CCSS Standard(s):

Topic/Theme/Unit:

EFFECTIVE INSTRUCTION/GRR --- LESSON PLAN TEMPLATE

“OPENING”
Teacher: Objective(s): Students will be able to _____________, _____________by _____________.
• Sets objective & purpose (thinking skill) (content) (product)
• Identifies standard(s)
• Establishes prior learning
• Builds background
knowledge, including pre-
teaching key vocabulary

All Students:
• Can restate objective
• Understand the relationship
between current and prior
learning
“I DO” (Input & Modeling)
Teacher:
• Demonstrates new learning
• Models content and meta-
cognitive strategies
• Think-Alouds
• Checks for understanding
using active participation
strategies

All Students:
• Demonstrate active
processing of new
information by responding
appropriately to teacher cues
“WE DO TOGETHER” (Guided Instruction)
Pre-planned Questions/
Teacher:
Prompts/Cues:
• Uses a variety of engagement
and active participation
strategies to practice new
learning with students
• Checks for understanding
and provides immediate
corrective feedback

All Students:
• Demonstrate initial
understanding by responding
appropriately to verbal and Strategies:
other cues
 CCSS Standard(s):

Topic/Theme/Unit:

“YOU ALL DO TOGETHER” (Collaborative Learning)

Teacher:
• Predetermines grouping
based on identified student
needs
• Sets behavioral and
procedural expectations for
student interaction (i.e.
student roles, time,
outcomes)
• Monitors, assesses and
provides feedback to
individuals and groups
• Meets with students for
reteaching as needed (more
guided practice)

All Students:
• Work together to develop
deeper understanding of new
learning
• Can explain new learning,
with assistance as needed
• Demonstrate an ability to
utilize metacognitive
strategies previously
presented by teacher

“YOU DO ALONE” (Independent Practice)

Teacher:
• Monitors students working
independently or in pairs (if
in class)
• Assesses student mastery of
content
• Intervenes with struggling
students as needed
through individual or small
group instruction

All Students:
• Work independently to apply
new learning
• Demonstrate mastery of new
learning
“CLOSURE”
Teacher:
• Restates objective
• Informally assesses
attainment of objective (i.e.
ticket out the door)

All Students:
• Can restate objective
• Can self-assess and reflect
upon learning
 Date(s):
STANDARD/OBJECTIVE:

BELL RINGER:

ESSENTIAL QUESTION(S):

ESSENTIAL VOCABULARY:

INTRO: (Strategy/Resources)

I DO: (Strategy/Resources)
**Explicit Instruction through Modeling

WE DO: (Strategy/Resources)
**Guided Practice with Quality Questioning

THEY DO COLLABORATIVELY: (Strategy/Resources)

**Facilitating/Scaffolding Small Group Collaboration

THEY DO INDEPENDENTLY: (Strategy/Resources)

**Progress Monitoring

CLOSURE:

**REAL WORLD APPLICATION

 Date(s):
COS:

BELL RINGER: “Write three things you already know about the assassination of President Lincoln”- turn in on Friday

ESSENTIAL QUESTION(S): “Do you agree with the statement: “In times of war, the law is silent”? Can you think of
examples where this might have been true, resulting in a negative outcome? What about an example of it being true, resulting in a
positive outcome?”

ESSENTIAL VOCABULARY: “Constitution/constitutional, justice, ideal, democracy, equality, right, impartial, due
process, amendment, citizen, fair, conspiracy/conspirator.”

INTRO: (Strategy/Resources) Students have read Chasing Lincoln’s Killer. Students have viewed The Conspirator.
Students have analyzed historical documents from Lincoln. The purpose of this project is to take the information and
insight that students gained during their exploration of the constitutional right to a fair trial and apply it to a real-life
example

I DO: (Strategy/Resources) Introduce students to research in library and computer. (Students have been studying
the Lincoln assassination in Language Arts and U.S. History class.)

Students will: [W.10.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.

[RI.10.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

[RL.10.1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

WE DO: (Strategy/Resources) “Students, in small groups, will be participating in an oral argument activity that will
explore the constitutionality of Mary Surratt’s trial, debating the appropriateness of trying Surratt and the other Lincoln
Conspirators by military tribunal versus a civil court, as well as the larger issue of trying any civilian in a military court
versus a civil court.” To prepare for the debate students will use graphic organizers to collect information on different
aspects of the trail.

THEY DO: (Strategy/Resources)

Students will create a Power Point Presentation with their group to present their argument on the aspects of Mary
Surratt’s trial. Students will also write a brief stating their argument. Students will present this information to the class
in an oral debate on the fairness of the trial.

Closure:

Students will take a CFA that test these skills.

"The Conspirator: Educational Resource Guide." Conspirator: The Movie. American Film Company, 2011. Web. 14 Mar.
2017.
 Lesson Plan
Date Subject Algebra

Student Standards being Taught

A-RE4, A-RE4a, A-RE4b, A-RE1

Objectives (What do I want my students to know and do by the end of this lesson?)
• Students will solve quadratic equations by using the Quadratic Formula.
Students will determine the number of solutions of a quadratic equation by using the discriminant.
Introductory Activities
Bell Ringer: p 544 35, 43
Review 3-5 problems from last night’s homework.
Quick Write: Students will complete the square of the algebra form of a quadratic equation. (This will result in the
Quadratic Formula).
• Quadratic Formula Rap: http://www.teachertube.com/music.php?music_id=25

Developmental Activities
Quadratic Formula Song: I will sing the Quadratic Formula song for the students to learn.
Jot Notes: The students will take notes from the presentation (attached) and copy key concepts and examples. The
teacher will work through some examples demonstrating then the students will work together through some
examples.
Culminating Activities
Exit Slip: Students will turn in their derivation of the quadratic formula for a pop quiz grade.
Homework: p 587 2-13 all, 30-34 even

Evaluation of the Day’s Objectives (How will I know my students learned what I expected them to learn?)
Exit Slip, Homework

Modifications for Special Needs

NA

Resources
Textbook, http://www.teachertube.com/music.php?music_id=25

Self-Reflection of Lesson
 Lesson Plan
Date Subject Algebra

Student Standards being Taught

A-RE7

Objectives (What do I want my students to know and do by the end of this lesson?)

Students will solve systems of equations in two variables in which one equation is linear & the other is quadratic.

Introductory Activities

Bell Ringer: p 357 23-28

Review 3-5 problems from last night’s homework.

• Graphing Calculator: The students will discuss what they think a nonlinear system is. The teacher will

demonstrate a nonlinear system on a graphing calculator.

Developmental Activities

Jot Notes: The students will take notes from the presentation (attached) and copy key concepts and examples. The

teacher will work through some examples demonstrating then the students will work together through some
examples.

Culminating Activities

Venn Diagram: Students will create a Venn Diagram comparing linear and nonlinear systems.

Homework: p 594 14-21, 29, 31

Evaluation of the Day’s Objectives (How will I know my students learned what I expected them to learn?)

Venn Diagram, Homework

Modifications for Special Needs

NA

Resources

Textbook

Self-Reflection of Lesson
English 11
2016-2017
1st semester
8/10/16 Agenda

Discuss classroom rules/procedures/supplies

needed
Introduce first writing assignment (writing
sample)
Due Friday, August 19
Supplies needed

 3 ring binder
 Divider tabs
 Loose leaf paper
 Pens (black/blue/red)
 Pencils
 Highlighter
 Index cards
Classroom rules/procedures

 Arrive on time (without earbuds or headphones)

 Have the necessary materials
 Come ready to work
 Abide by the rules and regulations set forth by the
teacher as well as the administration
 Respect yourself, your classmates, your teacher, and
any guests who come to our class.
 Use your phone as an educational tool
Sample Writing
Choose one of the three topics below
What I did not do over summer break

If/When I become a parent, I will never

Three goals I have set for myself

8/11/16 Agenda

Syllabus
Review introduction and conclusion of an
essay
Criteria and possible points for essay
Timed writing – 20 minutes
Create writing folders
8/12/16 Agenda

 Introduce objective writing

 https://blog.udemy.com/objective-vs-subjective/
 Assist students in annotation of article (students will be
searching for different definitions as well as examples of
objective writing and subjective writing)
 Whole group – students will share their findings
 Small group – each group will decide on the best definition
of objective writing. Write on poster paper and share with
the class.

 Continue working on sample writing or writing folder

8/15/16 Agenda

 ACT vocabulary lesson 1

 Continue from Friday – best definition of objective with examples and non-
examples
 Using objective statements in the real world
 Biased/unbiased and relevant/irrelevant (review of definitions and synonyms)
 Amazon product review activity
 Analyze product reviews on amazon.com searching for statements that are relevant
and unbiased.
 Work in pairs to create a product review that is bias-free and relevant
8/16/16 Agenda

 ACT vocab lesson 1 exercise 1a and 1b (students must write down the
context clues that helped them find the correct word.
 Objective product reviews continued from yesterday
 What is an objective summary?
 Quick review of the words “objective” and “summary”
 Students will view 2 short films, jotting down the major events as they watch
 Small group- choose one film, compare notes, and begin writing an objective
summary using the guide provided
 Review main idea and the introductory sentence
 8/16/16 (continued)
Writing an objective summary
After viewing each of the following short films, write an objective summary of
the film. Remember your summary must remain unbiased (objective) and it
must contain only relevant events. Do Not try to write down every detail.

 “Alone” by Brock Torunski and Alex Vietinghoff

https://www.youtube.com/watch?v=wbTc81JmQTs
 “Plastic” by Sandy Widyanata
https://www.youtube.com/watch?v=UpJFE8UcFcU
 “The Desk” by Albert Gonzalez
https://www.youtube.com/watch?v=k_kIyihNd-A
 “Post It” by Michael Evans
https://www.youtube.com/watch?v=aVgeJ5eqlSM
 “The Vermin” by Danny Donahue
https://www.youtube.com/watch?v=7YJvTywEFas
 8/16/16 (continued)
**Your summary should begin like this:

 “Alone”, a short film by___________________, (is

about/shows/tells, etc.) ________(main
idea)________________________________________________
______________________________.

**Once you have your introduction as well as your

main idea, you can begin to write out the major
events and relevant details in the order in which they
appeared in the short film.
8/17/16 Agenda

 ACT Vocab Lesson 1 – Exercise 2 (#1-5)

 Share objective summaries from yesterday’s short films
 Decide which information (if any) is irrelevant or biased
 Get rid of assumptions/inferences made
 Explore different ways to write the intro/main idea (1st sentence)
 Small group activity
 Watch two more short films
 Choose one to write a finalized objective summary (that will be turned in and
graded)
8/18/16 Agenda

 ACT vocab – lesson 1 exercise 2 (#6-10)

 The objective summary continues (short fictional story)
 Students read silently “The Open Window” by Saki
 Write the intro/main idea (1st sentence)
 List the major events in the order in which they appear in the story.
 Work in pairs to compare 1st sentence and list of events
 Individually, students will write an objective summary on “The Open Window”
 Compare/contrast student objective summary to the one in the textbook,
making necessary changes.
 Test tomorrow – students will have to write an objective summary on a cold
read.
8/19/16 Agenda

 Students turn in ACT vocab work from Monday-Thursday (10%

grade)
 ACT vocab 1 quiz (30 % grade)
 Objective summary test
 Students will read (independently) “The Story of an Hour” by Kate
Chopin
 Students will write an objective summary of the story
 (60% grade)