1.
BPC
Lesson
Plan
Form
Beginning
Level
(To
be
used
with
EDU
309,
EDU
312,
EDU
316,
EDU
317,
and
EDU
321)
Candidate’s
N ame
Program
Course
Semester/Year
Assessor’s
Name
School
System
School
Date
Grade
Level/School
Faculty
Member
Lesson
Number
Lesson
Title
Lesson
Time
Lesson
Plan
–
General
Information
State
Directed
Standard
http://www.georgiastandards.org
(Written
Out)
Objective
What
is
the
outcome
you
expect?
This
is
based
on
t he
standard
you
are
teaching.
Ask
yourself:
What
do
my
students
need
to
know
or
be
able
t o
do?
Essential
Question(s)
These
are
student-­‐friendly
questions
t hat
let
t he
student
think
about
w hy
it
is
important
t o
learn
t his
skill/standard.
Three
t o
five
questions
is
a
good
number;
students
need
t o
be
able
t o
answer
t hese
questions
at
the
e nd
of
t he
lesson.
*Lesson
Type
See
below
(Determined
by
Student
I nvolvement)
**Cognitive
Level
Involved
and
See
below
Labeled
***Affective
Level
Involved
See
below
and
Labeled
****Psychomotor
Level
See
below
Involved
and
Labeled
*****Multiple
Intelligence(s)
See
below
Used
and
Labeled
Demographics
Attached
_____
Yes
_____
No
You do not actually have a class, so you may check “no”.
*Lesson
Types:
Direct
Instruction
(DI),
Indirect
Instruction
(II),
Learner
Centered
(LC),
Cooperative
Learning
(CL),
Inquiry
Learning
(IL),
Discovery
Learning
(DL),
Project
Learning
(PL),
Game
Learning
(GL),
Interdisciplinary
(ID)
**Cognitive
Levels:
Knowledge
(K),
Comprehension
(C),
Application
(Ap),
Analysis
(As),
Synthesis
(S),
Evaluation
(E)
***Affective
Levels:
Receiving
Phenomena
(Rec.
Ph),
Responding
to
Phenomena
(Res.
Ph),
Valuing
(V),
Organization
(O),
Internalizing
Values
(IV)
****Psychomotor
Levels:
Perception
(P),
Set
(S),
Guided
Response
(GR),
Mechanism
(M),
Complex
Overt
Response
(COR),
Adaptation
(A),
Origination
(O).
*****
Multiple
Intelligences:
Existentialist,
Interpersonal,
Intrapersonal,
Bodily/Kinesthetic,
Verbal/Linguistic,
Mathematical/Logical,
Naturalist,
Music/Rhythmic,
Visual/Spatial
Revised 7/22/11 SLJ Beginning Level Lesson Plan Format

2.
Technology
Used
Differentiated
Instruction
Special
Needs
Materials
Needed
(Check
Applicable
Items)
(Check
Applicable
Items)
By
student:
Special
Education
Categories
of
Eligibility
Equipment:
Ability
Autism
Interest
Deaf/Blind
Ethnicity
Emotional
&
Behavioral
Disorder
Socio-­‐e conomic
Deaf
&
Hard
of
Hearing
(D/HH)
Mild
Intellectual
Disability
Gender
By
teacher:
Moderate,
Severe,
Profound
Media/Materials:
ELL
Intellectual
Disability
Learning
Styles
Orthopedic
Impairment
Multiple
Intelligences
Other
Health
Impairment
(MIs)
Georgia
Positive
Behavior
Supports
(Gardner)
Specific
Learning
Disability
Speech-­‐Language
Impairment
Do
N OT
leave
Let’s
talk!
Traumatic
Brain
Injury
Do
N OT
leave
blank
Visual
Impairment
&
Blindness
blank
Young
Children
with
Disabilities
–
Significant
Development
Delay
(SDD)
Let’s talk!
Introduction
Opening
Hook,
Determine
Previous
Knowledge
Approx.
Time:
________
Describe
Introduction
(Narrative):
This
is
w hat
you
do
to
grab
the
students’
attention.
How
will
you
get
t hem
excited
t o
learn
this
lesson?
Special
Needs
Accommodations
(Narrative):
Be
specific…how
will
you
accommodate
special
needs
learners?
These
are
our
m ost
fragile
learners;
sending
them
out
of
the
room
is
NOT
an
accommodation
or
differentiation.
Guided
Practice
Examples,
C heck
for
Understanding
(Informal
Assessment)
Approx.
Time:
________
Describe
G uided
Practice
(Step-­‐by-­‐Step
Narrative):
This
is
when
you
MODEL
for
students.
They
w atch
you
first
and
then
you
help
them
as
t hey
try.
That
is
why
it
is
called
“ guided”
practice.
Special
Needs
Accommodations
(Narrative):
See
above…be
specific.
Describe
Informal
Assessment
(Narrative):
Informal
assessment…how
will
you
k now
whether
or
not
t he
students
are
ready
t o
attempt
t his
skill
independently?
Teacher
observation?
Work
sample?
Work
m odel?
Teacher
directed
discussion?
Revised 7/22/11 SLJ Beginning Level Lesson Plan Format

3. Independent
Activities
Student
Practice;
Include
Informal
Assessment
Approx.
Time:
________
Describe
Independent
Activities
(Step-­‐by-­‐Step
Narrative):
Now
t he
students
are
ready
to
attempt
t he
skill
by
themselves.
What
will
you
have
them
do
that
shows
what
they
k now
and
are
able
t o
do?
Differentiated
Instruction
(narrative):
Differentiated
means
t hat
all
students
are
learning
the
same
skill,
but
approaching
it
in
different
w ays.
Could
your
visual
learners
write
a
paragraph?
Visual
learners
make
a
poster
or
diorama?
Tactile/Kinesthetic
learners
do
a
Reader’s
Theater?
Special
Needs
Accommodations
(Narrative):
See
above…be
specific.
Describe
Informal
Assessment
(Narrative):
How
will
you
know
w hich
students
have
mastered
the
skill
and
which
students
need
remediation?
Do
any
students
need
t o
accelerate?
Performance
Assessment
Formal
Including
Artifact
Formal
Assessment
(attach
rubric
if
used):
This
is
typically
something
you
w ould
grade.
Students
have
now
mastered
the
skill
and
are
ready
t o
demonstrate
their
mastery
in
a
concrete
m anner.
Student
Artifact
Resulting
from
Assessment:
PowerPoint?
Poster?
Diorama?
Report?
Test?
WebQuest?
Closure
Pulling
it
all
Together
Approx.
Time
________
Describe lesson closure and how it will include essential question. You always end a lesson by making certain that
your students can answer the essential questions. They need to share what they learned and how they approached
the learning.
Lesson
Reflection
1)
What
went
well
with
t he
lesson?
(Identify
1-­‐2
t hings
t hat
included
planning
and
teaching.)
2)
To
what
extent
were
students
in
the
class
involved
in
t he
learning?
3)
As
you
were
teaching,
what
did
you
t hink
about
that
you
w ould
do
differently
because
your
lesson
didn’t
go
as
planned
or
you
t hought
of
a
m ore
effective
w ay
t o
help
students
learn?
You
are
not
actually
teaching
this
lesson,
so
you
do
not
have
to
complete
this
p ortion
of
the
lesson
p lan.
Revised 7/22/11 SLJ Beginning Level Lesson Plan Format