terms. Considers more than one level of cognition (Bloom’s, Webb’s DOK). Is measurable, specific, and observable. The teacher clearly informs the student what to expect and what she/he will be able to accomplish by the end of the instruction. The objective should be specific in content and focus on observable behavior(s). The objective should let the student know what is going to happen in his/her own language (restate the lesson objective in simple words). Anticipatory Set - An activity to focus the students’ attention, provide a brief practice, and/or develop a readiness for instruction that will follow. It should relate to some previous learning (helps teacher to avoid assumptive teaching). If successful, the anticipatory set helps the students get mentally and/or physically ready for the lesson. Lesson Sequence & Duration Gradual Release of Responsibility Instructional Input “I do”- The information that the student must have so that she/he may reach the objective. The teacher needs to determine how the student is going to get this information and what the means of instruction will be. It is important that the teacher determine what new information is needed by the learner, and the most efficient and effective means of delivery. Modeling - This happens when the student sees an example or examples of steps in a process or an acceptable portion of a product or is exposed to what the new learning looks like. The teacher needs to focus on the essentials and label the critical elements. Check for Understanding - When the teacher checks for student’s demonstration of essential information and the skills necessary to achieve the instructional objective. Students show what they know. Questioning Strategies/Topical or Overarching Questions--This section enables teachers to ask the right questions to probe for higher levels of thinking. Again, teachers may find the Bloom’s Taxonomy of Educational Objectives a valuable tool in questioning strategies. Guided Practice -- The students’ first attempts with new learning are guided so they are accurate and successful. The “We do” portion of the lesson. What and how will you assess here? Independent Practice - The “You do” portion of the lesson.When students practice independently or with others without the guidance or help of the teacher. What and how will you assess? Closure – Bring it all back to the lesson’s objective. Will you assess using an exit ticket strategy, whole group discussion? Ticket out the door, or some other closing activity? Modified 2014 by AU MAED Curriculum Design Team from Laurier, W. (2011). Madeline ...

1. MADELINE HUNTER LESSON PLAN MODEL
Lesson Date and Time:
Teacher:
Grade Level:
Subject:
Grade level content standard(s) (Label and complete verbiage):
Use your state’s respective learning standards and/or Common
Core State Standards to align your objective, tasks, and
assessments to. Must be either Math or ELA.
LESSON OBJECTIVE -Written in student terms. Considers
more than one level of cognition (Bloom’s, Webb’s DOK). Is
measurable, specific, and observable. The teacher clearly
informs the student what to expect and what she/he will be able
to accomplish by the end of the instruction. The objective
should be specific in content and focus on observable
behavior(s). The objective should let the student know what is
going to happen in his/her own language (restate the lesson
objective in simple words).
Anticipatory Set - An activity to focus the students’ attention,
provide a brief practice, and/or develop a readiness for
instruction that will follow. It should relate to some previous
learning (helps teacher to avoid assumptive teaching). If
successful, the anticipatory set helps the students get mentally
and/or physically ready for the lesson.

2. Lesson Sequence & Duration
Gradual Release of Responsibility
Instructional Input “I do”- The information that the student
must have so that she/he may reach the objective. The teacher
needs to determine how the student is going to get this
information and what the means of instruction will be. It is
important that the teacher determine what new information is
needed by the learner, and the most efficient and effective
means of delivery.
Modeling - This happens when the student sees an example or
examples of steps in a process or an acceptable portion of a
product or is exposed to what the new learning looks like. The
teacher needs to focus on the essentials and label the critical
elements.
Check for Understanding - When the teacher checks for
student’s demonstration of essential information and the skills
necessary to achieve the instructional objective. Students show
what they know.
Questioning Strategies/Topical or Overarching Questions--This
section enables teachers to ask the right questions to probe for
higher levels of thinking. Again, teachers may find the Bloom’s
Taxonomy of Educational
Objectives a valuable tool in questioning strategies.
Guided Practice -- The students’ first attempts with new
learning are guided so they are accurate and successful. The
“We do” portion of the lesson. What and how will you assess
here?
Independent Practice - The “You do” portion of the

3. lesson.When students practice independently or with others
without the guidance or help of the teacher. What and how will
you assess?
Closure – Bring it all back to the lesson’s objective. Will you
assess using an exit ticket strategy, whole group discussion?
Ticket out the door, or some other closing activity?
Modified 2014 by AU MAED Curriculum Design Team from
Laurier, W. (2011). Madeline Hunter’s lesson plan format. [PDF
file]. Retrieved from http://iicti-part1
fall2011.wikispaces.com/file/view/madeline+hunter's+lesson+pl
an+format.pdf
Understanding by Design Unit Template
Teacher
(Your name)
Grade/Age Level
Curriculum Area
(Content/Subject)
Date
Time Frame
(total minutes)
Identify Desired Results (Stage 1)
State Standard(s) (Math or ELA only)
ISTE-S Standards (not required for Week #4, Instructional Plan
#2)
Established Goals/Learning Objective(s): (grade level and

4. content-specific (Math or ELA only)
Understanding(s) Involves Big Ideas
(give meaning & importance to facts, can transfer to other
topics, usually not obvious; an inference, not a fact, may
provide a conceptual foundation to basic skills, deliberately
framed as a generalization—do not end with an adjective-e.g.;
“fractions are important”)
Students will understand that…
Essential Questions (Open-ended, no single “correct”
answer/meant to be argued, provoke student inquiry & focusing
learning & final performance, may address conceptual or
philosophical foundations of a discipline, raise other important
questions, naturally & appropriately reoccur, stimulate vital,
ongoing rethinking of big ideas, assumptions, & prior lessons)
Knowledge What we want students to know
(Vocabulary, terminology, definitions, key factual information,
formulas, critical details, important events & people, sequence
& timelines)
Students will know…
Skills What we want students to be able to do
(Basic skills—decoding, math computation, Communication
skills—listening, speaking, writing, Thinking skills—compare,
infer, analyze, interpret, Research/inquiry/investigation skills,
Study skills—note taking, Interpersonal/group skills)
Students will be able to…
Assessment Evidence (Stage 2)
Determine Assessment Evidence
Formative Assessments: Aligns with Stage 1: How will students

5. “show what they know”?
student work samples/artifacts, student skill demonstration
(informal, non-cumulative), group/independent activities,
traditional quizzes, tests, observations, student self-assessment
& reflection
List form—more specifically described in Stage 3 when
sequencing the lesson
Learning Plan (Stage 3)
Plan & Sequence Instruction and Learning Experiences
Teacher’s role:Facilitator of meaning making & a coach giving
feedback & advice about how to use content effectively
Key:
Indicate within each stage of the Gradual Release process
a) where technology is integrated (T) (not required for Week #4
Instructional Plan #2),
b) formative assessments labeled (FA) with;
c) level of DOK (1:Recall, 2:Skill/Concept, 3:Strategic
Thinking, or 4:Extended Thinking)
Anticipatory Set:
How will you hook students at the beginning of the unit?
Instructional Input
(“I do”--Teacher does)
Approx.time:
Guided Practice (We do together--I do, you help & You do, I
help)
Approx.time:

6. Independent Practice (You do alone, I watch)
Approx.time:
Differentiation:
Specify those areas of your instruction and student
activities/assessments that show
how will you tailor and otherwise personalize the learning plan
to optimize the engagement and effectiveness of ALL students,
without compromising the goals of the lesson.
These are areas that recognize all levels of learners and
modalities for learning.
Week #4 Instructional plan MUST deliberately plan for specific
modifications to assessments and/or learning accommodations
that would best support identified unique learners.
Other
Adapted from: Wiggins, G. and Mc Tighe, J. (2005).
Understanding by Design 2nd Ed., Association for Supervision
and Curriculum Development. Alexandria, VA.
*Modifications in BLUE by A. Gray, Ed.D August, 2014
PAGE
1
Common Core Aligned Lesson Plan Template
Subject(s):
______________________________________________ Grade:

7. ______________
Teacher(s): ______________________________________
School: __________________
LESSON ELEMENT
STUDENT-FRIENDLY TRANSLATION
( # 2,3,4 only)
1. Common Core Learning Standard(s) Addressed:
2. Learning Target(s): (What will students know & be able to do
as a result of this lesson?)
3. Relevance/Rationale: (Why are the outcomes of this lesson
important in the real world? Why are these outcomes essential
for future learning?)
4. Formative Assessment Criteria for Success: (How will you &
your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful
product/process? What does success on this lesson’s outcomes
look like?)
5. Activities/Tasks: (What learning experiences will students
engage in? How will you use these learning experiences or their
student products as formative assessment opportunities?)

8. 6. Resources/Materials: (What texts, digital resources, &
materials will be used in this lesson?)
7. Access for All: (How will you ensure that all students have
access to and are able to engage appropriately in this lesson?
Consider all aspects of student diversity.)
8. Modifications/Accommodations: (What curriculum
modifications and/or classroom accommodations will you make
for Students with Disabilities in your class? Be as specific as
possible.)
Common Core Aligned Lesson: Reflection
This section should be reviewed for WEEK TWO analysis only.
Students will NOT complete this section if this template is
selected for the assignments during weeks 3 and 4.
· Does this lesson reflect one of the “shifts” in instruction (see
Common Core “Shifts” documents on EngageNY.org)? If so,
please describe which shift is addressed and how?

9. · In addition, please choose ONE question below to respond to
after you have taught the lesson OR create your own question
and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in collaborative learning
and enhance their collaborative learning skills?
You are also encouraged to use a facilitated “Learning from
Student Work” protocol to review and reflect on student work
related to this lesson.