Lesson Plan Template (Revised 2020)

Elementary Years
Name:

Grade Topic
Date Allotted Time

STAGE 1: Desired Results

Cite sources used to develop this plan:

Rationale: How is this lesson relevant at this time with these students? Why is it important?

Core Competencies: https://curriculum.gov.bc.ca/competencies (refer to “profiles” for some ideas)

Which sub-core competencies will be the focus of this lesson? Briefly describe how and why:

Communication Thinking Personal and Social

• Communicating • Creative Thinking • Personal Awareness & Responsibility
• Collaborating • Critical & Reflective Thinking • Positive Personal & Cultural Identity
• Social Awareness & Responsibility

First Peoples Principles of Learning (FPPL):

How will Indigenous perspectives, knowledge & ways of knowing be acknowledged, honoured or integrated into this
learning experience? (Jo Chrona’s Blog: https://firstpeoplesprinciplesoflearning.wordpress.com/)

FPPL to be included in this lesson: How will the FPPL be embedded in lesson:

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Curriculum Connections: https://curriculum.gov.bc.ca/ (Curriculum)
What Big Ideas (Understand), Curricular Competencies (Do), Content (Know) does this lesson develop?

Understand
Big Idea(s):

Essential or Guiding Question(s):

Do
Curricular Competencies (Learning Standards):

Know
Content (Learning Standards):

STAGE 2: Assessment Plan

FORMATIVE ASSESSMENT: (Assessment as Learning; Assessment for Learning)

SUMMATIVE ASSESSMENT: (Assessment of Learning)

The Learning Intention:

What will students learn in this lesson?
(i.e. Learning Standards)

Evidence of Learning:
How will students demonstrate their
learning? What does it look like?

Criteria:
What do students need to do to meet
or achieve the learning intention?

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Planning for Diversity:

Learning Target: In what ways does the lesson meet the needs of diverse learners?
How will you plan for students who have learning/behaviour difficulties or require enrichment?

Students need to/must do Students can do Students could do/try to

Access/All Most Few/Challenge

STAGE 3: Learning Plan

Resources, Material and Preparation: What resources, materials and preparation are required?

Organizational/Management Strategies: (anything special to consider?)

Lesson Development:

Connect: Pacing
How will you introduce this lesson in a manner that engages students and activates their thinking? Activate
or build background knowledge, capture interest, share learning intention.

Teacher will Students will

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 Process: Pacing
What steps and activities are you going to use to help students interact with new ideas, build understanding,
acquire and practice knowledge, skills and/or attitudes? In what ways have you built in guided practice?

Teacher will Students will

Transform: Pacing
How will students apply or practice their learning? Can they show or represent their learning in personalized
ways? What are the choices for student task?

Teacher will Students will

Closure: Pacing
How will you solidify the learning that has taken place and deepen the learning process?
Refer back to the learning intention, connect to next learning.

Teacher will Students will

Reflection What was successful in this lesson? If taught again, what would you change to make this lesson even more
successful and inclusive for diverse and exceptional students?

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Lesson Planning Guide (adapted from Thompson Rivers University)

The lesson plan template is designed as a guide for students to use when planning lessons. The plan may be adapted to specific subject
areas and modified as students gain experience or to suit their presentation style. The template is a basic outline that can be used
directly as printed or expanded from the electronic version. It is important that the lesson plan be sufficiently clear and detailed so that
another teacher could use the plan to teach the lesson.

Rationale: Why are you teaching this particular lesson at this time? One consideration is the context for the lesson (e.g. this introductory
lesson determines what students know and want to know about the topic, this lesson relates to previous and future learning by . . .)
Another consideration is student motivation (e.g. what are some reasons the learner might care about the content/concepts/ skills for
future learning, careers, or interests?).

Curricular Connections:
The curriculum asks you to plan what the students will DO, what they will KNOW, and then what they will UNDERSTAND. Big ideas
capture the “big picture” or general area of learning (e.g. interdependence of living things with the environment, stories are a source
of creativity and joy) and will be what students come to UNDERSTAND. Curricular competencies are what students will DO in their
learning activities (e.g. using comprehension strategies, sorting and classifying data, making ethical judgments) that are related to each
discipline. The learning standards for content or concepts are a more specific consideration of what students will come to KNOW.
Many of the standards are written in broad, general terms to allow flexibility. You can, using the intention of the standard, make it
clearer and more specific (e.g. learners will be able to describe the main idea in a paragraph or story, learners will be able to classify
leaves based on properties they identify). The lesson should make a connection to both types of learning standards – curricular
competencies as well as content. A reminder that the direction of new curriculum has identified core competencies of thinking,
communication, and personal / social development as a foundation for all curricula.

Learning Intentions: How can you make clear and share with your learners what they are going to learn or have learned or
accomplished? Statements like: “I can add two fractions” help frame their learning in positive student language.

Prerequisite Concepts and Skills: What concepts and skills are needed for students to be successful? This communication helps
connect lessons together in a logical sequence by building/scaffolding new knowledge onto previous learning. For example, if students
are going to be engaged in debate did you build or scaffold group work strategies, communication skills, expected etiquette, criteria
beforehand?

Materials and Resources /References List all materials and resources that you and the students will need. What things do you need
to do before the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g.read a chapter in the novel.)
Have you honoured the sources of ideas or resources? Disorganized materials can ruin a great lesson.

Differentiated Instruction (DI): (accommodations): How will you accommodate for diverse learners in your class? How will you
allow for some variety in expression of learning? How can you modify the learning activities for success? How can you provide
engaging extra challenges for those that are ready? How might you alter the learning environment if needed? Have you considered
Aboriginal and cultural influences? IEP’s?

Assessment and Evaluation: Did the students learn what you taught them? What tools might you use for assessment (e.g. check list,
rubric, anecdotal record). How will you provide formative feedback to students about their learning? The results of the assessment
should be directly connected to what your students were able to write say or do related to the learning intentions and or curriculum.
Strive for accuracy and build assessment into teaching and learning and not as an “add on” at the end.
Organizational/Management Strategies: Have you thought-out organizational management strategies to facilitate a proactive positive
classroom environment? Some examples are: organizing for movement, distributing and collecting materials, grouping strategies,
blended grade classroom logistics.

Aboriginal Connections / First Peoples Principles of Learning: Are there any connections to Aboriginal or other cultural knowledge,
worldviews, or principles of learning?

Lesson Activities/Structure:
Connect: How will you get students interested/motivated/ hooked into learning? How will you connect this lesson to past and future
lessons? How can you share the learning intentions in student friendly language? How will you provide a lesson overview?
Process: What sequence of activities will the student’s experience? What will you do? What will they do? Estimate how much time
will each activity take (pacing)? What are grouping/materials strategies? There are many ways to describe the body (step by step,
two columns dividing student and teacher activities, visual flow chart of activities and connections, others?)
Transform: How will students apply and personalize the learning? What will they do or create to show you that they have learned?
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Closure: How will the lesson end? (e.g. connecting back to learning intentions, summarizing learning, sharing of accomplishments,
connecting to next lessons). Google “40 ways to close a lesson.”

Reflections: Complete the reflections section as soon as possible after teaching the lesson. What went well? What revisions would
you make to the lesson? Anything else?