Section 1: Lesson Preparation For Teacher Candidates

Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date

Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards.

When creating objectives, a learner must consider the following:

• Who is the audience

• What action verb will be measured during instruction/assessment

• What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach.

In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

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The lesson preparation process is a critical component of effective teaching, ensuring that instruction is aligned with standards, accessible to diverse learners, and well-supported by appropriate resources and planning. This comprehensive approach involves clearly defining the lesson’s focus, understanding the classroom and student factors, aligning with relevant standards and learning objectives, and meticulously selecting instructional vocabulary and materials.

The initial step entails summarizing the lesson’s central focus, which provides a roadmap for instruction. A concise 2-3 sentence overview should encapsulate the content area and the primary skills students will acquire. This overview facilitates clarity and helps in designing targeted learning activities. Understanding classroom demographics and individual student needs—such as students with IEPs, ELLs, gifted learners, or behavior concerns—enables educators to plan appropriately differentiated strategies. Limiting this description to 2-3 sentences emphasizes the most critical factors affecting engagement and learning, which directly influence instructional decisions and assessments.

Aligning instruction with national and state standards ensures that the lesson meets educational benchmarks and learning initiatives across content areas. Accurately identifying the standards, including performance indicators and full standard statements, anchors the lesson within a broader educational framework. This alignment guarantees that learning objectives are relevant and measurable, providing a foundation for assessment and accountability.

Developing clear, measurable learning targets is essential. Objectives should specify the target audience (students), observable actions (using measurable verbs such as "identify," "describe," "analyze"), and the conditions or tools used during assessment. For example, rather than vague goals like “understand,” measurable objectives provide concrete criteria for success, such as “Given a diagram, students will correctly label all parts.” These objectives serve as the basis for formative and summative assessments, ensuring that student learning is tangible and assessable.

Furthermore, effective vocabulary instruction enhances comprehension and academic language proficiency. Listing key academic and content-specific terms beforehand and planning explicit teaching strategies—such as modeling, context clues, or mnemonic devices—promotes vocabulary acquisition. Brief descriptions of how these terms will be taught should clarify instructional methods, whether through direct instruction, cooperative learning, or visual aids.

The compilation of resources, materials, equipment, and technology supports the planned activities. Completeness and clarity in resource listing ensures smooth execution of the lesson. Inclusion of digital links or copies of online resources allows for easy access, ensuring that all components are prepared and aligned with the lesson’s objectives.

References

• Assouline, S. G., & Lupkowski-Shoplik, A. (2018). Developing Mathematical Talent: Acceleration and Enrichment. Johns Hopkins University Press.
• Booth, C., & Ainscow, M. (2016). The Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education.
• Guskey, T. R. (2014). Assessing Student Learning. Corwin.
• Nathan, M. J., et al. (2016). “Standards-Based Lesson Planning,” Educational Leadership, 73(8), 50-56.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• U.S. Department of Education. (2020). Guidelines for Inclusive Education. ED.gov.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Tomlinson, C. A., et al. (2014). Districts and Schools Moving Toward Differentiated Instruction. Journal of Staff Development, 35(3), 42-47.
• Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. Corwin.
• Heacox, D. (2015). Differentiated Classroom: Responding to the Needs of All Learners. Free Spirit Publishing.