NYC ELEMENTARY SAMPLE LESSON PLAN FORMAT

Teacher: Date: Subject/Block/Unit:

Aims: What is my standards-based, bite-sized aim for this lesson? Make sure Assessment of Mastery of the Aim:
this aim fits in a logical sequence with other aims from this unit.

Vocabulary: What words do students need to know to be successful with this material? What other vocab words (Tier 2)
could be tied in?
Quick Questions/Do now: Generally focused on cumulative review (based on Agenda:
IA data, yesterday’s lesson, prerequisite skills or preview for today)
1.
2.
3.
4.
5.

Review: What essential content from previous lessons do students need to practice to maintain fluency? Quick fire.

Hook/Motivation: How will you convey the importance of today’s objective and/or make it interesting?

Mini-Lesson / Modeling (the “I” or “I/We”): How will I first model this for student? What example(s) will I use? What steps
or thought process do I need to make sure to “think aloud”? (Note: This can be heavily guided practice instead of direct
modeling)
Guided Practice (the “We”): Key questions to ask during Guided Practice: What
Qs should I ask my students to get them to that goal?

Key questions/strategy to check for understanding before Independent Practice: How ill I know if students are ready to
move into independent practice?

Independent Practice (the “You”): What will be the product? What will students do? Students need lots of AT BATS, and
they need to be able to do these successfully and independently.

Final Check for Understanding:

Homework: Am I totally confidently that all students can do the homework independently and successfully?

Post-Lesson Reflection: What do you want to change about this lesson for next year?
 KIPP NYC ELEMENTARY SAMPLE 5 E LESSON PLAN FORMAT
Engagement Hook:
Time:
Questions posed by me: Questions posed by the students to
explore:

Connections to the real world:

Materials needed for exploration:

Exploration Activity to seek understanding and connections: (hands on and Questions that I do not want to
Time: driven by the standard being addressed) forget to ask groups:
How will this be implemented (step by step)? Grouping? Passing
out of materials? Clean up? ROUTINES!
How will it reach the end goal?

Explanation What do I expect students to be able to say at the end of the exploration? What do I want to add and
Time: give feedback on if they do not say it? What might they believe after this activity that I need to redirect?

Extension/ Extension activity to allow further/deepening of understanding. Grouping? Small group with me? How
Elaborate do we take it to the next level?
Time:

Evaluation What output do I want my students to have: After the lesson, based on this output: next steps
Time: (reflection for next lesson and next year):

 Engage - students encounter the material, define their questions, lay the groundwork for their tasks,
make connections from new to known, identify relevance
 Explore - students directly involved with material, inquiry drives the process, teamwork is used to share
and build knowledge base
 Explain - learner explains the discoveries, processes, and concepts, that have been learned through
written, verbal or creative projects. Instructor supplies resources, feedback, vocabulary, and clarifies
misconceptions
 Elaborate - learners expand on their knowledge, connect it to similar concepts, apply it to other situations
- can lead to new inquiry
 Evaluate - on-going process by both instructor and learner to check for understanding. Rubrics, checklists,
teacher interviews, portfolios, problem-based learning outputs, and embedded assessments. Results are
used to evaluate and modify further instructional needs.
 KIPP NYC MIDDLE/HS SAMPLE LESSON PLAN FORMAT
Aim:

Do Now (as part of Opening Routine) (?):

Motivation/Purpose/Hook/Catalyst:

Guided Practice: Key Vocabulary

Activity 1:

QTIDWTFTA

Rules/Facts/Key Ideas:

Checking for understanding

Activity 2(?):

QTIDWTFTA

Checking for understanding

Sustained, Structured, and Rigorous Independent Practice:

Activity 1:

Activity 2(?):

Structured, Deliberate and Rigorous Feedback:

Who is receiving feedback, why, when and exactly on what?

Evaluation/Final Checking for Understanding (How do we know that 90% or more of the
KIPPsters learned what we just taught)

CLOSURE:

Homework: