Block 4 Lesson Plan

Sunshine State Standards:
Identify the Sunshine State Standard(s) to which your lesson applies.  State the number, and state the standard.

Goal 3 Standards
Identify the Goal 3 Standard(s) to which your lesson applies. State the number, and state the standard.

Objectives (behavior, content, condition and criteria)
Students will:

• Behavioral objectives should be written according to Bloom’s Taxonomy (i.e., at the end of each objective, identify it according to the level of the Cognitive Domain, such as knowledge, comprehension, application, analysis, synthesis, or evaluation.
• Write 2 – 4 objectives depending on the nature of the material to be studied and the length of the lesson or unit.
• The objectives must be appropriate to the material and the grade level.  The objectives must match the evaluation on a one-to-one basis.

Assessment & Evaluation (related to language needs and its impact on academic performance)

• Initial
• Informal
• Formal

Assessment: Here you should list various types of assessments that might be used to evaluate objective attainment with this lesson.  Consider the possible diversity of a class and select additional assessments that could be used in addition to, or in place of, the assessments you have already selected. These assessments should clearly give students options or choices in deciding how they can best demonstrate their learning.

Evaluation: This list should directly correspond to your list of objectives. For example: Objective #1 should directly match Evaluation or Assessment #1.  Identify the techniques, strategies, or products that you will use to permit the students to demonstrate they have attained the objective.  Be sure to list what the student will do, not what the teacher will do.

Introduction to Lesson:
In this section, write a short description of the manner in which you plan to capture and hold the students’ interest and/or attention.  Whenever possible, and as much as possible, this part of the lesson should be relevant to everyday life.

Materials

• List all the materials (books, writing utensils, etc.,) you will need to complete this lesson.
• The reason for this section is to help you prepare your materials so that you are not caught without something necessary.  It will prevent your interrupting the lesson to get some needed item.

Technology Integration

Teacher Presentation or Facilitation: (includes reviews and practice)  
Explain the methods you plan to use to determine student understanding of the lesson.  In other words, as the lesson is progressing, how will you be able to tell if the students are comprehending the content?

Differentiated Instruction (ESOL - Special Education - Diverse Learners)
Depending on the nature of your students, what types of accommodations could you make for students with special needs?
How can you help them succeed in learning the selected objectives?  Is there is a website that will help you?

ESOL Related Language and Learning Principles

Make sure that you clearly establish and discuss how the lesson relates to one or more of the language learning principles for English language learners:

• interaction
• comprehensibility
• higher order of thinking skills
• making connections with: a) content; b) student interest; and/or c) culture

Follow-up Reflection (completed after the lesson has been taught)

• Content:  What should I teach next or reteach?
• Students:  Who still needs support with this content?