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College of Education

Lesson Plan Guidebook


This frame is designed to help you in the construction of your lesson plan. Since many schools approach lesson design utilizing various
terminologies,thisframeworkprovidesastructurebasedupontheCollegeofEducationsProgramCompetencies.Thedesignisstructuredaround
carefullyconstructedquestionsmeanttoguideyourthinkingasyouprepareforinstruction.Althoughrespondingtoeachquestionisnotessential,
youshouldconsiderthosethatareappropriate,practical,andusefulforyourlesson.Youdoneedtoincludethebasicstructuressuchascontextfor
learning,lessonobjectives,DelawareStandards,lessonrationale,instructionalstrategies,materialsandtechnology,formativeassessment,closure
andsummarizingstrategies,summativeassessment,analysisofdata,reflections/modificationsforfuturelessons.

Sample Lesson Plans


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Grade 8
English/Language Arts

WILMU Lesson Plan


Sample 1.docx

Grade 2
Reading/Language Arts

WILMU Lesson Plan


Sample 2.docx

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Grade 11
Science/Astronomy

WILMU Lesson Plan


Sample 3.docx

College of Education
Lesson Plan Framework (with Guiding Questions)
Thisframeisdesignedtohelpyouintheconstructionofyourlessonplan.Sincemanyschoolsapproachlessondesignutilizingvarious
terminologies,thisframeworkprovidesastructurebasedupontheCollegeofEducationsProgramCompetencies.Thedesignisstructuredaround
carefullyconstructedquestionsmeanttoguideyourthinkingasyouprepareforinstruction.Althoughrespondingtoeachquestionisnotessential,
youshouldconsiderthosethatareappropriate,practical,andusefulforyourlesson.Youdoneedtoincludethebasicstructuressuchascontextfor
learning,lessonobjectives,DelawareStandards,lessonrationale,instructionalstrategies,materialsandtechnology,formativeassessment,closure
andsummarizingstrategies,summativeassessment,analysisofdata,reflections/modificationsforfuturelessons.

Lesson Title:
Subject Area/Topic/Grade Level: Language Arts/Reading Informational Text/ 3rd Grade
Authors Name: Ashley Slaughter

Context for Learning:


What is important to know about the
students?
Gender, age, diversity,
socioeconomic, cultural and ethnic
backgrounds?
Unique characteristics of learners?
Academic background, prior
knowledge, performance levels?
Student readiness, interests, learning
styles?
How might these factors influence
your planning, teaching and
assessment?

There are 22 students total in this class.


14 of the students receive free/reduced lunch
4 students are identified as having a LD (learning disability) 1 student has neurological disability in
which effects comprehension and thus effects emotional responses (perceptional disability), 3 students
receive medication for ADHD and ADD
2 of those 4 children have MD (multiple disabilities) ADHD/ADD, ESL student
4 students have an IEP
The Class consist of 13 females and 9 males

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Delaware Standards:

Rl. 3.8
Reading: Informational Text
Integration of Knowledge and Ideas
8. Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Corresponding College and Career Readiness (CCR) Anchor Standard
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.

This should include DE Common


Core Standards or DE Grade Level
Expectations (GLEs).

Lesson Objectives:

Students will be able to identify and create sequential texts.

Students will be able to

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Lesson Rationale:
Why are you teaching this lesson?
What are the major concepts, the
big ideas, the transferrable
information in this lesson that makes
it worth teaching?
How does this lesson build on what
students already know and are able to
do?
How does this lesson fit into the
curriculum?
My classroom students will understand
that they are learning these big ideas
(concepts, transferrable information)
because

Students will have background reading comprehension skills and writing skills. The lesson will be
modified for 2 students (ESL and the student with a perceptional disorder). The student with the
perceptional disorder will work with his/her para, teacher, and parents to complete the assignment.
Students will work in small groups the groups will be predetermined and coordinate with the students
learning styles/levels (high-low pairs). Students seating arrangements will coincide with their high-low
partners.
The lesson will begin in class on Tuesday, sent home on Wednesday and Thursday, and returned to class
by Friday.

Lesson Essential Question(s):


Open-ended questions designed to guide
student thinking and focus instruction on
the big ideas. Begin with the
Delaware state standards when
framing your questions to allow the
learner to be thinking about what it is
he/she needs to know and be able to do.

Knowledge: What is a sequential text?


Comprehension: How would you contrast a sequential order text from a cause/effect text?
Application: What approaches would you use to create a sequential order text?
Analysis: What are the parts/features of a sequential order text?
Synthesis: What would you do to create a sequential text?
Evaluation: Explain the characteristics and the purpose of a sequential text.

Example:
DE Standard - Photosynthesis and cellular
respiration are complimentary processes to
the flow of energy and the cycling of matter
in ecosystems.
Lesson Essential Question - What is the
relationship between photosynthesis and
cellular respiration?

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Beginning of the Lesson/Orientation:


Instructional Strategies
(Anticipatory Set, Activating Strategies,
Mindset or warm-up, content
introduction)
How will you engage your students?
How will you connect this information to
previous experiences that links the
concepts to prior knowledge?
How will you make the lesson(s)
relevant to life experiences of your
students?
How will you hold their interest?
How will you provide them opportunities
to think about the big ideas in this
lesson?

Formative Assessment (ongoing)


How are the students demonstrating
an understanding of working toward
your introductory goals?
What specific actions do you expect
from the students?
What data will indicate that the
students understand?

Time Frame
(can involve from a few minutes to
more than one day)

After conducting our regularly scheduled morning meeting students will be introduced to the
comprehension skill: sequential texts. The learning goal/objective will then be stated followed by the
lesson essential question: What is a sequential text? Students will be asked to consider the essential
question, predicting the definition of an essential text and what factors contribute to a sequential text.
After approximately 30-60 seconds student will turn to their elbow partners and share their thoughts.

After 1 minutes (max) students will be called on (from the pop-sickly stick jar) to discuss their findings.
Students definitions and narrative details will be recorded on the board for display. This procedure will
help activate prior knowledge as well as aid students in identifying helpful details.

5 minutes

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Presentation of the Lesson:

With the lesson introduction complete students will form a circle for a read-aloud. Students will be
asked to get out a piece of paper and make notes on the following story (picture or word notes are
acceptable these notes are to keep the students engaged and practicing active reading). The teacher
will then read the picture book First the Egg by Laura Vaccaro Seeger.
(5 minutes)

Instructional Strategies
(Instructional Strategies, Learning
Events, Lesson Map)
What new vocabulary, materials,
technology resources are being used?
What learning activities will you
have the students do?
What specific examples will you
provide for your students?
Scaffolding? Pacing? Scope and
sequence?
What is your estimation of time?
How will you engage your students?
What interdisciplinary connections
are you addressing?
How will you utilize technology to
enhance your lesson?
How will you explicitly teach/model
or demonstrate the
skill/concept/strategy?
How will you adapt procedures to
meet different student learning needs
differentiated instruction,
developmental levels and
accommodations?

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Presentation of the Lesson (contd):

Following the story students will be called on from pop-sickle jar and asked questions in relation with
Blooms Taxonomy / Webbs Depth of Knowledge.
(5 minutes)

Formative Assessment (ongoing)


(K-W-L; K-U-D; Q&A; Signaling;
EPRT; Think, Pair, Share; Collaborative
Pairs; etc.)
How will you check for
understanding? Questioning
techniques? Socratic Dialogue?
How will you prompt your students
for assessing their learning
assessment prompts?
What graphic organizers/mind
mapping will you be using?
How will you organize your
classroom learning teams/groups?
Size? Roles?
What rubric(s) will you be using for
this lesson? What process will you
use to ensure that the students
understand the elements in the
rubric? (student friendly language,
student input in the design).

10 minutes
Time Frame
(can involve from a few minutes to
more than one day)

Practice:

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Closure and Summarizing:


Instructional Strategies
(Independent Practice, Summarizing
Assignment, Independent Application)
What opportunities will you provide
for ALL learners to articulate their
learning? Differentiation?
How will the students reflect on their
learning?
How will you have students answer
the lessons big ideas/essential
question(s)?
How will you have students show
their understanding and extend
thinking?

Summative Assessment
(Exit Ticket; 3-2-1; Answer EQ)
What rubric(s) are you using in this
lesson?
How will you ensure that students
have a thorough understanding of the
elements in the rubric?

Time Frame
(can involve from a few minutes to
more than one day)

Students will be assessed on their comprehension of sequence texts and prompts in relation to the
Common Core State Standards. The teacher will use hands-on activities, small-group centers, homeschool connections, and visual texts to conduct formative and summative assessments.

Following completion of the activity, students will return to their individual seats to read three short
third grade texts, one cause/effect, one compare/contrast, and one sequence text. The student will be
responsible for identifying (circling) the sequence text. The student will then be required to state how
they identified the sequence text on the lines below (on the worksheet). If the student could not
identify the sequence text the student will be required to explain his/her confusion on the lines below
(on the worksheet). Students will also be provided a sequence graphic organizer and asked to create
their own sequence text using key words. The graphic organizer will be graded with a rubric on a 4
point scale.

Each student will be giving as much time as he/she needs to complete the assessment; students who
finish the assessment first will be asked to read their books silently until their peers have finished.

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Analysis of data, reflections/modifications for future lessons

Following the completion of the lesson students will be provided a short anonymous survey asking the
following questions:
Did this lesson help you understand narrative texts/prompts?
Do your have any suggestions for the next time I administer this lesson?

How will you use the summative


information to plan and make
instructional decisions for the next lesson?

An additional survey will be included in the take-home packet for parents to complete.
Parents will be asked the following questions:
With this practice lesson, do you think your child grasped the lesson objective, identifying and creating
sequence texts?
Was two days to complete the at-home activity enough time?
Do you have any suggestions or additional comments?
For future lessons I will re-consider the sequence subject (finding an adaptive skill that is more for a 3rd
grade student) and the extent in which to include the other two texts (cause/effect and compare/contrast)
without confusing or overwhelming the students.

Materials Needed for the Lesson:

Chalk/White Board
Pre-determined Small Groups (learning style/learning level)
Pre-determined High-Low pairs
Pop Sickle Sticks/Jar
Picture Book: First the Egg by Laura Vaccaro Seeger
Pencils/Paper
Folder for each child with following materials:
Pre-cut out tan paper 2, orange paper 1, purple paper 1,
Paper cut-out sheet of utensils
Paper cut-out sheet plate
22 glue sticks
Sequence Graphic Organizer
Pre-determined survey response
Pre-determined third grade short texts: compare/contrast, cause/effect, sequential multiple for practice and to include in assessments
Chemical Free-Play Dough Tan, Orange, and Purple

Plastic Child-Safe Utensils


Paper plates

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References
Barfield, J.S. (2009). Practicum I: plan for classroom activity. College of Education, Wilmington University, New Castle, DE:
Danielson, C. (2008). The handbook for enhancing professional practice: using the framework for teaching in your school. Alexandria, VA:
Association for Supervision and Curriculum Development.
Delaware model unit template Dover, Del.: State of Delaware, Dept. of Education. Retrieved March 15, 2011 from
http://www.doe.k12.de.us/infosuites/staff/ci/default.shtml
Gordon, T., & Burch, N. (2003). Teacher effectiveness training: the program proven to help teachers bring out the best in students of all ages. New
York: Three Rivers Press.
Hunter, R., & Hunter, M. C. (2004). Madeline Hunter's mastery teaching: increasing instructional effectiveness in elementary and secondary
schools. Thousand Oaks, Calif: Corwin Press.
Indian River School District. Show what you know. Retrieved March 15, 2011 from http://www.irsd.net/pages/Indian_River_School_District
Keister, K. (2010). Questions for Reflection Unit. Revised from Williamson, S. 2007, Dover, DE
Keister, K., Boyd, J. & Brewer, M. (2011). COE Lesson Plan Framework. College of Education, Wilmington University, Dover, DE
Lippincott, A., & Honnals, M. (2009). Lesson Design Frame. based on CCTC Program Standards and PACT rubrics University of California, Gevirtz
Graduate School of Education, Teacher Education Program. Revised from Dewar, T., Kok, R., Lippincott, A. & Leffler, C. 2004
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student
achievement. Alexandria, Va: Association for Supervision and Curriculum Development.
Palumbo, J., & Leight, J. (2007). The power of focus: more lessons learned in district and school improvement. Boston: Focus on Results.
Rose, D.H. & Gravel, J.W. (2010). Universal design for learning. In E. Baker, P. Peterson, & B. McGaw (Eds.). International encyclopedia of
education, 3rd Ed. Oxford: Elsevier.
Thompson, M., & Thompson, J. (2008). The Learning-Focused instructional strategies model: connecting strategies notebook. Boone, NC.LFS.
Wandberg, R. & Rohwer, J. (2003). Teaching to the standards of effective practice: a guide to becoming an effective teacher. Boston, MA: Pearson
Education, Inc.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.
Williamson, S.C. (2007). Plan, teach,assess, and reflect template and instructional materials. New Castle, DE: Wilmington University.

Appendix A
PROGRAM COMPETENCIES, KNOWLEDGE AND PERFORMACE CRITERIA:
The 14 Wilmington University Program Competencies (the first 12 are based on the Delaware Teaching Standards):
Competency 1: Content
Create learning experiences that make content meaningful to students and reflect an understanding of the core concepts and structure of
education.
Competency 2: Human Development and Learning
Provide learning opportunities that support the intellectual, social, emotional, and physical development of students based on an understanding of
childhood development and learning.

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Competency 3: Diverse Learners


Adapt instruction for diverse learners based on an understanding of how students differ.
Competency 4: Communication
Demonstrate proficiency in oral and written communication
Competency 5: Learning Environment
Create a learning environment that fosters active engagement, self-motivation, and positive social interaction by understanding individual and
group behavior.

Competency 6: Planning for Instruction


Design instruction based upon knowledge of the disciplines, the community, and Delawares student content standards to demonstrate knowledge
of instructional planning.
Competency 7: Instructional Strategies
Apply a variety of instructional approaches that promote student thinking, understanding, and application of knowledge.
Competency 8: Assessment
Use multiple assessment strategies for the continuous development of students

Competency 9: Professional Growth


Pursue opportunities to improve teaching and thereby enhance professional growth.
Competency 10: Professional Relationships
Collaborate with colleagues, parents/guardians, and other members of the community to support student learning and demonstrate knowledge of
the school in the community.
Competency 11: Educational Technology
Use educational technology as an instructional and management tool.
Competency 12: Professional Conduct

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Understand and maintain standards of professional conduct guided by legal and ethical principles.
Competency 13: Dispositions
Exhibit enthusiasm, vigor, strength of inner self, humor, fairness, and concern for students.
Competency 14: Employment
Obtain and retain successful employment in the profession of education.

Appendix B

Delaware Professional Teaching Standards


Standard #1
Content Knowledge
Standard #2
Human Development and Learning
Standard #3
Diverse Learners
Standard #4
Communication
Standard # 5
Learning Environment

The teacher understands the core concepts and structure(s) of the discipline(s) and their related
content standards and creates learning experiences that make the content meaningful to students
The teacher understands how children develop and learn and provides learning opportunities that
support the intellectual, social, emotional, and physical development of each learner.
The teacher understands how students differ and adapts instruction for diverse learners.
The teacher understands and uses effective communication.
The teacher understands individual and group behavior and creates a learning environment that
fosters active engagement, self-motivation, and positive social interaction.
The teacher understands instructional planning and designs instruction based upon knowledge of

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Standard #6
Planning for Instruction
Standard # 7
Instructional Strategies
Standard # 8
Assessment
Standard # 9
Professional Growth
Standard # 10
Professional Relationships
Standard #11
Educational Technology
Standard # 12
Professional Conduct

the disciplines, students, the community, and Delaware's student content standards.
The teacher understands a variety of instructional approaches and uses them to promote student
thinking, understanding, and application of knowledge.
The teacher understands multiple assessment strategies and uses them for the continuous
development of students.
The teacher understands the importance of continuous learning and pursues opportunities to
improve teaching.
The teacher understands the role of the school in the community and collaborates with colleagues,
parents/guardians, and other members of the community to support student learning and wellbeing.
The teacher understands the role of educational technology in learning and uses educational
technology as an instructional and management tool.
The teacher understands and maintains standards of professional conduct guided by legal and
ethical principles.

The first draft document was developed by the members of Delaware's Task Force to Develop Professional Teaching Standards. The second Draft Committee and prepared by Yvonne Harper of the

Assessments and Accountability Branch of the Delaware Department of Education and William J. Thompson of TBA Consultants, Stratham, New Hampshire. Revised July 2003.

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