Appendix M.
Blank Lesson Plan Template
Language Level
Unit Theme and Question
Daily topic:
STANDARDS
What are the communicative
and cultural objectives for the
lesson?
If applicable, indicate how
Connections  Comparisons 
Communities  Common Core
will be part of your lesson.
Lesson Sequence
Gain Attention / Activate
Prior Knowledge
Provide Input
Keys to Planning for Learning, 2013
Day in
Expanding (Intermediate) Grade 9-10 Date 1 Minutes 55
Unit
Belonging- How can participating in environmentally sustainable practices help us understand our interconnectedness and
responsibility to all life and each other?
Understanding Environmental threats
LESSON OBJECTIVES
Which modes of Students can:
Communication communication will be - Give examples of environmental threats
addressed?
and - Associate terms with types of pollution
 Interpersonal
- Read a short story with transportation options, which we all
Cultures  Interpretive can opt to participate in, to belong in forming a solution
 Presentational
Connections Identify types of pollutions and other environmental threats (science)
Comparisons
Communities
SL1: Initiate and participate effectively in a range of collaborative discussions, building on
Common Core
others’ ideas and expressing their own clearly and persuasively.
Materials  Resources 
Activity/Activities Time*
How many Technology
What will learners do? Be specific. What materials will you
minutes will this
What does the teacher do? segment take? develop? What materials will you
bring in from other sources?
Teacher shows a variety of images depicting both pristine
Images on screen depicting
environmental landscapes and ones that show destruction of some
varying landscapes in both
form of natural resources 5
good and bad conditions
Students interact in pairs with movable images (same) to list any
Same images - small prints
words they associate on a common sheet of paper
Teacher regroups introduces vocabulary terms through use of Projected on screen Doodle:
previous images. T shows storyboard-style doodle by Google, in https://www.google.com/dood
15
order to bridge connections from issues to contributive solutions. les/earth-day-2017
Appendix M. Blank Lesson Plan Template
Table groups of 4 access link to view video on common Pollution video in group:
ChromeBook. T delineates timeframe that allows small space for https://www.youtube.com/wat
playback as necessary. T provides verbal summary using key ch?v=OqHp03RRTDs
vocabulary and screenshots from video (for repetition)
In their groups, students categorize key terms into a graphic
organizer with the labels; air, water, or soil pollution. Graphic organizer
Next, students open a digital book link for Carl gets some rest by Digital book:
Elicit Performance / Provide
the EPA. They take turns reading aloud as a group. 20 https://nepis.epa.gov/Exe/ZyP
Feedback
Students individually complete sentence starters related to the DF.cgi/P1003A6G.PDF?Dock
message the book conveys and encourages. These also reference ey=P1003A6G.PDF
ties to sustainability, and AIR pollution.
Teacher calls on non-volunteers from each group to complete the
Provide Input 5
sentences starters for the entire class.
Elicit Performance / Provide
If applicable
Feedback
Exit ticket link:
https://docs.google.com/a/csu.
Students individually complete an online Google form as an exit fullerton.edu/forms/d/e/1FAIp
Closure 10
ticket. QLSf4yH4q9XGhwa8fTVLX
Dkes4DTbcOEzGwqVgU0od
qNd6NQBXA/viewform
Enhance Retention &
Transfer
Reflection – Notes to Self For being the first video in the unit there is a good amount of technical words we have to go back to. It has good
 What worked well? Why? visuals and students should be able to catch big ideas from them.
 What didn’t work? Why? In terms of changing or perhaps adapting for this, I could go back to this video in future lessons once the more of
 What changes would you the technical vocabulary has been processed.
make if you taught this
lesson again?
 ????

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain
attention/activate prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle
(provide input and elicit performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013