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Goals must be measurable (see mastery for measurement specifics) and observable\u003Cbr>The students will be able to   | Learning Activities\u003Cbr>Listing of all activities. Each activity should meet objectives/goals Examples: Discussions, Bell Ringers, YouTube videos | Assessment Tool\u003Cbr>Tools can be both formative and summative | Mastery or Performance Level Criteria\u003Cbr>(Evidence that they mastered the material) |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n\nInstructional Plan  \nMaterials/Equipment:  \nAcademic Vocabulary, as applicable:  \nVocabulary will be based on lessons. Some lessons may not have specific vocabulary or may have limited vocabulary  \nInstructional Procedure(s)  \nInclude the estimated time for each section  \n\n| Introduction (anticipatory set, access prior knowledge)\u003Cbr>Brief review of the lesson, Recalling Information, Asking questions, Anticipation guides, beginning a KWL chart, etc.\u003Cbr>What can you do to get students thinking? | Body of Lesson\u003Cbr>Review of previous content &/or explanation of new material Direct Instruction: (I do)\u003Cbr>Guided Practice: (We do) (identify purposeful Scaffolding, i.e. hints, resources, questions)\u003Cbr>Independent Practice: (You do) (What will students do on their own?) (this can be collaborative groups as well) | Closure and Transition\u003Cbr>Review/Revisit ideas from the lesson |\n| --- | --- | --- |\n|  |  |  |\n\nExtension Activities for the Lesson Technology  \nLiteracy  \nGame/Activity  \nDifferentiation of Instruction  \nAccommodations/Modifications for Students –(Utilize the principles of UDL., ie. , IEP, ELL, GT, Physical, Social Emotional, Speech, Disinterested, low-performing students) (What will be available for everyone?) (What will individual students need? Give examples. What will you do for lower or higher performing students?)  \nReferences/Resources: ( If old lesson plans were used, cite. Cite websites)  \nReflection of Lesson (To Be Completed after the lesson is taught)  \nAnalysis of Student Learning: Outcome of the lesson assessment (Return to page 1 to review performance criteria/ measurement of mastery)  \nReflection of the Lesson: (Thoughts on the lesson, changes you would make, what worked and what did not)","cbCairCHlpg4I3PV","https://ap.wps.com/l/cbCairCHlpg4I3PV","pdf",103220,"English","# Instructional Plan\n## Materials/Equipment and Academic Vocabulary\n## Learning Activities and Assessment\n## Mastery/Performance Criteria\n# Instructional Procedure(s)\n## Introduction (Anticipatory Set)\n## Body of Lesson\n## Closure and Transition\n# Lesson Extensions and Supports\n## Differentiation, Accommodations/Modifications\n## References/Resources\n# Post-Lesson Reflection\n## Analysis of Student Learning\n## Reflection of the Lesson","[{\"question\":\"What sections are required to align the lesson with standards?\",\"answer\":\"The sheet includes a National/State Standards section where the standard code and explanation of the code must be stated, along with measurable, observable objectives/goals aligned to the standard.\"},{\"question\":\"How should objectives/goals be written in this template?\",\"answer\":\"Objectives/goals must be measurable and observable, and they must align with the standard. The template prompts listing at least two or more goals.\"},{\"question\":\"What information is captured after the lesson is taught?\",\"answer\":\"It requires reflection after instruction, including analysis of student learning based on the lesson assessment and a reflection on what worked, what did not, and what changes would be made.\"}]","Marywood University Common Lesson Planning Sheet - Lesson Plan Template | PDF",1790093395]