5. “What’s It All About?”
Identify
desired
Results.
Determine
acceptable
Evidence.
Plan learning
Experiences and
Instruction.
6. Planning: Good instruction requires planning that is sequential
and developmentally appropriate with clear measurable objectives
aligned with standards of students, concepts and skills, and
instructional strategies in order to establish an environment which
promotes success.
Instructional Delivery: Effective instruction facilitates the
students ability to develop a deep understanding of the concept or
skill by actively engaging them in the learning process. Engagement
must include strategies that permit the students to receive, respond,
adapt, and use the information learned in a meaningful way.
Assessment: Assessment of student progress is on-going and
drives planning and instruction. Successful assessment provides
evidence of student progress in a tangible and measurable way.
7. All daily lessons should focus
on the following instructional
components:
Objectives/Understandings
Essential Questions
Evidence of Assessment
(Formal/Informal)
List Student Activities
8. Southern York County School District Instructional Plan
Name: Dates:
Course/Subject: Unit Plan
Stage 1 – Desired Results
PA Standard(s)/Assessment Anchors Addressed:
Understanding(s): Essential Question(s):
Students will understand . . .
Learning Objectives:
Students will know . . . Students will be able to:
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
Stage 3 – Learning Plan
Daily Learning/Assessment Activities:
Personal Reflection of Lesson:
9. Southern York County School District Instructional Plan
Name: Dates:
Course/Subject:
Stage 1 – Desired Results
PA Standard(s)/Assessment Anchors Addressed:
Understanding(s): Essential Question(s):
Students will understand . . .
The questions that
The important ideas or core promote inquiry and raise
processes that are central to a new questions. The
unit of study and transfer to new questions lead students
situations and have lasting value to uncover desired
beyond the classroom. understandings and
misconceptions.
Learning Objectives:
Students will know . . . Students will be able to:
Skills and knowledge What students should
learners acquire from eventually do as a result
the unit. They need this of the acquired
information in order to knowledge and skills
do things that develop that leads to increased
understandings. understanding.
You need skills and knowledge to do
things that develop more
understandings and skills.
10. Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
Assessment where the student is Traditional exams and quizzes,
“doing” the skill or understanding mostly objective assessments
that is desired. (multiple choice, true/false,
matching).
These
assessments
demonstrate
learning. They
are evidence of
progress. They
are performances
that demonstrate
the desired
understandings.
Stage 3 – Learning Plan
Daily Learning/Assessment Activities:
The learning plan
describes the
experiences that have
been planned so that the
learner engages with,
develops, and
demonstrates the
desired understandings.
Personal Reflection of Lesson:
Area where you can write down what worked and didn’t work, gathering
your thoughts for future implementations of the plan.
