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2014 Lesson Design Box Format

Single Subject Lesson Design Box Format used by the California State University San Marcos Single Subject Teaching Credential Program Spring 2014

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AnneRenéElsbree
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2K views

2014 Lesson Design Box Format

Single Subject Lesson Design Box Format used by the California State University San Marcos Single Subject Teaching Credential Program Spring 2014

Uploaded by

AnneRenéElsbree
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NAME _______________________________

DATE ________________ SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON CA CONTENT STANDARD(S)

CURRICULUM AREA & GRADE LEVEL CA ELD STANDARD(S) ESSENTIAL QUESTIONS

DATE OF LESSON

BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit or theme OBJECTIVE(S) OR LEARNING GOAL(S) - choose one Cognitive Affective Psychomotor Language Development

ASSESSMENT(S) - choose one Diagnostic - entry level Formative - progress-monitoring Summative - evaluative

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL - possible misconceptions or assumptions INSTRUCTIONAL STRATEGIES: What the teacher does STUDENT ACTIVITIES: What the students do

INFO ABOUT ENGLISH LANGUAGE LEARNERS Readiness level Learning profile: strengths and challenges Interestsacademic and/or personal DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Content - what material - including key vocabulary - is learned Process - how the material is learned Product - how the learning is demonstrated RESOURCES: Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organize

INFO ABOUT STUDENTS W/ SPECIAL NEEDS Readiness level Learning profile: strengths and challenges Interestsacademic and/or personal DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content - what material - including key vocabulary - is learned Process - how the material is learned Product - how the learning is demonstrated REFLECTION: Questions to consider after the lesson What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?

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