Lesson Plan for [grade and topic/title, e.g.

Grade 4/ICT, Comparing Sizes of Groups]

For the lesson on [date]
At [name of the school], [student teachers name] class
Supervisor: [name]
Lesson plan developed by: [names]


Lesson Study Research Lesson Plan Template


Stage 1 Desired Learning
Guiding Questions Developing Student Learning Goals
What enduring understanding(s) will the
lesson support? These are abilities, skills,
dispositions, inclinations, sensibilities, values,
etc. that you would like students to develop.
What do we want students to understand at
the end of the lesson?
What specific learning objective will the
lesson address? Write these in terms of what
students will know and be able to do as a
result of the lesson.

Enduring Understanding(s):


Specific Lesson Objective:


Include enduring understanding and specific lesson
objectives. EXAMPLE:
a. For students to appreciate the usefulness of mathematics
for helping them accomplish tasks of value to them.
b. For students to understand that, by counting two groups
of objects, they can determine whether one group contains
more objects, fewer objects, or the same number of objects
as the other group.


Relationship of Lesson to the Standards:
How does this lesson move students from what they have
previously learned toward new skills or concepts, in terms of
the standards?

Prior learning standards:
Example:
K. CC 2: Count forward from a given number within the
known sequence (instead of having to begin at 1).
K. CC 3: Write numbers from 0 to 20. Represent a number of
objects with a written numeral 0-20 (with 0 representing a
count of no objects).

Targeted learning standards:
Example:
K. CC 6. Identify whether the number of objects in one
group is greater than, less than, or equal to the number of
objects in another group, e.g., by using matching and
counting strategies.
K. CC 7. Compare two numbers between 1 and 10 presented
as written numerals.
n Process /
Stage 2 Determine Evidence of the Desired Learning
Guiding Questions Evidence
What is the evidence of the desired results
(stage 1)?
Given the desired results (stage 1), what
would be sufficient and revealing evidence of
student knowledge, skill, or understanding?

Student work showing that students used counting to
compare two groups of objects; student use of greater than,
equal, or less than sign

Responses to questions show that students are comparing
sets of objects; phrases such as more than and the same
convey developing understandings.

Stage 3 Planning Instruction
Guiding Questions When Designing the Lesson:
What preparation do students need to complete before the lesson takes place? What do
students currently understand about this topic?
What instructional activities and materials will be used in the lesson? What will be the
sequence of the lesson?
What will make this lesson motivating and meaningful to students?
How will the lesson activities make student thinking visible?
In what ways do the lesson activities help students achieve the learning goals?
What kinds of student thinking (including problems and misconceptions) do we anticipate in
response to each element of the lesson? How will we use these to foster movement from
what students currently understand to what we want them to understand?
Lesson Sequence:
Steps/Learning Activities/Teachers
Questions
This column shows the major events
and flow of the lesson. What are
the moves, questions, or statements
that the teacher may need to make
to guide students guide toward the
stated objective?

Anticipated Student
Responses/Teachers Support
This section describes how students might
respond to a question or task, including
incorrect solutions and places where
students might get stuck.
Here the plan might describe how the
teacher might handle the different
student responses, especially incorrect
solutions, students who get stuck, or
students who finish early.

Points of Assessment
This column identifies what the
teacher/observers should look for to
determine understanding (i.e. if a task
is presented to students, how do we
know if students understand the task?
If a discussion is planned, what will
indicate that students are benefiting
from the discussion?)
1.
2.
3.
4.
5.
6.


Planning the Observation Guide
Guiding Questions: Observation Guide:
What is your plan for observing students?
Discuss logistical issues such as who will
observe, what will be observed, how to
record data, etc.
What evidence from the lesson will help us
reflect on our goals for learning and student
development? For example, what data should
we collect regarding student learning,
motivation, and behavior, what forms are
needed to collect it, and who will be
responsible for each piece?
What types of student thinking and behavior
will observers focus on?
What additional kinds of evidence will be
collected (e.g., student work and
performance related to the learning goal)?