NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT
Description of Classroom:
Title one school.
1
st
grade
11 girls and 11 boys.
Background:
Content Objectives!:
"evada #tandards:
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+,.1.1a% +,.1.$% -.1.1% -.1.'a
+-.1.1
1.O....1% 1.O..C.&% 1."BT...1% 1."BT.B.'% 1."BT.B.'a% 1."BT.B.'b% 1."BT.B.'c
1."BT.B.$
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1.0D.C.3% #01 23
4ey 5ocabulary:
67pectations: 8hat is e7pected of you
Brain storm: creating ideas
9ndependently: by yourself
#tamina: strength and energy
0anipulatives: pattern blocks% geo blocks and snap cubes
Best 1ractices: (put an X next to those that you address in your lesson)
1reparation #caffolding :rouping Options
Adaptation of content Modeling Whole Class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
9ntegration of 1rocesses .pplication .ssessment
Listening Handson Indi!idual
Speaking Authentic "Meaningful# Group
$eading Linked to ob%ecti!es Written
Writing Promotes engagement &ral
Teaching #trategies:
0odel% :uided practice% 9ndependent practice.
67ploring
8arm ;p .ctivity:
0orning meeting to go over ho< many days in school. #tart <ith a number and
#tudents move the number for<ards or move back.

-esson #e=uence:
#8 come to the carpet and go over the classroom rules. T8 talk about conse=uences and <hat
<ill happen if a student doesn>t follo< the rules.
#8 practice e7iting building to prepare for ,ire Drill. T8 discuss e7pectations beforehand:
<alk =uiet. #ho< students <here to e7it and stand during fire drill. T8 e7plain ho< important
it is to stand =uietly so <e can hear if it is safe to go in the building or if something is <rong.
#8 come in from library and sit on the carpet.
#8 come sit at the carpet and t< call on some students <ith the sticks to talk about <hat they
did on their summer break. T8 create a circle map <ith the <ord of <hat the student did and
a picture to help students kno< <hat the <ord is. T8 model for students ho< to dra< their
pictures first on their summer fun paper. T< then model for students ho< to <rite their
sentences to match the pictures by sounding out the <ords and looking at the circle map for
help.
.ccommodations:
#upplementary 0aterials:
+evie<?.ssessment:
+eflection:
NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
EXPLANATION OF LESSON PLAN COMPONENTS
Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)
Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a
unit of ___________; a review at the end of a unit on ______). umber of days of lesson. !tudents"
stage of learning relative to the content (i.e., ac#uisition, proficiency, maintenance, generali$ation)
Content Objectives!:
%hat will you teach&
-anguage Objectives!:
'ow will the students show you they learned it (listening, spea(ing, reading, writing& Tip) effective
lessons integrate reading and writing.)
"evada #tandards:
*efer to +enchmar(s, ,-., /ower !tandards, !yllabi
'orm( ))*
+,C -.//.)0
4ey 5ocabulary:
%hat are the powerful words that will help students understanding of content&
Best 1ractices: (put an X next to those that you address in your lesson)
1reparation #caffolding :rouping Options
Adaptation of content Modeling Whole Class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
9ntegration of 1rocesses .pplication .ssessment
Listening Handson Indi!idual
Speaking Authentic "Meaningful# Group
$eading Linked to ob%ecti!es Written
Writing Promotes engagement &ral
EXPLANATION OF LESSON PLAN COMPONENTS (CONTINUED)
Teaching #trategies:
(e.g., 0%1, reciprocal teaching, cooperative learning, mapping, mnemonics, +looms Taxonomy,
#uestioning.) 1ist all the strategies you use in your lesson se#uence below.
8arm ;p .ctivity:
2nticipatory !et
-esson #e=uence:
/resentation1 guided practice1 application. 2our strategies ma3 be e4ecuted in the form of acti!ities5
#upplementary 0aterials:
%hat materials will support the lesson and increase students" understanding&
.ccommodations:
%hat accommodations are needed to support students with learning challenges or students who re#uire
advanced instruction&
+evie<?.ssessment:
*ubrics, feedbac( to students, observations, surveys, tic(et out the door, student reflections, student
response 3ournals, #ui$$es, tests. 'ow did your assessment measure your ob3ective&
+eflection:
'ow did your lesson go& %hat wor(ed& %hat did not wor( well& %hat will you do differently next time&
'ow will your assessment data affect subse#uent planning&
'orm( ))*
+,C -.//.)0