LESSON PLAN TEMPLATE

Establishing Goals and Outcomes

Name: Date:

Common Core Standards and ELD Standards:

Lesson Title: Central focus:

Counting and identifying Numerical numbers The central focus is to equip pupils wuth
between the range of 0 to 10 knowledge in counting and understanding
numbers
Enduring Understandings: Essential Questions:
What are the big ideas? What are the fundamental notions associated
What misunderstandings are predictable? with counting and acknowledging numbers?
The major concepts outlined in this instructional In what manner can we organize numbers from 0
design involve numerical counting and acquiring to 10 in a sequence order?
knowledge about numbers. Conversely, there is a
potential misinterpretation, wherein students
may encounter challenges in arranging a series of
numbers in a sequential order.
Students will know…. Students will be able to…
What knowledge and skills will students acquire as a result of this activity?
My students will get the skills of counting number between the range 0 to 10
They will also know how to arrange numbers in order

Assessment:
What will students do to show they understand?
There will be an oral assessment , whereby the students will use a white board to write numbers from
0 to 10.

What formal/informal assessments will you use to monitor students’ essential understandings/skills?

The next assessment will involve the students arranging numbers in order.

How will you provide feedback?

Clarify to the learners that the emphasis lies in aiding their comprehension of the evaluation of their
learning. I will Motivate learners to pose inquiries concerning their feedback with regards to numbers .
Moreover,i will Establish a consistent schedule for deliberating on feedback with learners individually
or in small groups.
Knowledge of Students:
How will you use your knowledge of your students’ academic and personal/cultural/community assets
to inform your lesson plans?

Use insights from students' prior experiences and cultural reservoirs to increase their involvement and
comprehension. Instructors can create a more comprehensive and relevant learning environment by
tapping into the repository of knowledge that students bring from their diverse experiences.
Recognising and valuing each student's unique experiences and perspectives helps foster a more
profound connection with the subject matter, making the educational experience more significant and
approachable. Assimilation of cultural context components into instructional approaches not only
improves learning progression but also fosters a sense of belonging and admiration inside the
classroom. This method recognises student diversity, stating that their different backgrounds
contribute to a communal fabric of knowledge and understanding.

Language Demands: (*In bilingual context, consider L1 and L2 goals.)

A. Based on your knowledge about your students’ language abilities and the needs of your lesson,
what language functions will be essential to the learning and the teaching?
(language functions: analyze, argue, categorize, classify, compare/contrast, describe, explain,
evaluate, infer, inform, interpret, persuade, predict, problem solve, question, retell, summarize,
synthesize…)
 The pivotal language functions integral to the learning process encompass not only describing and
sequencing but also extend to the nuanced art of articulation and organization of thoughts.
 Incorporate deliberate and focused practice of these language functions, such as describing and
sequencing, into oral assessments and various activities. Provide students with opportunities to
articulate their thoughts clearly and coherently, honing their descriptive skills to effectively convey
ideas. Simultaneously, emphasize the significance of sequencing, as it not only enhances
communication but also reinforces logical thinking.
 During oral assessments, encourage students to express themselves with precision, ensuring that
they can vividly describe concepts and events. Integrate activities that require them to sequence
information logically, fostering the development of skills crucial for effective communication and
comprehension.
 By explicitly engaging with these language functions, educators pave the way for students to not
only grasp the mechanics of language but also to master the art of expressing themselves
articulately and organizing their thoughts with clarity and coherence. This intentional approach
contributes significantly to language acquisition and overall cognitive development.

Which key language function will need explicit attention? How will you go about ensuring that this
language function will be practiced and employed by students?

Within the realm of the bear counting station, learners will actively deploy language functions to explore
the intricacies of detailing the quantity of bears, thus elevating both their mathematical and linguistic
adeptness.
Prompt students to articulate their observations with precision, utilizing expressive language to accurately
convey the number of bears. Stress the significance of employing specific terms like "exceeding," "falling
short of," or "equivalent to" to articulate connections between varying bear quantities. This not only
fortifies their comprehension of numerical concepts but also hones their proficiency in articulating
mathematical ideas effectively.
Infuse captivating exercises into the bear counting center that stimulate students to expound on the
attributes of the bear assemblages they encounter. This might encompass delineating the hues,
dimensions, or configurations of the bears, nurturing a diverse vocabulary related to both numerical
values and visual traits.
Furthermore, offer occasions for collaborative exchange during this undertaking, urging students to
attentively listen and respond to their peers' descriptions. This cooperative approach not only amplifies
their language prowess but also fosters a supportive and dynamic learning milieu.
By seamlessly integrating language functions into the bear counting center, educators facilitate a
comprehensive learning experience, where students not only cultivate mathematical proficiency but also
refine their language competencies through interactive, hands-on exploration.

B. Identify a key learning task from your plans that provides students the opportunity to practice
using the language function to support the essential literacy strategy.

In the setting of the bear enumeration station, a pivotal learning undertaking requires students to
articulate their observations orally, detailing both the quantity and characteristics of bears. This task
corresponds to language functions centered around describing and sequencing.

C. Given the language function and learning task (from A and B above) describe the following
associated language demands (written or oral) students need to understand and/or use:

● Vocabulary or key phrases

Plus at least one of the following:
● Syntax - the conventions used to organize language to be comprehensible - examples-
writing a complete and understandable sentence, writing comprehensible expository text.
● Discourse - the particular ways people use language to express ideas related to a specific
topic or discipline.
examples- describing a scientific observation to peers, helping someone learn a new skill.
Vocabulary or Key Phrases:

Numerical Terms: Utilize phrases such as "exceeds," "falls short of," or "is equivalent to" when describing
bear quantities.
Descriptive Vocabulary: Apply a diverse range of descriptive terms, including colors, sizes, and
arrangements, to portray the attributes of the bears.
Relationship Terms: Employ language to express connections, like "more than," "less than," or "equal to,"
to elucidate numerical relationships.
Syntax:

Sentence Structure: Students should construct well-formed sentences to effectively communicate their
observations. For instance, they should be able to say, "There are more bears of a smaller size."
Discourse:

Collaborative Communication: Foster the ability to engage in collaborative discourse, enabling students
to effectively share their observations with peers. This involves using language to not only convey
information but also to actively contribute to a shared understanding of the bear quantities and
attributes.
In summary, students are expected to navigate numerical and descriptive vocabulary, employ correct
syntax in constructing coherent sentences, and engage in collaborative discourse to articulate their
observations effectively within the bear counting center. These language demands aim to enhance both
their mathematical and linguistic proficiencies in the context of the described learning task.

D. Identify and describe the instructional supports (e.g., language frames, sentence starters, visual aids,
etc.) you will use to help students understand, develop and use the identified language demands
(Function, vocabulary, key phrases, discourse or syntax.)

Language Frames
Language frames act as scaffolding tools to assist students in articulating their observations. By offering
sentence starters such as "I observe that..." or "In comparison to...," educators provide a structured
framework that empowers students to express their thoughts more confidently. This support aids in the
development of precise and coherent language when discussing bear quantities and attributes.
Visual Aids

Incorporating visual enhancements enriches the educational encounter by offering a tangible point of
reference for students. Utilize visuals featuring bears with distinct labels for colors, sizes, and quantities to
strengthen the vocabulary linked to the assignment. Visual supplements act as a valuable tool,
accommodating a variety of learning styles and guaranteeing a more thorough grasp of the concepts
under examination in the bear counting center.

Modeling
Illustrating the process of conveying observations using the designated vocabulary stands as a pivotal
instructional aid. By modeling, educators showcase adept communication, highlighting the utilization of
numerical terms and descriptive language. This demonstration, both visual and auditory, aids students in
comprehending the anticipated language functions, cultivating a more profound understanding of
accurately expressing their observations.
Collaborative Learning
Fostering peer discussions stands as a potent instructional approach that champions collaborative
discourse. Through guiding interactions among students, educators establish an atmosphere wherein
learners can articulate their observations, deliberate on diverse perspectives, and collectively enhance
their comprehension of the assignment. Collaborative learning not only fortifies language skills but also
nurtures a feeling of shared inquiry and reciprocal support within the classroom community.
These instructional supports are designed to cater to diverse learning needs, offering assistance in
language development, comprehension, and collaborative engagement. By incorporating such supports,
educators provide students with the tools and guidance necessary to navigate the language demands
associated with the bear counting task successfully.

Equity Measures:
Based on your knowledge of your students, how will you ensure that your teaching addresses the needs
of all your students?

What teaching strategies will you use to target particular students or groups of students so that they have
good access to the ideas and skills you want to teach?

What scaffolds and optimal learning elements will you include to ensure students meet high
expectations?
(i.e. small group instruction, primary language instruction, modeling, choral response, accessing prior
learning, metacognition, contextualization, schema building, hands-on materials/manipulatives, etc.
-
Equity Measures
Addressing Diverse Needs: Understanding the diverse backgrounds, learning styles, and abilities within
the student body is paramount. To ensure equitable teaching, educators must recognize and address
individual needs, taking into account factors such as cultural background, language proficiency, and
varying learning preferences.
Teaching Strategies: Implementing a range of teaching strategies is essential for catering to diverse
learners. These may include:
 Differentiated Instruction: Tailor lessons to accommodate varied learning styles and abilities.
 Supply gradual assistance, modifying the complexity level to align with individual requirements.
 Infuse varied instances and viewpoints, guaranteeing content resonates with every student.
 Extend tailored support to distinct groups, facilitating more individualized guidance.
 Extend aid in the students' primary language when necessary, ensuring comprehension. Illustrate
tasks and linguistic usage to present lucid examples for all learners.
Scaffolds and Optimal Learning Elements: Incorporate various scaffolds and optimal learning elements to
support student success:
 Visual Aids: Enhance understanding through visual representations, aiding both visual and auditory
learners.
 Hands-On Materials/Manipulatives: Utilize tangible objects to make abstract concepts more
concrete, benefiting kinesthetic learners.
 Accessing Prior Learning: Connect new information to students' existing knowledge, facilitating
better retention and comprehension.
 Metacognition: Encourage students to reflect on their learning process, fostering awareness and
self-regulation.
 Contextualization: Relate lessons to real-world scenarios, ensuring relevance and making content
more accessible.
 Schema Building: Help students build mental frameworks for organizing information, promoting
deeper understanding.
By incorporating these equity measures, educators create an inclusive learning environment that
acknowledges and supports the diverse needs of all students. This approach not only ensures access to
the curriculum for every learner but also promotes a sense of belonging and shared success within the
classroom community.

LESSON PLAN TOOL

Building a Learning Plan

LESSON COMPONENTS Activities, Strategies, Materials

I. Opening/ Motivation
● Connections to students’ lives/ Time: Approximately 10-15 minutes
home culture
● Link past learning (prior
knowledge) to new concepts  The first step is to connect with students'
● Introduce key vocabulary, key lifestyles and cultural backgrounds. Begin by
phrases making links between the lesson's material and
 ● Introduce essential question.
● Establish and clearly articulate
goals for student learning.
● Set the “hook”
II. Presentation
(I do: Instruction)
● Instruction: Meaningful content
& activities
● Scaffolds: Modeling, visuals,
video clip, demo, hands-on,
think-aloud, graphic organizer,
etc.
● Interaction: discussion, pair-
share, group work, etc.
● Check for understanding
the learners' personal experiences or cultural
context.
 Make a link between previous learning and
new concepts by reminding students of
previously acquired knowledge that is relevant
to the current session. Refresh their
comprehension by returning to previously
encountered concepts that are directly
relevant to the content at hand.
 Initiate the introduction of crucial terminology
and phrases by offering a presentation and
explanation of the fundamental terms and
expressions associated with the lesson. Present
and elucidate these essential terms to ensure a
comprehensive understanding among the
learners.
Time: 20 to 30 minutes
 Use relevant and interesting exercises to help
teach the lesson's main points. Use engaging
activities that are closely related to the topic
matter and pique the students' attention to
deliver valuable content.
 Apply several scaffolding strategies to
implement different support structures. These
strategies include modelling, visualisations,
short videos, hands-on activities, verbalising
mental processes, and using graphic
organisers. Make sure you use a
multidimensional approach to supporting
student comprehension by using a range of
scaffolds to aid in learning, such as showcasing,
demonstrating, and using hands-on ways.
 Promote active participation by facilitating
discussions, encouraging pair-sharing, and
organizing group activities. Foster interaction
among students by guiding discussions and
orchestrating collaborative activities that
involve working in pairs or groups.
 Check for understanding on a regular basis to
make sure pupils are getting it. Check for
comprehension on a regular basis to make sure

III. Practice & Application
(We do: Guided Practice)
● Guided practice with feedback
from teacher
● Meaningful activities that
deepen understanding
● Strategies: choral response,
partners, graphic organizer,
group or independent work,
etc.
● Check for understanding with
additional feedback
IV. Independent Practice
(You do: Independent Practice &
Assessment)
● Ample individual/small group
practice
● Teacher circulates, checks on
understandings, provides
feedback that furthers
learning/expands
understandings
● Structured opportunities for
students to extend learning
Assessment
● Students: demonstrate their
learning
● Students reflect on their
learning (self-assessment)
● ST: Monitors, provides
feedback,
assesses student
comprehension and learning
that the material is being absorbed.
Time: 20 to 30 minutes
 Guided Practice with Feedback from
Teacher: Provide structured activities with
teacher support to deepen understanding.
 Meaningful Activities that Deepen
Understanding: Design activities that
reinforce and apply the learned concepts.
 Strategies: Implement various strategies
like choral response, partner work, graphic
organizers, and group or independent
tasks.
 Check for Understanding with Additional
Feedback: Continuously assess student
understanding and provide additional
feedback as needed.
Time: 20-39 minutes
 Ample Individual/Small Group Practice: Allow time
for students to apply knowledge independently or
in small groups.
 Teacher Circulates, Checks on Understandings,
Provides Feedback: Monitor and provide targeted
feedback to individuals or small groups.
 Structured Opportunities for Students to Extend
Learning: Encourage students to delve deeper into
the topic and apply their knowledge in different
contexts.
 Assessment: Assess students' understanding
through various means, including demonstrations
and self-assessment.
V. Closure
(Review)
● Review and reflect on key
elements of the lesson
● Reflection/Metacognition
● Revisit Essential Question
● Celebrate learning
● Set up questions for next
lesson based on this lesson.
Materials and Resources:
List the materials required for each section, including any handouts, visuals, technology, or
manipulatives. Ensure accessibility for all students, considering diverse needs.
What Students Might Struggle With…
Some students may struggle to understand key
vocabulary. They may find it challenging to
know and grasp the meaning of key terms that
are introduced in the lesson. Moreover, students
might struggle to apply the newly learned
concepts. There will also be a challenge of
Maintaining engagement especially if the
material is perceived as less interesting or
relevant. Lastly, students may struggle when
working independently, particularly if they
haven't fully grasped the material.
 Review and Reflect on Key Elements of the Lesson:
Summarize key points and concepts covered
during the lesson.
 Reflection/Metacognition: Promote student
reflection on their learning experience.
 Revisit Essential Question: Connect back to the
essential question and discuss how it has been
addressed.
 Celebrate Learning: Acknowledge and celebrate
students' achievements and participation.
 Set Up Questions for Next Lesson Based on This
Lesson: Introduce questions or ideas that will lead
into the next lesson.
What Teacher Can Do…
Provide clear and concise definitions, offer real-
world examples, and encourage students to ask
questions to clarify understanding.Then i will
Break down complex concepts into smaller,
manageable parts. Provide ample opportunities
for guided practice and offer additional
examples.The teacher will also Incorporate
diverse and relatable examples. Use varied
teaching strategies, such as hands-on activities, to
enhance engagement. Relate the lesson content
to students' interests and real-life scenarios.The
teacher will also Offer clear instructions and
model how to approach independent tasks.
Provide additional support as needed and
encourage students to seek help if they
encounter challenges.