Baker College Teacher Prep Lesson Plan Form
Unit: Lesson Title: Grade/Period:
CCSS or State Standards:
[Link].9-10.1
Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
[Link].9-10.2
Determine a theme or central
idea of a text and analyze in
detail its development over the
course of the text, including
how it emerges and is shaped
and refined by specific details;
provide an objective summary
of the text.
[Link].9-10.4
Determine the meaning of
words and phrases as they are
used in the text, including
figurative and connotative
meanings; analyze the
cumulative impact of specific
word choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal or
informal tone).
Resources and Materials:
(can be attached)
Objective: I can:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s): Do we read books in order to understand human experience?
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Baker College Teacher Prep Lesson Plan Form
Sequence of Activities: Day 1 (Friday):
Provide an overview of the flow of the lesson. Finish book.
Should also include estimates of
pacing/timing. Give students time to work in class on project.
Day 2 (Monday):
Day 3 (Tuesday):
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
Discussions: Helps me see where students are as a class, and if I
understanding. Formative assessments are need to go over previous lessons.
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Journal: The students will hand in their Journals at the end, it
quiz, test, project, paper, presentation,
demonstration, etc.).
will be a brief check to see if they wrote/how much they wrote.
Summative:
Journal: The students will hand in their Journals at the end, it
will be a brief check to see if they wrote/how much they wrote.
Differentiation: A lot of this unit is reading, and is set up so that there will be extra
Describe who will need additional or different time to read if needed. The unit can also go faster if the class is
support during this lesson, and how you will
support them. Differentiated instruction could moving faster than expected.
include testing accommodations, preferential A lot of this unit is also discussion. These discussions will be led by
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer the students, but I can guide the students to where they need to go,
tutors, etc. and if needed I can lead the discussion where it needs to go if the
class is not getting there.
The final project has multiple ways to do it to accommodate
different students. Some of the projects are more difficult than
others. Some of the projects can be as difficult as the student wants
(Example: The paper can be as easy as describing a theme, or as
difficult as finding an important phrase in the book and doing a close
reading on it).
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Initial plans could also contain the following:
Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
Baker College Teacher Prep Lesson Plan Form
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.
Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?
Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught?
Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?
