UVU Lesson Planning Guide
Name(s):
Lesson length:
Grade Level:
Subject:
I. Standards
Utah State Core Curriculum Strand(s) and
Standard(s)
( http://www.uen.org/core/ )
Copy and paste the entire standard right from the webpage for the
Utah Core Standards – do not just write the number.
Utah Core Literacy or Math Standard
(secondary only)
( http://www.uen.org/core/ )
Copy and paste the entire standard right from the webpage for the
Utah Core Standards – do not just write the number.
Summative (Unit) Assessment
A brief description of the content evaluated at the end of the unit
is included.
Central Focus
Write a description of the overarching core concept that you want
students to develop within the learning segment.
II. Intended Learning Outcomes
Learning
Objective/Target/Indicator
(Know and Do)
Remember that the standard(s) listed above are often not measurable and that
you may only be addressing them in part with this lesson.
Learning Objective/Target/Indicator
What will students do to show what they know? Use verbs from Bloom’s
taxonomy and underline them. Indicate the observable and/or measurable
targets that are aligned with your lesson’s learning objective(s). Indicators should
be clearly connected to lesson assessments and instructional procedures.
III. Academic Language
Language Function
Write a short phrase using a Bloom’s verb (identify, describe, explain, create, etc.) to
describe how language will be used for a specific purpose in your lesson. This verb should
align with your lesson ILOs.
Language Demand
Vocabulary
Include words and phrases that are used in the lesson. (1) words and phrases
with subject-specific meanings that differ from meanings used in everyday life
(e.g., table); (2) general academic vocabulary used across disciplines (e.g.,
compare, analyze, evaluate); and (3) subject-specific words defined for use in the
discipline. List 1 – 5 key vocabulary words that students should begin to
understand or continue to build knowledge of during this lesson.
Syntax
The set of conventions for organizing words, phrases, and symbols together into
structures (e.g., sentences, graphs, tables).
Discourse
How will your students use written or oral language to participate in language
construction? Will your students be practicing any particular text structures in
writing or discussion?
Mathematical
Precision
(secondary
math only)
Mathematics is a language that is characterized by words and symbols that have
precise definitions. How will you and your students communicate precisely?
- State the meaning of symbols
- Carefully specify units of measure
- Provide accurate labels
- Calculate accurately and efficiently, expressing numerical answers with a
degree of precision
- Provide carefully formulated explanations
- Label accurately when measuring and graphing
Language Support
What activities, tasks, or other instructional materials are planned for the lesson that
directly support learners in understanding and use the language demands that you’ve
outline above (language function and language demands) to deepen content
understandings.
IV. Assessment of Student Progress
Pre-assessment
Address these questions:
1. How will you determine students’ prior knowledge with regard to
today’s learning?
2. How will you connect what they will be learning in this lesson to
what they have learned before?
This assessment may be formal or informal.
Formative assessments
How will you verify what each student is learning about the lesson
objective(s) as you are teaching? Your formative assessment(s) may be
formal or informal, but it should be directly linked to the lesson’s learning
target/indicator – the same verb should occur. In addition to describing
what students will do, you should also briefly indicate what your
expectations are for evidence of acceptable student understanding. These
assessment results should be used immediately to inform instruction.
Be sure to clearly label assessment points in your lesson procedures
below.
Final formative assessment
This assessment may be formal or informal, but it should be directly
linked to the lesson’s learning target/indicator – the same verb should
occur. Describe and/or include a copy of a final formative assessment for
this lesson OR include here just a written statement about what your
ongoing formative assessments showed about how well students are
mastering material from this lesson. You should describe how your
formative assessments are building toward the summative assessment for
the entire learning segment/unit. If you decide to use a final formative
assessment at the end of the lesson, be sure to show how you will be
evaluating student work (scoring guide, rubric, etc.). Be sure to clearly
label assessment points in your lesson procedures below.
V. Preparation
Students’ prior knowledge, skills and
assets
Identify and describe:
1o Knowledge or schema
2o Skills that will be applied in this lesson
3o Assets, including personal, cultural, and community
Student preparation (if applicable)
How should students prepare for this lesson (bringing homework or
materials, completing readings, etc.)?
Teacher preparation
Bullet any prior preparation you need to for this lesson; for example,
gaining background knowledge for your lesson, planning for smooth
transition between activities, arranging for your students to use a
computer lab, etc.
Technology integration (as
applicable)
Indicate here any technology you may be using as a tool to assist
student learning (e.g. laptop, projector, DVD player, television, Elmo,
Smart Board, Internet, software, apps, clickers, blogs, podcasts, or Web
Quests). Describe the purpose for using this technology. (Will students
be using technology as producers or consumers? Will they be using
technology in this lesson for a future assignment or assessment of
learning?)
VI. Addressing Learners’ Needs
Differentiation/Individualization
Differentiation. How will you plan to differentiate your strategies as they
are included in your instructional procedures? These will be ways that
you’ll address academic requirements or behaviors that may affect
student learning. How will you address (differentiate for) academic
differences (e.g. allow equitable choices in certain aspects of the task or
product; differentiate for interest; tier the task and scaffold in specific
ways for the different tiers; differentiate for readiness)? How will you
change the environment, the product, the process or the content to meet
student needs? Be sure to clearly label differentiation points in your
lesson procedures below.
Support for ELLs
How will you fully include English Language Learners in this lesson and
advance their academic language development? What will be your
strategies? Will you add visuals, provide opportunities for group work,
allow scaffolding with the native language, use sentence frames, pre-
teach, etc.?
Accommodations/Modifications
for IEPs/504s
Accommodations are not the same as acts of differentiation! They are
actually legally binding interventions formalized by a team of teachers and
specialists at the school (referred to as a student’s “504” plan), and you
must provide them whether you think the student needs them or not.
Also, you cannot provide accommodations to a student who does not have
a 504, regardless of how much you think that student deserves one. These
might also be part of a student’s IEP plan. Copy these from students’ 504
or IEP plans (do not include any information that may identify a specific
student and/or use pseudonyms).
VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation,
transitions, etc.) Add rows as needed.
- Lesson elements (e.g. steps in the chosen model of instruction, opportunities for differentiation,
assessment points) should be listed in the left-hand column.
- Descriptions of what the teacher and the students will be doing during each of these elements should
be written in the right-hand column.
