College Lesson Plan Sample

When developing your lessons, follow the guidelines on page 2 of this form.

Teacher: Date:

Age Range/Grade Level: Lesson/Activity Duration:

Subject Areas: Curricular Unit/Theme:

State Standard(s):

Learning Objectives:

Academic Vocabulary to Be Taught:

Content Vocabulary to Be Taught:

Materials:

Grouping Structures:

Lesson/Activity Sequence:

Beginning—Introduction/Anticipatory Set
Teacher Actions Learner Actions
Middle—Methods/Strategies
Teacher Actions Learner Actions
End—Synthesis/Closure
Teacher Actions Learner Actions

Extension/Enrichment:

Assessment:

Reflection:
 Guidelines for Developing a Kendall College Lesson Plan

General Information: Indicate your first and last name, the date the lesson plan was developed,
the age/grade level of the children you will be teaching, and the number of minutes, hours, or
days you anticipate needing to implement the lesson or activity.

Subject Areas and Curricular Unit or Theme: Identify the subject areas that will be addressed
in the lesson, as well as the unit of study or theme that defines the larger context within which this
lesson is positioned. Also, indicate any domains of child development that will be addressed
directly.

State Standards: Indicate one or more state or district learning standard(s) that this lesson will
help students to achieve. Keep the number of standards minimal in any one lesson.

Learning Objectives: List specific instructional objectives for the children’s learning and/or
development. State in observable terms what students will be able to do as a result of the lesson.
Your lesson objectives should align with the state or district learning standards you indicated
above.

Academic Vocabulary: List words and concepts that will be taught explicitly to help students,
particularly English language learners, to successfully meet the learning objectives and
standards. Academic language would include word/concepts such as compare, predict, solve,
summary, or report.

Content Vocabulary: List words and concepts that will be taught explicitly to help students
understand the content of the lesson/activity. For example, if you are teaching a lesson on or
working with children to help them understand where animals live, habitat might be an important
content vocabulary word and concept to teach.

Materials: List texts, writing/art supplies, props/artifacts, computer software, Internet resources,
audio/visual media, electronic equipment, and other tools and materials that will be needed to
implement the lesson. Use materials that provide rich and varied learning opportunities for all
children. Specify quantities of materials needed.

Grouping Structures: Indicate grouping structures that will be used during the lesson. These
may include whole-class grouping, heterogeneous small groups, homogeneous small groups,
students working in pairs, teacher and student working one-to-one with each other, and students
working independently with teacher guidance. When determining grouping structures, take into
account students’ cognitive, physical, social, and emotional development, particularly with regard
to English language learners and students with special needs; time parameters; and your ability
to effectively organize and manage the classroom.

Lesson Sequence: Describe each phase of your lesson—beginning, middle, and end, indicating
both teacher and learner actions within each phase. Use the following as a guide. (You do not
have to address every question listed.)

Beginning—Introduction/Anticipatory Set
Teacher Actions Students’ Actions
Describe what you will do to tap/build students’ Indicate how students will be involved during
prior knowledge and help children make this phase of the lesson. Will they be listening
personal connections. How will you gain or observing for a specific purpose, recalling
children’s interest, establish a common starting past experiences, posing questions,
point, and stimulate their thinking about the brainstorming, recalling past experiences,
topic? Consider asking them to recall an reading, discussing, writing, drawing,
experience or using a provocative question, wondering, hypothesizing, dramatizing,
brief demonstration, short reading, or constructing? How will students interact with
compelling visual to ignite curiosity and you and each other within the grouping
motivation to learn. Indicate materials you and structure you selected?
your students will use. How might you
recognize and build upon children’s family and
cultural backgrounds? How might you assess
students’ prior knowledge or readiness to learn
during this phase of the lesson? What special
needs or language differences do you need to
take into consideration? Into what grouping
structures will students be organized?
Middle—Methods/Strategies
Teacher Actions Students’ Actions
Describe how you will use instructional Indicate how students will be involved during
methods and strategies as you move through this phase of the lesson. Will they be listening,
the lesson. Into what grouping structures will speaking, reading, writing, posing questions,
students be organized? How will you scaffold brainstorming, discussing, drawing, wondering,
your instruction to help students construct hypothesizing, dramatizing, constructing? How
knowledge and understanding, perhaps moving will they use materials, including information
from explicit instruction or modeling to guided and communication technologies? How will
practice? What open-ended questions will you students interact with you and each other within
ask? How will you differentiate instruction to the grouping structure you selected? How will
meet varying learning and developmental they transition from one activity or structure to
needs, including second-language or special the next? How will they demonstrate their
education needs? How will you use technology thinking and learning, and any difficulties they
to create robust and equitable learning may have during the lesson?
opportunities? What informal assessments will
you use to gauge teaching and learning? What
strategies will you use to ensure effective
transitions from one activity or structure to the
next and for effective management during the
lesson?
End—Synthesis/Closure
Teacher Actions Students’ Actions
How will you bring closure to the lesson? What Indicate how students will be involved during
will you do to guide students in a reflection and this phase of the lesson. Will they summarize
synthesis of their learning? How will this or represent their learning in some tangible
conclusion relate to your lesson introduction or form? Will they establish a verbal consensus
anticipatory set? What grouping structure will about key concepts? How will they demonstrate
you use in this phase of the lesson/activity? interest or thoughts about continued learning
What informal assessments will you use in this on the topic?
phase of the lesson? How will students’
learning in this lesson be important for their
learning in future lessons?

Extension/Enrichment: What might you do within or beyond this lesson to broaden or deepen
students’ knowledge and understanding? How might you involve parents, other people in the
school or local community, or others across the globe? Are there any ways you can draw on and
recognize students’ cultures and families? Are there any issues related to diversity to which you
need to be sensitive, or that you can include in the learning experience?
Assessment: What formative and/or summative assessments will you do before, during, or after
this lesson to ensure evidence of student learning? Mention evidence of student learning, multiple
means of allowing students to show what they know, etc.

Reflection: After implementing your lesson, reflect on your implementation and write a brief
summary of how you actually implemented the lesson. Describe aspects of the lesson that went
well and identify evidence of those successes. Next, describe aspects of the lesson that did not
go as well and explain what you could have done to ensure greater success. Make note of how
your instructional design, content knowledge, organization and preparation, classroom
management, and/or other factors impacted the success of your lesson. Finally, share the
insights that you gained from this lesson about your students, about teaching and learning, and
about yourself as an early childhood teaching professional.

References:

Kendall College Lesson Plan Format

https://www.teacherplanet.com/content/college-lesson-plan-template-word
 Lesson Plan Rubric

Level 1 Level 2 Level 3

Emergent Beginner Developing Beginner Advanced Beginner
Unclear or N/A Clear and appropriate
inappropriate breadth breadth and depth
and depth
Directly related to
Lesson topic No clear relationship curriculum
to curriculum
Developmentally
Not developmentally appropriate
appropriate
Not all are N/A All are measurable
measurable
All align with
Not all align with state/district standards
state/district
standards All are
Lesson Objectives developmentally
Not all are appropriate
developmentally
appropriate All are based on
assessment data
Not all are based on
assessment data
Little knowledge of Sufficient knowledge Abundant knowledge
Knowledge of Subject
key concepts and of key concepts and of key concepts and
Area
their interrelationships their interrelationships their interrelationships
No explicit teaching of Some reference to Explicit teaching of
content vocabulary or content vocabulary content vocabulary
Academic Language
other academic and other academic and other academic
terminology terminology terminology
Inappropriate for N/A Appropriate for lesson
lesson objectives objectives

Do not promote active Promote active

engagement of engagement of all
Materials
learners learners

Ineffective use of Effective use of

technology (if technology (if
applicable) applicable)
Not compatible with N/A Compatible with
learning objectives learning objectives

Not developmentally Developmentally

Grouping Structures
appropriate appropriate

Ineffective grouping of Effective grouping of

individual students individual students
 Does not tap/build Some attempt to Effectively taps/builds
prior knowledge tap/build prior prior knowledge
knowledge
Little or no use of Effective use of
explicit instruction, Some use of explicit explicit instruction,
modeling, questions, instruction, modeling, modeling, questions,
Lesson Sequence guided practice, or questions, guided guided practice or
other strategies to practice or other other strategies to
scaffold learning strategies to scaffold scaffold learning
learning
No closure or Closure activity
synthesis Closure activity thoughtfully
summarizes lesson synthesizes learning
No effort to use Some effort to use Effective use of
English Language strategies that strategies that strategies that
Learners address the needs of address the needs of address the needs of
ELLs ELLs ELLs
No adaptations or Some attempt to Effectively adapts
modifications of adapt or modify and/or modifies
Students with Special instruction to instruction to instruction to
Needs accommodate accommodate accommodate
students with special students with special students with special
needs needs needs
Few interactions and Most interactions and All interactions and
tasks are appropriate tasks are appropriate tasks are appropriate
Developmental for students’ physical, for students’ physical, for students’ physical,
Appropriateness social, emotional, social, emotional, social, emotional,
cognitive/language cognitive/language cognitive/language
development development development
Materials and Most materials and All materials and
Preparation for lesson
equipment are not equipment are readily equipment readily
Implementation
readily accessible accessible accessible
No use of open-ended Some use of open- Consistent use of
or higher-level ended or higher-level open-ended and
questions questions higher-level questions

No use of wait time or Occasionally provides Consistently provides

delving/probing wait time and wait-time and
delves/probes delves/probes
Questioning No encouragement of
students to formulate Occasionally Consistently
questions encourages students encourages students
to formulate questions to formulate thoughtful
Asks questions of only questions
a few students Asks questions of
most students Asks questions
equitably among all
students
Informal Assessment Does not assess N/A Informally assess
students’ students’
understanding and understanding and
does not make mental makes mental and
and written notes written notes during
during lesson lesson
 Does not monitor and Effectively monitors
adjust lesson based and adjusts lesson
on student responses based on student
responses
Does not use informal
assessment data to Uses assessment
inform subsequent data to inform
lessons subsequent lessons
Little effectiveness in Beginning to create a Consistently maintains
creating a positive, positive, safe, and a positive, safe, and
safe, and orderly orderly classroom orderly classroom
classroom climate climate climate

Unclear expectations, Most expectations, Clear expectations,

procedures, routines procedures, routines procedures, routines
are clear
Classroom Chaotic transitions Smooth and effective
Management between activities Minimal confusion or transitions between
delays in transitions activities
Little or no effort between activities
toward building a Actively using
community and Beginning to develop classroom
culture of learners classroom management
management strategies that build a
strategies that build a community and culture
community and of learners.
culture of learners
Students are not Some students are All students are
actively engaged in actively engaged in actively engaged in
Active Student
thinking and thinking and thinking and
Engagement
participating participating participating most of
the time
Little or no effort to Evidence of some Evidence that
recognize and include effort to include students’ cultures and
Responsiveness to students’ cultures and students’ cultures and diversity issues are
students’ cultures and issues of diversity as issues of diversity as included as part of the
issues of diversity part of the classroom part of the classroom classroom setting and
setting and learning setting and learning learning experiences
experiences experiences