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Online Lesson Plan Fayetteville State

State Standards

& Unpacking Documents

  • Hold down the "CTRL" key to select multiple grades.
  • The central focus (big idea) should be broad enough to cover 3-5 days of the learning segment. Name the central focus/overarching goal of the learning segment: The central focus is… In order to…students will… The purpose for teaching this content is…
  • All state standards that apply for this lesson. https://www.dpi.nc.gov/districts-schools/classroom-resources/k-12-standards-curriculum-and-instruction/standard-course-study This should be the content area, grade level and letter/number identification; the actual standard(s) should be written under this heading.
  • Be specific when explaining how the learning segment integrates with other content area skills.
  • Learning Target (Daily Lesson Objective)

    Name the learning targets (objectives) you have identified that will support the central focus and list the assessments that will provide evidence that students have met the learning target. Learning targets should be measurable and should indicate what a student will be able to do at the end of the lesson. Tips: 1. Identify an observable and measurable verb (refer to Bloom’s Revised Taxonomy) that clearly explains the intended learning outcome. 2. How will the student demonstrate new learning? 3. Learning targets can be written as “I can” statements.
  • Learning targets can be written as “I can” statements.
  • If you will use a Self-directed online learning resource, name it here, along with the link to the specific lesson.
  • Learning targets can be written as “I can” statements.
  • If you will use a Self-directed online learning resource, name it here, along with the link to the specific lesson.
  • Learning targets can be written as “I can” statements.
  • If you will use a Self-directed online learning resource, name it here, along with the link to the specific lesson.
  • e.g. critical thinking, collaboration, communication, creativity) and/or
  • Describe the Lesson Content, Lesson Delivery, and Communication Digital Tools and Resources that you will use.
  • What specific learning theories and/or principles of child/adolescent development guided your instructional choices for this lesson? How are they applicable to you learning target(s)?
  • Language Function; Vocabulary, Discourse, & Syntax Language demands is the way that academic language is used by students to participate in the learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
  • Choose one action verb from Bloom’s Revised Taxonomy that relates to your Learning Target (Daily Lesson Objective). Tip: Check your handbook for the specific Language Functions active verbs. Language functions are the content and language focus of the learning task, represented by the active verbs within the learning outcomes. (Bloom’s Revised Taxonomy)
  • What specialized vocabulary will be used during the instruction of this lesson? Key words and phrases that are used within the discipline: Tier 1: Basic vocabulary words that do not have multiple meanings (ex. Book, girl, sad, tree etc.); Tier 2: Words used across a variety of domains (ex. Characteristics, analyze, compare); and Tier 3: Words specific to the discipline (ex. Constitution, metaphor, proton, simile, rotation, transformations)
  • How students of the discipline talk and/or write in knowledge construction. How the students communicate their understanding. Each discipline has its own way of communicating what they know and how they should know it. How will your students share and express knowledge? How will you give them an opportunity to talk? (e.g., Record a response to a Flipgrid prompt, or group them in Google Meet small groups, etc.)
  • How students of the discipline write in knowledge construction. How the students communicate their understanding. (e.g., respond to prompts in a forum, and reply to classmates? write an essay, etc.)
  • How you support students and their language use. The set of conventions for organizing words, phrases, and symbols together into structures. Guide in support language use, Think Grammar. Ex.: Sequence of Events (first, then, next, last); Story Maps; Subject Verb agreement; Structure of a sentence such as: length, word order, grammar, active/passive voice, etc.; Graphic organizers; Formulas; Conventions (spelling, grammar, & punctuations); Charts; Rules of language; and Outline, Venn Diagrams.
  • Prerequisite knowledge, skills, objectives, &/or data (analysis of student learning) from previous lesson(s), and previously learned concepts related to this lesson. Emphasize Data-Guided Instruction.
  • Tip: How does this lesson specifically connect and/or apply to global awareness and/or real-world experiences?
  • Lesson Steps

  • Description of Activities and Teacher Script
    What will you say to set the stage, activate and build on prior knowledge? Questions to consider:
    ● How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
    ● How will you pique interest and/or curiosity regarding today’s topic?
    ● How will you activate and build on prior knowledge and experiences related to the topic?

    Do you have a review video or link to an online resource to review the concept? If so, enter it here. The review may be a presentation you made and post online. You may have a link to a self-directed learning resource.
  • Materials and Technology
    List the materials and/or technology needed to conduct the lesson (e.g., computer, internet, account in a self-directed learning resource, etc.)
  • Teacher Script
    The teacher will state the Learning Target/Daily Lesson Objective. (For example, “I can” and/or “Essential Question” statement.)
  • Materials and Technology:
  • What Teacher Does
    ● What will you say to the students? Script what you are going to say. Be explicit. ● How will you model this strategy/skill for your students (exemplars and/or demonstrations)? ● How will you explain this strategy/skill so that students will understand the how and why?
  • Materials and Technology:
  • What Teacher & Student Does
    How will you guide students to practice/engage in new learning concept?
  • Materials and Technology:
  • What the Student Does
    ● How will students practice/demonstrate knowledge of learning target? ● How will students independently practice using the strategy and the skill its targets? ● What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
  • Materials and Technology:
  • Identify methods as formal and/or informal. Try to have at least one or more formal assessments per learning segment. Always connect your assessments to either the Daily Lesson Objective, Central Focus, and/or Language Function(s).
  • Materials and Technology:
  • Closing/Summary & Check for Understanding
    This should address the Daily Lesson Objective and the Language Function(s).
  • Materials and Technology:
  • Look at Lesson Content Tools and Communication with Student Tools.
  • Materials and Technology:
  • Must have supporting evidence/data.
  • How will you differentiate content, process and/or product for specific students during this lesson.
  • Information about Students and Their Learning Needs

  • ELL & Speech/Communication Needs
  • Step 1. Tell the student what they did RIGHT
    Step 2. Tell the student what they did WRONG
    Step 3. Let the student know whether or not they met the objective
    Step 4. Let the student know what they can do to improve AND what you will do to assist