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Why do we use this template?

This template has been approved by TSPC and we are required to use it to show you are ready to teach independently.
Research shows that novice teachers MUST plan like this in order to develop “muscle memory.”
Research suggests that explicit lesson planning leads to high academic gains among students
Research suggests that novice teachers who do not go through this process lack differentiation, engagement, and critical assessment and instruction skills in their lessons.
Explicit lesson planning allows your supervisors to give you quality feedback.
After practicing this process this year, you will be able to do it using a simpler version of lesson planning!

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When will you use the template?

For every observation by your CT or supervisor
For each unit you create throughout each term of the program

Term I two lesson mini-unit
Term II WOU TPA unit(s)

Elementary- 3 lesson math, 3 lesson literacy units
Secondary- 5 lesson content area unit

Term III 7-10 day Assessment Matrix Unit

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Lesson Plan Requirements/Policies

Lesson plans are due to the person observing you 5 business days in advance. This is a TSPC and WOU requirement. THERE ARE NO EXCEPTIONS.
If the 5 days in advance policy is not met, the observation will be canceled and rescheduled. A candidate who continuously turns in lesson plans late will receive a lower score on the EDA and potentially be placed on a plan of support or exited from the program.
It is the TCs responsibility to communicate with the CT and supervisor about scheduling observations.
Lesson plans deemed insufficient/incomplete may result in rescheduling or cancelation of observations.
Lesson plans continuously deemed insufficient/incomplete may result in a lower score on the EDA, plan of support, or exit from the program.

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What does each section mean?

For the following slides, you will see explanations for each part of the lesson plan template and additional resources you can use for planning.

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What the Lesson Plan looks like:

USE THIS Template

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Standards, Central Focus, and Learning Targets

Choose ONE STANDARD for your lesson plan from your GRADE LEVEL and CONTENT AREA. Your standard stays the same throughout an entire unit.
Using the standard as guidance, NARROW the focus of the ENTIRE UNIT you will be teaching to ONE overall/umbrella main focus. By the end of the WHOLE unit, what will students be able to do? This is your CENTRAL FOCUS. The Central Focus stays the same throughout an entire unit.
Choose ONE main verb for the CENTRAL FOCUS. This is your LANGUAGE FUNCTION (drop down menu). This verb is how students will use the academic language in your lesson/unit. See slide 10 for more details.
Using the Central Focus, NARROW the focus of THE LESSON even further. By the end of THAT lesson, what will students be able to do? This is your LEARNING TARGET for THAT lesson.
Learning Targets throughout a unit should show gradual release and should change for each lesson.

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Prerequisite Knowledge

What students should ALREADY know before being able to master the content of the lesson you are teaching.
What standards, skills, strategies would they ALREADY need to have prior to this lesson?
Research suggests that connecting your lesson to prerequisite knowledge is best practice.
You’ll know this by looking at previous assessments, giving a pre-test, looking at the curriculum to see what’s already been covered, looking at the scope and sequence of the year or previous years, considered other connected standards you’ve covered talking to your CT.
Some students will have all of the prerequisite knowledge needed.
Some students will have all of the prerequisite knowledge needed AND have already mastered the learning target.
Some students will not have all of the prerequisite knowledge needed.
This means you’ll need to DIFFERENTIATE for the needs of your students.

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Academic Language, & Language Supports

During each lesson, students should be exposed to and learn academic vocabulary specific to that lesson/content area. Those words are the ACADEMIC LANGUAGE.They will use these word when participating in the language function of the lesson.
Students sometimes need extra support to learn/comprehend and use the Academic Language appropriately. You’ll need to support them by embedding multiple LANGUAGE SUPPORTS. Check out these EXAMPLES OF LANGUAGE SUPPORTS and use them in your lesson.
There is a list of common language supports, click all that apply or add your own.

Language supports should be highlighted in GREEN in the procedure.Your explanation of the academic language should be highlighted in ORANGE in the procedure.

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Language Function

The LANGUAGE FUNCTION is the main verb of your central focus.
This verb describes how students will use the academic language in your lesson/unit. Verbs are action words! How will they discuss, talk, interact, explain both verbally and in writing?
Will they be EXPLAINING the process of photosynthesis? Will they be JUSTIFYING a math proof? Will they be IDENTIFYING letters and sounds? Will they be SUMMARIZING a story? Will they be COMPARING & CONTRASTING two wars in U.S. History? That verb is your LANGUAGE FUNCTION.
This should be a VERY SPECIFIC verb. Avoid general verbs like “write” or “comprehend.”
There is a drop down menu provided, choose ONE or add your own not listed.

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Assessments

There should be multiple ways you’re checking for understanding throughout the lesson- both formal and informal.
Assessments should be developmentally appropriate and give you solid information on how your students are progressing toward the learning target.
Based on both formal and informal assessments, YOU (not your students) should be adjusting what YOU are doing:

Use questioning strategies
Take a break
Point out resources
Link back to prior knowledge
Give one-on-one support
Use peer support

Add in more challenge
Add in differentiation
Reteach
Review
Give feedback
Adjust the pacing- slow down/speed up

Be able to make changes in the moment!

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Assessment Measuring Learning Target & Formal Assessments

At the top of the template you will find a box for the ASSESSMENT MEASURING THE LEARNING TARGET & a box for FORMAL ASSESSMENTS.
The ASSESSMENT MEASURING THE LEARNING TARGET should be connected to the learning target, will show if your students met the criteria for the learning target, and can be used as data to inform future instruction. This is most likely a formal assessment.
Link or describe all formal assessments when appropriate.

All ASSESSMENTS should be highlighted in RED in the procedure.

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Informal Assessments/Checks for Understanding

Though you’ll be using formal assessments, you’ll also want to plan for multiple ways to check for understanding throughout your lesson plan.
These can be simple, quick methods to gauge how students are doing and if you need to adapt your teaching in the moment.
Common INFORMAL ASSESSMENTS are listed in this section. Check all that apply or add more if not shown.

All ASSESSMENTS should be highlighted in RED in the procedure.

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Culturally Responsive Connections

Teachers have a responsibility to see the identities of students as an asset to be affirmed and celebrated.
Connections to student’s lives, cultures, languages, and identities make lessons more relevant and create a sense of community and respect.
What connections to diversity, equity, and inclusion can you make?
You’ll want to consider multiple ways you can utilize culturally responsive connections in your lesson planning.
Common culturally responsive strategies are listed in this section, check all that apply or add your own.

Highlight CULTURALLY RESPONSIVE CONNECTIONS in PURPLE in the procedure.

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SEL Competencies

Beginning in 2024, all Oregon teachers (K-12) will be required to embed Social/Emotional Learning into ALL lesson plans.
All students need skills in the following areas in order to be successful in school/society:

Self Awareness- The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts.
Self Management- The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations.
Social Awareness- The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts.
Responsible Decision Making- The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations.
Relationship Skills- The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.

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Why Social/Emotional Learning?

Research suggests that social/emotional health is just as important or even more important that academics.
If students are not doing well in school, they may need academic support, social/emotional support or often BOTH!
Kids do well if they can! If they are not doing well, they need help acquiring the skills to do well.
Students lagging in the five competency areas on the previous slide often struggle in school.
Instead of punishing them for not having the skills, teachers should TEACH these skills every day.
You don’t need separate SEL lessons! You teach and model these competencies ALL the time within your regular lessons.
SEL skills can be taught in the moment by interacting with kids in a positive way, by guiding them when they are challenged, through routines and procedures, through embedded supports in your classroom/lessons like scheduled breaks,through classroom community, mindfulness techniques, positive reinforcement, equitable management techniques, collaboration etc.

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SEL ANCHOR COMPETENCIES

From the five SEL Skills, we will look at the ANCHOR COMPETENCIES in your lesson plans.

Build trusting relationships
Foster self-reflection
Foster growth mindset
Cultivate perseverance
Create community
Promote collaborative learning

You’ll want to consider how you can embed these competencies in your lesson plans.

SEL ANCHOR COMPETENCIES should be highlighted in BLUE in the procedure.

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There are many ways to embed the competencies in your lessons! Check out the “Teacher Moves” in this resource and see what you can add!.

OUR SEL FRAMEWORK

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Differentiation/Accommodations/ Modifications

Some students will be able to meet the learning target with no extra support.
Some students will be able to meet the learning target easily and will need to be challenged.
Some students will have difficulty meeting the learning target without extra support.
Some students will already have a plan for extra support as required by the law that you are legally required to provide (IEP/504)
This means you’ll need to DIFFERENTIATE for the needs of your students.

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IEP/504 Plans

Some students will have a plan for legal accommodations and modifications as per an IEP or 504.
You MUST provide these BY LAW.
As a teacher candidate, you have access to each student’s IEP/504 plans.
Check with your CT:

Find out which students have an IEP or 504 plan
Access the database
Check for the legal requirements you need to provide
Embed them in your lesson plan
Be sure to use confidential identifiers

IEP/504 ACCOMMODATIONS/MODIFICATIONS should be highlighted in GREEN in the procedure.

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Differentiated Strategies

Beyond IEPs/504s, there are many students who will need your support to meet learning targets by planning for DIFFERENTIATION.
Some may be individual students. Some may be small groups of students. Many of these strategies can be used for the WHOLE GROUP.
Embed a MINIMUM OF FIVE relevant differentiated strategies that work for your whole class and consider if you need to ALSO embed strategies for individual students or small groups.
You may see some overlap between differentiated strategies and academic language supports! That’s okay!
Common differentiated strategies are listed in this section, check all that apply or add your own.

DIFFERENTIATED STRATEGIES should be highlighted in GREEN in the procedure.

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Materials

Any MATERIALS that should be prepared BEFORE the lesson should be LINKED or DESCRIBED in this section:
Link to worksheets/assessments/youtube/ videos/websites/slideshows
Page numbers in curriculum, name of curriculum, books
Materials and number of materials needs (Example: One glue stick per table, 30 pieces of white paper)
Your CT and supervisor will not know you’re ready to teach without this fully completed!

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Connection to Research/Theory

It’s important that we make decisions in our planning based on solid RESEARCH.
You should be able to justify your choices and connect them to research/theory.
Use this RESOURCE (or other resources from your classes) to connect your lesson to 2-3 theories.
Provide a short citation (Vygotsky, 1928) plus a brief explanation of what you did “I used prior knowledge connections to level the reading materials for this lesson to be just the right level of challenge for my 1st grade students.”

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Procedure

This is where you’ll practice and develop your “muscle memory” for teaching.
The PROCEDURE is the step-by-step documentation of what you plan to teach, model, do, say, and respond to.
This section should be VERY detailed and scripted so that a substitute teacher could pick it up and follow it precisely! Anyone evaluating your lesson plan should know exactly what you plan to do and should not have to guess about how you’ll teach something, how you’ll explain or model, or what you will say.
Any color-coded section from above should be highlighted in the procedure.
What you state in the left-hand column should coincide with what happens in the other three columns

Assessments in RED
Culturally responsive strategies in PURPLE
Differentiation in GREEN
SEL Competencies in BLUE

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Beginning of the procedure…

There are four main parts to begin your procedure:

You’ll be transitioning from a different lesson, activity, or break into this lesson. Briefly explain in the MANAGEMENT TRANSITION INTO THE LESSON how you’ll complete this transition.

What will you say to the students? What will your management directions be? Do they need materials? Where will students be? How will you set this lesson up for success?

To officially begin the lesson, you’ll want a HOOK or INTRODUCTION related to your learning target. This gets students engaged and interested.

Tell a joke, tell a story, show an image or video, present a scenario, analyze something, use a prop, give a pop quiz, ask a debate question, show a graph, do a bell ringer, ask a mystery question, read a story, present a challenge task, do an experiment or puzzle, role play, case study…

Connect the lesson to PRIOR KNOWLEDGE. This will support gradual release and scaffolding

How will you do this? What will you say, show, remind the students about? What questions will you ask them? What resources will you show them? What prior standards, skills, strategies can you connect your lesson to? What other subject areas?

Say very explicitly what the STATED LEARNING TARGET & GOAL of the lesson is in developmentally appropriate/student friendly language, WHAT is the goal of the lesson and HOW will students know they met the goal by the end of the lesson.

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Main Procedure Section

The next section if also broken up into 4 main COINCIDING parts:

STEP-BY-STEP EXPLICIT INSTRUCTION- Describe in great detail what YOU will do, say, explain, and model related to the learning target.
STUDENT EXPECTATIONS TOWARD LEARNING OUTCOME- Coinciding with #1, explain what students will be doing, saying, responding to related to the learning target.
Coinciding with #1 and #2, explain MANAGEMENT TECHNIQUES how you will manage the class, include transition directions, safety instruction, positive reinforcement reminders, proactive management techniques, routines and procedures. The emphasis here should be on culturally responsive, equitable, positive management techniques.
Coinciding with #1, 2, and 3, explain what STUDENT BEHAVIOR EXPECTATIONS will be.

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Column 1 Example →	Column 2→	Column 3 →	Column 4→
~I will introduce the term “scientific method by asking what students think in means. ~ First, I will give them about 30 seconds to share their thoughts with a neighbor, then I will take 2-3 examples. ~Next, I will explain the definition “in order for scientific knowledge to be considered valid, scientist use a specific number of steps to ensure the data they observe is valid.” I will turn to the slide with the image and definition on it.	~Students will be considering the term “scientific method” in their heads. ~ They will turn and talk and share with a neighbor what they think it means. ~They will be listening to the answers from their fellow peers to see if they agree/disagree. ~They will listen to the definition of the scientific method and look at the image on the slide.	~Call for attention, scan the room to make sure each student is listening before starting ~Say “when I say go, turn and talk… ~Watch the clock and give a 10 second warning ~Use the signal to call for attention ~make sure each student is listening before moving on	~Students are listening for the signal and stop talking/hands empty, give attention to me ~turn and talk to neighbors staying on task to answer the question ~listen for the signal and stop talking, turn attention back to me ~listening and watching the slide

This will be the longest part of the lesson plan

These three columns should coincide with whatever is happening in column 1.

Notice the detail? Notice the teacher talk? Notice the step-by-step instructions?

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Magnify the moment!

Read the passage out loud on the projector from “This Land.” Remind students that you are searching for context clues to determine the meaning of mysterious words.
Pause after 1st sentence and highlight the word “voracious.” Say, “what do you think this word means based on the context clues in the passage? Turn and talk to a neighbor and tell that what you think it means and why.
Call on two student using equity sticks. Reiterate that “it’s important to use the context clues” to justify the meaning of the passage.
Read three more sentences, stop at sentence 5 highlighting the word delinquent. Ask students to use the sentence frame, “I think delinquent means ____ because of the context clues that I found _____ and _____.

Repeat major vocabulary words when you read the passage out loud. Tell students to guess the meaning of the words voracious and delinquent.
Tell students to get out worksheet and pencil and summarize the passage on the document camera.

Can you spot the difference? One teacher is going to have a much stronger lesson!

Example 1

Example 2

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Pro-tips

Your procedure should be VERY long. If it’s not upwards of 3 pages or more (just the procedure), you likely do not have enough detail.
We should see a lot of highlighting in the procedure. It should be colorful because you’re proving that you’ve included the upper sections in the actual teaching (the procedure).
Model, model, model. We want to see HOW and WHY you are teaching the skill, strategy, or phenomenon. SHOW don’t just tell.
Avoid lecturing- this has been proven over and over again NOT to be a strong teaching strategy. If you need to lecture, make it short then do something engaging before lecturing again.

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Closure

Lessons need an ending! The CLOSURE should reiterate the learning goal and transition students to the next activity.

Common closures include:

Quick recap using questions- what did you learn, what questions do you have?
Reiteration of key information and vocabulary
Restate the learning target in a new way

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Lesson Plan Reflection

Within 24 hours of teaching the lesson, all TCs should fill out the LESSON PLAN REFLECTION on Canvas.
Reflection is a critical component of becoming a proficient teacher.
Reflection includes:
Thinking back over the lesson and asking yourself how it went?
Strengths and areas of improvement related to planning, instruction, and assessment?
Strengths and areas of improvement related to classroom management and relationships with students?
Everyone can improve! We know your lesson plans won’t be perfect, but if you’re coachable and willing to learn, you’ll grow by leaps and bounds!

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How will my lesson plan be evaluated?

You’ll receive feedback on how well you planned for instruction and assessment in a variety of ways.
Your supervisor and CT will give you feedback on the lesson plan before you teach (this is why we give them 5 days, they are busy people!)

They should send you feedback within 48-72 hours after you share it with them.
For the Term I Unit and Term II WOU TPA unit(s), supervisors will use this Feedback Form
For the Term III 7-10 day unit,supervisors will use this Feedback Form
You will be rated on a scale of 1-5

Rating scale

1 = Not acceptable, major revisions needed immediately in all areas, not cleared to teach until revisions are complete

2 = Significant revisions needed immediately in most areas, not cleared to teach until revisions are complete

3 = Revisions needed in several areas immediately, not cleared to teach until revisions are complete

4 = Cleared to teach, make revisions as necessary, proficient unit

5 = cleared to teach, make revisions as necessary, exemplary unit

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Lesson Plan Evaluation Continued..

Your supervisor and CT will use the Observation Form when you are being observed and the Readiness Scale to evaluate your overall lesson planning throughout the term.

Term I candidates should meet “foundational” in all categories on the Readiness Scale.
Term II candidates should meet “emerging” criteria.
Term III candidates should meet “proficient” criteria.

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Calendar

Cohort	Term I	Term II	Term III
Fall UG Campus and FLEX cohorts and MAT cohorts	1st observation lesson plans (one with supervisor, one with CT) before end of October 2nd observation lesson plans (one with supervisor, one with CT) during mini unit Mini unit due November	1st observation lesson plans (one with supervisor, one with CT) before mid February 2nd observation lesson plans (one with supervisor, one with CT) during WOU TPA unit WOU TPA unit(s) due March	1st observation lesson plans (one with supervisor, one with CT) before end of April 2nd observation lesson plans (one with supervisor, one with CT) before end of May 7-10 day unit dates vary
Winter UG Cohort	1st observation lessons plans (one with supervisor, one with CT) before mid February 2nd observation lesson plans (one with supervisor, one with CT) during mini unit Mini unit due March	1st observation lesson plans (one with supervisor, one with CT) before mid February 2nd observation lesson plans (one with supervisor, one with CT) during mini unit WOU TPA unit(s) due April	1st observation lesson plans (one with supervisor, one with CT) before end of October 2nd observation lesson plans(one with supervisor, one with CT) before end of Nov. 7-10 day unit dates vary

All lesson plans due 5 days in advance of an observation. No exceptions!

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Where do we turn them in?

	Observations with CT	Observations with Supervisor	Licensure Canvas Shell	Clinical Canvas Shell	Seminar Shell	Other Instructors
Lesson plans for observations	Share via Google Docs (5 days in advance)	Share via Google Docs (5 days in advance) Also share with CT for approval	Upload Observation Form to Clinical Canvas page after observation	This is where you will upload your lesson plan, lesson reflection, and observation form	X	X
Term I mini-unit	Share via Google Docs (5 days in advance)	Share via Google Docs (5 days in advance)	X		Upload to shell on due date	Turn in for ED 418 instructor Other instructors may ask for it
Term II WOU TPA unit	Share via Google Docs (5 days in advance)	Share via Google Docs (5 days in advance)	X		Upload to shell on due date	Other instructors may ask for it
Term III 7-10 day assessment matrix unit	Share via Google Docs (5 days in advance)	Share via Google Docs (5 days in advance)	X		Upload to shell on due date	If you are an ESOL Candidate, you may be asked to turn it in with your ESOL supervisor

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