Lesson Planning

Make a template for use throughout

the semester
Name:
Grade Level:
School:
Date:
Time:
 Reflection from the last lesson
• What did you like about your lesson?
• Are there changes you would have made if
you would do this lesson again?
• What did you learn about your students?
What are your observations?
• What did you learn from the last lesson to
improve the new lesson plan?
Background, Context, and
Purpose
 Lesson Goals

International Reading Association

Standards
Can be found on WebCT under lesson
plans and on the textbook website
 Lesson Objectives
• South Dakota Reading and Language Arts
Standards
• What is a student at that grade level
expected to be able to do?
• What can you do in your lesson to support
those skills?
 Lesson Objectives
Select:
1 or 2 from reading
1 or 2 from writing
1 from speaking
1 from listening
1 from visualizing/(representation)

These can carry over to other lesson

Can you measure students progress?
Materials and Resources
Needed:
 The Lesson

Teacher needs to remember:

• Appropriate selection of text
• Before reading, during reading and after
reading
• Have I provided a balanced approach?
• Every lesson needs reading and writing
 Introduction
• Getting attention
• Relating to past experience &/or
knowledge
• Creating a need to know
• Sharing objectives, in general terms
 Introduction
First class period is always different
Environment
For reading plan a picture book at all levels
Your goal is to see if students can:
• Read
• Write
• Talk
 Introduction of Hank the Cowdog
(introducing the book)
• I want you to close your eyes and think of a dog
on a ranch….(Getting attention)
• How many of you have had a dog? Was you
dog like the ranch dog you pictures in your
mind? (Relating to past experience &/or knowledge)
• After reading the first chapter, I would like you to
compare your ideas of a ranch dog with the main
character Hank. (Creating a need to know)
• Today we are looking at how to compare and
contrast character as we read. (Sharing objectives, in
general terms)
 Introduction of Hank the Cowdog
(after the book has been started)
• What do you know about buzzards?
(Relating to past experience &/or knowledge)

• I have a picture of a buzzard. (Getting attention)

• Notice how the author uses dialog to help
us learn about the characters. (Sharing objectives,
in general terms)

• At the end of the chapter I will be asking

you to describe the two buzzards. (Creating a
need to know)
 The Lesson
2:00-2:03 Meet, greet and settle students in for
lesson
2:03-2:10 Introduction-before reading

2:10-2:20 Read – during reading

Writing activity
2:20-2:27 Writing activity-game-after reading

2:27-2:30 Closure (always the same)

Methods after the introduction (core
of the lesson)
• Minimum of 5 activities
• Vary your delivery of the lesson
• Try new strategies
• There should be reading and writing each
week
• Describe your activities so a substitute
teacher could complete the lesson
• No worksheets
 Closure
Recipe card to each of your students
Always ask the same questions:

• What did you learn today?

• What did you like best about the lesson?

 Assessment
What was my state standard/ what were my
objectives?

Where in my lesson did I have the students

demonstrate that they knew the material?

How will I document they knew a specific

skill?
 Assessment
When student shows evidence of skill
mastery date the spreadsheet.
Jerry Alice Pete

Specific reading
standard

Specific writing
standard

Specific
speaking
standard
Back Pocket Idea

Always be prepared!