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Standard/Lesson title

This lesson plan template provides a structured approach for teachers to develop effective lesson variations tailored to their students' needs. It emphasizes the importance of aligning all questions with the learning objectives and skills to be taught. The plan includes activating prior knowledge, guided practice, and skill development steps. Students will engage in choral reading, think-pair-share activities, and use graphic organizers for clarification. The lesson culminates in independent practice and encourages students to articulate the importance of the material learned.

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Standard/Lesson title

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  1. Standard/Lesson title Remember all questions refer back to your learning objective skill and concept. This template will work for up to 2 variations. You will need to modify it to meet your students’ needs.

  2. Learning Objective • We will • Pre-pronounce difficult words have students repeat • What are we going to do today? • P/S; x3

  3. Activate prior knowledge • Teacher does one first (sub skill)! APK

  4. define • Examples/non-examples Concept Development

  5. Concept development-RAJ Let’s check what you’ve learned • What is ? P/S • Which is an example of ? A. B. How do you know? P/S 3x P/S 3x W/B

  6. Importance So, why do we have to know this? • You will need this information on the CST. Now, turn to your partner and tell why it is important to ________. You can use my reasons or one of your own.PS Volunteers

  7. Skill Development Steps: • 1. • 2. • 3. • 4. Choral read with students

  8. Guided Practice: Think Aloud “I do” Post steps/graphic organizer to refer to during teacher modeling CFU: How did I get my answer? P/S 3x

  9. Guided Practice “We do” Post steps/graphic organizer to refer to during guided practice CFU: How did we figure out how to____? PS How do you know that is the answer? whiteboards

  10. Guided Practice for variation 2 “I do” think aloud Post steps/graphic organizer to refer to during teacher modeling • Steps for variation 2 CFU: How did I ______________? (P/S)whiteboards Students respond with teacher thinking process

  11. Guided Practice Variation 2 “We do” Post steps/graphic organizer to refer to during guided practice CFU: How did we determine the answer? How do you know that? PS whiteboards

  12. Extra Guided Practice (include all variations) CFU: PS W/B; have students justify their thinking.

  13. Closure • Define: What is ? W/B • Why is it important to know ? WB Solve this: One last problem-include all variations; check step by step on WB:

  14. Independent Practice

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