Scribd
Upload
891 views

2013 Lesson Design Box Format

This document provides a template for designing single subject daily lessons. It includes sections for listing the title, standards addressed, grade level, big idea, objectives, essential questions, assessments, difficulties students may encounter, instructional strategies, student activities, information about English language learners and students with special needs, differentiation, resources, and reflection. The template is designed to help teachers plan lessons that address key elements like standards, objectives, assessments, instructional approaches, activities, and support for different types of students.

Uploaded by

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

2013 Lesson Design Box Format

This document provides a template for designing single subject daily lessons. It includes sections for listing the title, standards addressed, grade level, big idea, objectives, essential questions, assessments, difficulties students may encounter, instructional strategies, student activities, information about English language learners and students with special needs, differentiation, resources, and reflection. The template is designed to help teachers plan lessons that address key elements like standards, objectives, assessments, instructional approaches, activities, and support for different types of students.

Uploaded by

AnneRenéElsbree
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

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) ADDRESSED

CURRICULUM AREA & GRADE LEVEL CA ELD STANDARD(S) ADDRESSED

DATE OF LESSON

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Cognitive Affective Psychomotor Language Development

ESSENTIAL QUESTIONS ADDRESSED

ASSESSMENT(S)choose type(s) as appropriate 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 to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) Instruction (Through) Guided Practice (Through) Independent Practice (Through) Closure (summarize; make

Anticipatory Set (Into) Instruction (Through) Guided Practice (Through) Independent Practice (Through) Closure (summarize; make

meaning of the lesson)


Transfer (Beyond) (opportunities to apply the learning) INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group 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 materialincluding key vocabularyis 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 organizer)

meaning of the lesson)


Transfer (Beyond) (opportunities to apply the learning) INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively 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 materialincluding key vocabularyis 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?)

You might also like