FORMAL LESSON PLAN ASSIGNMENT

Use this format as your template for completing all formal lesson plans.

I. Identify this document with your full name, date of lesson, host school, grade level and the subject for
which the lesson is created.

II. Activity Title: indicate the topic to be taught

III. Illinois Learning Standard: List the Illinois Learning Standards found at
http://www.isbe.net/ils/Default.htm appropriate to lesson, subject and grade level. Include the letters
and numbers of appropriate benchmarks for each standard. These standards delineate what students
should master from this lesson.

IV. Learner Objectives or Learning Targets: Explain what the students should know and be able to do
upon completion of the lesson. Clearly identify the knowledge and skills that they will acquire. Ensure
that your students know what they will learn, why it is important to them and how it relates to their lives
or their learning? These lesson objectives must be specific and measurable.
These may be stated as Learner Objectives with the following wording:
At the completion of this lesson students will be able to:
1. underline at the action verb is 15 sentences
2. color the parts of a cell common to all cells, when given a diagram of a cell
3. ……
OR as Learning Targets for the students to self-assess at the end of the lesson
1. I can identify action verbs in 15 sentences by underlining them.
2. I can color the parts of a cell that are common to all cells, when given a diagram of a cell.
3. I can ….

V. Resources: Research sources that extend your depth of understanding of the topic to be taught, enhance
your lesson and extend the information in the teacher’s manual. This may include teacher resources like;
on line teacher websites and instructional materials like Pinterest, the publisher’s website for the text,
other teacher manuals, you tube videos, videos, journal articles; and school personnel. List all resources
used to create your lesson.

VI. Materials needed for this lesson: Using the chart format shown below, list materials needed for
students and teacher. Be sure they are readily available for the lesson.
Materials Needed by the Teacher Materials Needed by the students
SmartBoard Text book called…..
timer Colored pencils

VII. Teaching the Lesson/Instructional Methods: List activities you will use to deliver instruction. Include
a script of what you will say and do in a step by step procedure. You should create windows of time for
each component.

a. Engagement /Anticipatory Set/Motivation: How will you will “hook” or motivate the class?
What will you use to capture students’ attention and access their prior knowledge? State the
objective either here or in the next section. Tell students how this lesson will help them either in
their lives or in other curriculum. What will be said to introduce the activity? Include a script of
what you will say and do.
b. Explanation / Content Introduction: How will you introduce and teach the concept, process, or
skill to fulfill the Objective(s)/Learning Target(s)?
 c. Elaboration / Guided Practice: Students need to practice what they have learned under the direct
supervision of the teacher. What activities or discussions will be used to enable students to apply,
extend or elaborate upon targeted objectives within new situations?
d. Exploration / Activity: Identify activities you will use to foster students’ exploration, create
concrete experiences, and engage students in hands-on learning. If there is a project, worksheet,
group work, etc. to do, show or model for them what you expect. What strategies will you use to
clarify concepts, correct misconceptions, and introduce further material, connections or activities?
e. Evaluation / Assessment: Check for understanding. How will you assess student learning? What
objective measures and other assessment procedures will be employed to check for student
understanding…throughout the lesson?
 What measures will be used during the lesson?
 What measures will be used following the lesson?
 When and how will you measure what the students retained from the lesson and their ability to
apply the concept(s) taught?
Assessment may be informal/formative/for learning or formal/summative/of learning. Both types
of assessment may take place during one lesson. List what questions and when you will ask them
to insure understanding. These questions should include varying levels of thinking from recall, to
application, to synthesis and connections directly the content, and to life situations situation, and
possibly new content and/or curriculum. Refer to Bloom’s Taxonomy for ideas.
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

VIII. Closure: is the act of reviewing and clarifying the key points of a lesson, tying them together into a
coherent whole, and ensuring their utility in application by securing them in the student's conceptual
network.
How will you bring the lesson to an end? What “culminating” activities will you use? Will you
summarize, introduce the next concept, engage students in a focused group activity, and/or have
students make connections to prior knowledge?

IX. Strategies for learning and management: What will be done to keep all students engaged and to
maintain good classroom management? Ex. Proximity, Calling on all students, etc.

X. Differentiated Instruction: Identify specific teaching strategies and tactics that will be used to
adapt/modify curriculum and instruction during the lesson, in order to address the diverse learning needs
of all students in the classroom.

XI. Reflection: Answer the following questions about your lesson, instructional approach, and classroom
management strategies:
1. What went well?
2. What did not work the way you hoped or what limitations occurred?
3. What would I do to improve this lesson?
4. Comments from cooperating teacher regarding your lesson
5. Your goal to work towards
 FORMAL LESSON PLAN RUBRIC

0 1 2 3 4
ITEM & IPTS
Missing Unsatisfactory Emerging Proficient Exemplary
Emails university
Does not email formal Emails university
Timeliness and Formal Lesson Does not email formal lesson supervisor the coop
lesson plan in a timely supervisor the coop
Communication 9T Plan was not plan in a timely manner as teacher approved formal
manner as requested or teacher approved formal
Prior to teaching the emailed to the requested and the lesson plan has lesson plan for “Review”
the lesson plan has not lesson plan for “Review”
lesson university not been approved by coop at least 2 days prior to
been approved by coop at least 1 day prior to
supervisor. teacher. teaching the lesson.
teacher. teaching the lesson.
Emails university
No “Reviewed”, revised
No reflection, Emails university supervisor “Reviewed”,
No “Reviewed”, revised formal formal lesson plan with
revised lesson supervisor “Reviewed”, revised formal lesson
Timeliness and lesson plan with reflection and reflection and coop
plan, or then revised formal plan with reflection and
Communication 5I coop teacher comments was teacher comments was
cooperating lesson plan with coop teacher comments
After teaching the lesson submitted and was submitted submitted OR was
teacher reflection and coop with the week’s Site
more than 1 day after the lesson submitted more than 1
comments were teacher comments 1 day Visits Communication
was taught. day after the lesson was
submitted. late. entries.
taught.
All lesson identification
items are included: full
All
Two identification items name, date of lesson, host
identification Three or more identification One identification item is
are missing or the school, grade level, and
items are items are missing or the missing. The
Identification subject/topic to be taught subject for which the
missing and no subject/topic to be taught subject/topic to be taught
is missing items for lesson is created. The
activity title is completely missing or unclear. is clearly stated.
clarity. subject/topic to be taught
included.
is clearly stated.

The learning or common

The learning or common core standards are
No learning or The learning or common core standards are identified and appropriate
Illinois Learning common core The learning or common core core standards are identified and appropriate to the lesson, subject, and
Standards/Common standards were standards identified do not link identified, but some do to the lesson, subject, and grade level. Letters and
Core Standards 3H included in the to the lesson being taught. not link to the lesson grade level. Letters and numbers of appropriate
plan. being taught. number of appropriate benchmarks for each
benchmarks are missing. standard are included.
 0 1 2 3 4
ITEM & IPTS
Missing Unsatisfactory Emerging Proficient Exemplary
Does not clearly identify the
No learner knowledge and skills students Some objectives or All objectives or targets Clearly identifies the
Learner Objective(s)/ objectives or will acquire, even after targets are listed but are are listed but some are knowledge and/or skills
Learning Target(s) 3I targets are university supervisor reviewed incomplete. incomplete. students will acquire.
identified. objectives and recommended
changes.
No learner
More than one objective All learner objectives
objectives or One objective or target is
Learner Objective(s)/ None of the objectives or targets or target is not /learning targets are
targets are not measurable
Learning Target(s) 3I listed are measurable. measurable. measurable.
identified.

Lists all resources used to

create the lesson. Where
necessary, the appropriate
Resources No resources More than two resources missing Two resources not listed One resource is not listed
author is properly cited
4M are identified. and/or not cited correctly. and/or not cited correctly. and/or not cited correctly.
within a proper
bibliography

Two or three necessary One necessary material Lists all materials needed
Four or more necessary materials
No materials materials needed by the needed by the students by the students and the
needed by the students and
Materials needed for this students and teachers are and teachers is missing or teacher by placing these
teachers are missing and
4M, 6I lesson are missing and/or requested requested chart format is into the requested chart
requested chart format is not
identified. chart format is not not divided into 2 format with 2 columns.
divided into 2 columns.
divided into 2 columns. columns.

No explanation
or script is Describes how the teacher
provided that captures students’
describes how Briefly describes how the attention using a detailed
Engagement/ Does not describe how the Does not describe how
the teacher teacher captures students’ explanation and a detailed
Anticipatory teacher captures students’ the teacher captures
captures attention and includes a
Set/Motivation attention and does not use a students’ attention or script, including the
students’ script or does not identify
5I script with timing. does not use a script. timing.
attention. the timing.
 0 1 2 3 4
ITEM & IPTS
Missing Unsatisfactory Emerging Proficient Exemplary
Using a script, in a step
Briefly describes how the by step format, with
No explanation Does not describe how lesson will be taught
Does not describe how the timing, describes how the
of how the the lesson will be taught using minimal scripted
Explanation / Content lesson will be taught and does lesson will be taught:
lesson will be or does not use a script, information.
Intro or Introduction 5I not use a script with timing. presentation of content;
taught is with timing.
or does not included explanation; and/or
included.
timing elaboration.

Does not describe activities used Briefly describes Describes activities used Using a script, in a step
to enable students to extend or activities used to enable to enable students to by step format, with
No elaboration elaborate upon targeted objective students to extend or extend or elaborate upon timing, describes
or guided and does not use a script with elaborate upon targeted targeted objectives with activities used to enable
Elaboration/Guided practice is timing. objectives. specific details; no students to extend or
Practice 5L provided. Does not use a script or examples of expectations elaborate upon targeted
times allotted for this included. Does not use a objectives with specific
component. script or timing. details and included
examples of expectations.
Using a script, in a step
Describes activities used by step format, with
Does not identify activities and Briefly describes
to foster exploration with timing, described
No exploration strategies used to foster activities used to foster
specific details; no activities used to foster
Exploration Activity 5J activity is exploration. Does not use a exploration. Does not use
examples of expectations exploration with specific
included. script or times allotted for this a script or times allotted
included. Does not use a details and included
component. for this component.
script or timing. examples of expectations.

Describes measures,
techniques, and other
assessment procedures
Only describes measures, Describes measures,
that will be employed to
techniques, and other techniques, and other
Does not describe measures, check for student
assessment procedures assessment procedures
No evaluation techniques, and other assessment understanding throughout
Evaluation/Assessment employed to check for employed to check for
or assessment procedures employed to check the lesson and includes
7K student understanding at student understanding at
is included. for student understanding specific details.
one point in the lesson. more than one point in
throughout the lesson.
Few, if any, details are the lesson; some specific
included. details are included.
 0 1 2 3 4
ITEM & IPTS
Missing Unsatisfactory Emerging Proficient Exemplary
Does not describe how the Too briefly describes how Describes how the lesson Describes how the lesson
lesson will be brought to an end the lesson will be brought will be brought to an end will be brought to an end
No closure is or a transition made to the next to an end or a transition or a transition made to or a transition made to
Closure 5F indicated. activity. made to the next activity the next activity with the next activity with
and does not included general details or lacks specific details, includes
timing. timing. the timing.
Describes activities and
Briefly describes Describes activities and
strategies the teacher
activities and strategies strategies the teacher
Only lists activities and used to keep all students
the teacher used to keep used to keep all students
strategies the teacher used to engaged and to maintain
No strategies all students engaged and engaged and to maintain
Strategies 5I keep all students engaged and to good classroom
are identified. to maintain good good classroom
maintain good classroom management with
classroom management, management with
management. specific details, but does
but does not include any specific details and does
not include any
examples. include examples.
examples.
Describes specific
Briefly describes specific teaching strategies used Describes specific
teaching strategies used to adapt/modify teaching strategies used
Only lists specific teaching
to adapt/modify curriculum and to adapt/modify
strategies used to adapt/modify
No curriculum and instruction during the curriculum and
curriculum and instruction
Differentiated differentiation instruction during the lesson in order to address instruction during the
during the lesson in order to
Instruction 1J, 3Q of instruction is lesson in order to address the diverse learning needs lesson in order to address
address the diverse learning
identified. the diverse learning needs of all students within the the diverse learning needs
needs of all students within the
of all students within the classroom with details, of all students within the
classroom.
classroom, but does not but does not include any classroom with details
include any examples. examples. and includes examples.

Candidate teaches the

lesson following the
lesson plan and makes
Candidate teaches from Candidate teaches from
Candidate does not generally appropriate adjustments
the lesson plan but is the lesson plan and is
Lesson is not following the lesson plan or is needed to provide for
Teaches the lesson 5 unable to make able to make some but
taught. unable to make adjustments student needs and
adjustments based on not enough adjustments
based on student needs. understanding during the
student needs. based on student needs.
lesson.
 0 1 2 3 4
ITEM & IPTS
Missing Unsatisfactory Emerging Proficient Exemplary
Reflects with
Reflects understanding
understanding through
Reflect with minimal through discussion with
No discussion Does reflect with some discussion with
understanding through university supervisor
occurs is understanding through university supervisor and
Discussion after the discussion with university and/or cooperating
provided after discussion with university cooperating teacher about
Lesson 9O supervisor and teacher about the lesson
the lesson was supervisor or cooperating the lesson by identifying
cooperating teacher about by identifying strengths,
taught. teacher about the lesson. strengths, weaknesses,
the lesson. weaknesses, or ways to
and ways to improve
improve future lessons.
future lessons.
Addresses at least three Addresses at least four Addresses all questions
Addresses at least one question questions provided questions provided provided regarding
provided regarding lesson, regarding lesson, regarding lesson, lesson, instructional
None of the instructional approach, and instructional approach, instructional approach, approach, and
components classroom management and classroom and classroom classroom management
Reflection 5I were address or
strategies with little details management strategies management strategies strategies with specific
no reflection
was submitted. and few examples (without with a few details or with details and details and examples
specific names) from teaching examples (without examples (without (without specific
the lesson. specific names) from specific names) from names) from teaching
teaching the lesson. teaching the lesson. the lesson.
Lesson plan is not fully Lesson plan is fully
Lesson plan is not fully
formatted as requested formatted as requested
None of the Lesson plan is not fully formatted as requested
and/or does not include with headings for each
formatting, formatted as requested and does and/or does not include
all requested selection clearly
identification, not include all requested all requested
Formatting 6E identification information identified, includes times
or timeline identification information and/or identification information
or does not include times for activities and uses a
guidelines were does not include times for or does not include times
for activities. script.
followed. activities. for activities.