1. Unit:
Lesson # : Lesson Length : # of Students : Grade Level :
Equipment & Instructional
Teaching Styles SDAIE Strategies Standards Addressed
Materials Needed
See Legend See Legend
Student Learning Objectives:
WHAT are you going to teach (skills/concepts), HOW will the students perform it (cues and refinements), and HOW WELL will they perform it (expectations).
Psychomotor Domain:
1. SWBAT (Student will be able to)
2. Example: SWBAT throw a ball to a target BY stepping with opposite foot SO THAT 75% of the attempts are done properly.
Cognitive Domain:
1. SWBAT
Affective Domain:
1. SWBAT
Health Related Fitness Domain:
1. SWBAT
3. Lesson Plan Checklist
1. Introduction
Lesson objectives
Overview of the lesson and how the students will be held accountable (ie. Assessment)
Set Induction (student “buy in”)
2. Stop/Start Signal (attention getter)
Clap method Music
Ice/Freeze “If you can hear me, clap twice”
Hands up Other: ______________________________
Whistle (Outdoors)
3. Transitions
Does each task easily flow to each other?
4. Grouping
Fold the line Popsicle Sticks
Corner Up Nametags with colors, stickers, etc
Cards Have each student pick a partner, then teacher
Stickers combines pairs to form groups
Pre-formed Mingle Mingle
Quickly grouping and separating Other: ______________________________
5. Closure
Assessment
Review of what was learned
Other: ______________________________
4. Teaching Styles
Direct Teaching The teacher leads the class through a task and instructs them what to do, when to do it, and how to do it.
Teacher Feedback The teacher plans the tasks and gives feedback as students practice on their own.
Partner Feedback The teacher plans the tasks with specific criteria and then has partners alternate turns and evaluating each other.
Self Feedback The teacher plans the tasks with specific criteria and then has the students practice an evaluate themselves.
Convergent Discovery Students are given a problem to solve that only has one solution. They can perform the task in groups, pairs, or by themselve s.
Divergent Discovery Students are given a problem to solve that has multiple solutions. They can perform the task in groups, pairs, or by themselves.
Students are placed into jigsaw groups. Each jigsaw group member is assigned a number and a corresponding skill learning
Jigsaw Learning group. After learning a particular skill, they return to their jigsaw group where they teach their group members their skill and
learn their other group members’ skills.
SDAIE Strategies: Specially Designed Academic Instruction in English
Modeling Speaking slowly and clearly, modeling the language you want students to use, and providing samples of student work.
Bridging Building on previous knowledge and establishing a link between the students and the material.
Contextualization Familiarizes unknown concepts through direct experience.
Schema-Building Helping students see the relationships between various concepts.
Metacognitive Development Providing students with skills and vocabulary to talk about their learning.
Text Representation Inviting students to extend their understandings of text and apply them in a new way.
Lesson Assessment Examples
Exit Slip Entrance Slip Pair/Group/Class Share
Student Journal Teacher Observation Peer Observation
Self Assessment Homework Student Presentation/Demonstration
Videotape or Photos Student Drawings Skill Checklist
5. Class Organization Key
Instead of drawing where you want students to be in your lesson plan, just write the type of organization you want. You can also teach these terms to your students
to quickly get them to where you want them to be. Use these examples or create your own!
= Teacher
Class Circle: You and the students form a circle. School Circle: Students form a semi-circle sitting Student Circle: Students form a complete circle, with
around the teacher. personal space between each student.
Shoulder to Shoulder: Students form two or more Group Space: Groups are equally spaced Self Space: Students get into self space in a
lines next to each other (side by side) with a throughout area. designated area.
specified distance between them. x x x x x x x x
x x x x x x x x
x x x x x x x x
x x x x x x x x
x x x x x x x x
Corner Up: Get into an L shape at a designated Horizontal Lines: Groups form lines facing a Vertical Lines: Groups form lines facing a particular
area. particular direction. direction.
