Critical Components of Lesson Design Guide

There are a variety of lesson plan formats available as many districts have different ways to showcase each lesson plan component. In the 1980’s Madeline Hunter developed a lesson planning method which was widely accepted across the country. This lesson planning method is called Essential Elements of Instruction (EEI). The Lesson Design that Rio has developed closely resembles the EEI plan.

Preparing a Lesson Plan

A beginning teacher will need to put more time and effort into creating detailed lesson plans than most veteran teachers. Having a detailed lesson plan will help to ensure that the lesson sequence is well thought-out. This doesn't mean that instruction will not deviate from the original plan (most likely it will). As a new teacher becomes more confident and experienced they will not be writing lesson plans for every minute of the instructional day. Lesson plans will help structure effective instructional strategies until more experience is gained.

When preparing a lesson plan the teacher needs to devote time and energy when planning each lesson, whether the lesson is with one instructional period in mind or creating a lesson that is part of a larger picture (or unit). For a teacher to facilitate the best possible learning environment, they must carefully select opportunities and activities which will support mastery of pre-determined measurable goal(s) which students will apply to real world situations.
Rio Salado’s lesson design includes:

Planning
Assessment
Teacher Facilitated Instruction

Planning

The “Planning” phase highlights logistical informational components which include name, subject area, lesson date, unit title (if applicable), lesson plan title, grade level, time required, materials and media, aligned state standards, measurable goal(s) Criteria for Mastery (quantitative and references the assessment), remediation, and extensions.

Name
Subject Area
Lesson Date
Unit Title (if applicable) Is this lesson part of a larger unit of study?
Lesson Plan Title
Grade Level
Time Required
Materials and Media
Aligned State (Student Content) Standards
Measurable Goal(s)

Performance/Behavior
Criteria (Quantitative and references the assessment)

Differentiation

Remediation
Extensions

All of the components listed above are fairly self- explanatory, with the exception of Materials and Media, Aligned State Standards, Measurable Goal(s), Remediation and Extensions.

Materials and Media

Materials: This would include any materials (text, colored paper, visuals, manipulatives, whiteboards, graphic organizers, etc.). It is important to have all materials ready to go for the delivery of the lesson.
Media: This would include any technology/media devices (Smartboard, document camera, iPad, iPod, electronic keyboard, clickers, YouTube video, etc.). If this lesson plan is used to fulfill technology requirement students must be actively engaged with the technology tool.

Aligned State (Student Content) Standards

Research your current state standards which are typically found on the state education department website.

Measurable Goal(s)

Measurable Goal(s) are statements that describe significant and essential learning that students will achieve and can be performed by the student at the end of the lesson. In other words measurable goals identify what the student will know and be able to do by the end of the lesson. Measurable goals should include references to expected performance/behavior and specific criteria for mastery.
Performance/ Behavior

The verb that describes what the audience will be able to do is the performance/behavior.

What action will the students perform (analyze, formulate, describe, identify) during this lesson?
How will the students be performing the action (i.e. orally, written, reading a 2nd grade passage)

Criteria

To what quantitative mastery level will the students perform a given task in order for the measurable goal(s) to be met (i.e. 100% of the students achieve at least 8 out of 10 points)?
This may include your assessment tool (i.e. 100% of the students achieve at least 8 out of 10 rubric points)

Action Words for Measurable Goal(s)

When you write objectives in your lesson plans for your students to achieve you must use words that are action words. These action words must be measurable and observable.

Analyze	Breakdown	Calculate	Debate	Estimate	Formulate
Identify	Predict	Discuss	Investigate	Translate	Organize
Build	Articulate	Categorize	Explain	Increase	Interpret
Define	Design	Illustrate	Infer	Combine	List
Propose	Order	Research	Rewrite	Verbalize	Translate
Sequence	Simplify	Reduce	Convert	Modify	Differentiate

Measurable Goal(s) Exemplars:

The students will be able to read a narrative passage on the 2nd grade level and answer 4/5 questions with 100% accuracy.
The students will be able to create 8 out of 10 polygons using a drawing program on the computer.
The students will be able to identify and describe the 5 literary elements in a fairy tale by achieving 3 out of 4 on a rubric.
The students will be able to create a timeline of at least 5 Civil War battles and achieve an 8/10 on a given product checklist.

Differentiation

Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. When a teacher reaches out to an individual or small group of students to vary the teaching in order to create the best learning experience; this is an example of a teacher differentiating instruction. How will you meet the needs of all your students (variables could include readiness, rate of learning, interest, learning styles, flexible groups, products demonstrating mastery).

Remediation: An intervention is not an accommodation or a modification, it is considered a remediation. It is a re-teaching of the concept using a different approach or method. The use of a multi-sensory approach would be beneficial, as a range of learning styles and needs can be met.
Extension: This is not merely an extra assignment. Not more of the same. Not extra credit. It is considered an “enhancement” beyond the lesson objectives. Use Webb’s Depth of Knowledge and/or Bloom's Taxonomy to create an activity that goes above and beyond. The goal of the extension is to challenge all of the students.

Assessment

The “Assessment” component includes Pre-Assessment Data and Post Assessment.This is where you assess the final outcome of the lesson and to what extent the measurable goal(s) were achieved.
Pre-Assessment: This includes the data collected prior to this lesson that drives instruction. This could include teacher-made tests, DIBELS, progress monitoring, state/district assessments, etc…
Post-Assessment: Data collected which demonstrates student proficiency and student mastery of measurable lesson goal(s).

Formative assessment may include; a question and answer session, performance observation, listening in on small group work, individual contributions to collaborative group projects. Informal assessment observations need to be documented (checklist, anecdotal notes, etc.) in order to guide future lesson planning.
Summative assessment may include; test, essay, worksheet, project, speech, oral report, performance, etc. How will you measure and document the students' achievement on your formal assessment? Possibilities may include: skill based checklist, rubric, developmental scale, answer key for test, essay, worksheet, or quiz.

Whether the post-assessment is formative or summative, it is an essential part of every lesson and must be included in each lesson plan. Once the students have completed the given assessment activity, (this might be the independent practice) teacher reflection needs to take place. If the learning goals were not adequately achieved, this would indicate the need to reteach the lesson in a different manner.

Teacher Facilitated Instruction

The Teacher Facilitated Instruction is one of the most important (and lengthy) parts of a lesson where the teacher outlines a detailed, step-by-step set of instructions spanning from the Anticipatory Set through the Instructional Sequence and ending with the Closure of the lesson.
The Instructional Sequence will include evidence of the following components; direct instruction, modeling, guided practice, active engagement strategies, checking for understanding and independent practice. Evidence of each component must be labeled within the step by step instructional sequence section of the lesson plan.

Anticipatory Set with Purpose (written in narrative form): The anticipatory set is to grab the students’ attention. The teacher actively engages and motivates the students about the lesson topic through conversation, visuals, read alouds, computer clip, critical thinking questions, etc. The anticipatory set should be relevant to the lesson and link students' prior learning to the current lesson focus. It is important for the teacher to directly state the new concept/skills and/or strategies the students will be learning and how it will apply to their own lives (age appropriate).

Direct instruction refers to instructional approaches that are structured, sequenced, and led by the teacher.
Modeling is when the teacher demonstrates, for the entire class, a skill or strategy. This can be in the form of a “think aloud” or direct instruction.
Guided Practice involves an opportunity for the students to practice the new skill or strategy with the teacher’s support.
Active Engagement strategies are techniques the teacher employs to involve all students in all aspects of the lesson.
Checking for Understanding occurs throughout the lesson when the teacher takes advantage of opportunities to ensure that the students understand what is being taught.

Independent Activity:post assessments may occur during this portion of the lesson. Unlike the guided practice, the teacher is not readily available to correct mistakes or assist with activity completion. The purpose of this activity is to help in the retention of the material that was covered and to demonstrate student proficiency. The independent activity can take place before the lesson closure and/or as a homework assignment.

Closure (written in narrative form): This is the culmination of the lesson, or the finale. Revisiting or reflecting on the measurable goals here will help organize the information into a meaningful context in the students’ minds. Keep in mind that the closure portion of the lesson is not the end point of the skill or subject but a final "check for understanding" used at the end of the class period or before changing subjects. The information gathered during this portion of the lesson will help the teacher plan future instruction.

Links to the example lessons in each area.

Early Childhood

Elementary Lesson

Secondary Lesson

Special Education Lesson

Visual Arts Lesson

Sequential Lesson Plan Unit

Lesson sequencing is the process of organizing several lesson plans, focused on one topic of study, which will be taught consecutively. The practice of purposeful lesson sequencing is to create a continuum of learning which builds upon the previously taught lesson (scaffolding) while maximizing optimal learning outcomes. Clear end goals and sequenced lessons allow teachers to anticipate opportunities for differentiation and assessment check points. The teacher can scaffold the new concept, skill or strategy, so that students have access to support as they gain new knowledge and meet the lesson’s measurable goal(s). Creating a sequential lesson plan unit will showcase the teacher’s ability to anticipate the needs of the students while meeting the grade level standards. *Special note: at least one lesson plan within a sequential lesson plan unit, must include a teacher created rubric.

Rubrics

Rubrics provide a framework for determining student proficiency. Effective rubrics are crafted to assess performance and/or products in a graduated proficiency level format. The criteria and performance-level descriptors in rubrics help students understand what the desired performance/product should encompass. Using a rubric helps teachers to remain objective when assessing student proficiency.