Lesson Plans Outline
Lesson Plan
Vital information
Author
Directions: Add collaborators’ names, if any
Subject(s) – A list of choices is available.
Directions: Select all that apply, or enter alternative subject in the “other” field.
Topic or Unit of Study
Directions: To what topic or unit does this lesson belong? Be as succinct as possible
Grade/Level – A list of choices is available.
Directions: Select all that apply, or enter alternative grade or level in the “other” field.
Objective
Directions: Describe the purpose of the learning experience. What will students know and be able to do as a result of this activity? This objective should relate closely to the standards and benchmarks you select.
Summary
Directions: Provide a brief overview of your activity. Limit yourself to 3-4 sentences
Attachments
Web Links
Implementation
Learning Context
Directions: How does this activity fit into the general context of what you’re teaching? Describe the larger unit, and/or consider the activities that came before and the activities that come after
Procedure
Directions: Provide a detailed explanation of how students will complete this activity. Consider interaction students will have with each other, with class material, and with you
Attachments
Web Links
Differentiated Instruction
Directions: How will you differentiate the instruction for students who may have special needs? These include special education students, English learners, students at-risk of failing, and advanced learners. How will you help these students meet or exceed the standard(s) addressed in your lesson?
Attachments
Web Links
Sample Student Products
Directions: A sample student product gives others a model of what is required and/or expected.
Attachments
Web Links
Collaboration
Directions: A pull down allows the author to select whether the students work individually, collaboratively, or individually and collaboratively. The author also selects the numbers of students in a group.
Time Allotment
Directions: Please specify the duration of this activity.
Author’s Comments and Reflections
Directions: What additional comments might you make to help another teacher implement this activity? Reflect on how you might improve implementation in the future.
Materials and Resources
Instructional materials
Directions: Good handouts introduce students to an activity, motivate them, and enable them to take active control of their own learning process. Once you have created these student materials (in the form of a document or a web page) upload the file or link the web page here.
Attachments
Web Links
Resources – A list is available
Directions: Identify the resources you and your students will be using in the classroom for this lesson. Under Materials and Resources, list such things as texts, other printed materials, graphics, videos, VCRs, etc.
A special section is provided for computer-based resources to allow you to describe computer use in the greatest detail.
Attachments
Web Links
Standards and Assessment – Lists are available
Standards
Directions: To add standards, choose a regional or target set to select standards from. Click ‘Go’, then proceed to the lowest level of your chosen standards set and check the checkboxes next to desired selections.
Assessment and Rubrics
Directions: You can include assessment information in several ways. From the Rubrics tab, attach rubrics created in the TaskStream Rubric Wizard; from the Attachment tab, upload files from your computer; from the Web Links tab, link to assessments or rubrics on the Web.
Rubrics
Attachments
Web Links
Cambridge College
TaskStream Lesson Plans Outline
TaskStream Standards Based Lesson Plan
Basic information
Designers
Directions: Include names of all creators of this activity. Your name will appear automatically.
Summary
Directions: Provide a brief overview of your activity. Limit yourself to 3-4 sentences
Attachments
Web Links
Grade or Level – A list is available
Directions: Select all that apply, or enter alternative grade or level in the “other” field
Time Frame
Directions: Select all that apply, or enter alternative grade or level in the “other” field
Attachments
Web Links
Subjects – A list is available
Directions: Select all that apply, or enter alternative subject in the “other” field.
Attachments
Web Links
Topics
Directions: To what topic or unit does this lesson belong? Be as succinct as possible (e.g. The Civil War, Density, Short Stories, The Post Office, etc.)
Notes
Directions: Use this space to write additional notes, modifications, or tips for other teachers who might teach this lesson.
Standards and Key Concepts
Standards – A list is available
Directions: To add standards, choose a regional or target set to select standards from. Click ‘Go’, then proceed to the lowest level of your chosen standards set and check the checkboxes next to desired selections.
Understandings
Directions: Consider the “big ideas” you want students to take away from this lesson. Think of the essential understandings as the “moral of the story” of your activity, or its theme.
Essential Questions
Directions: What are the essential questions that students will consider in this activity? Essential questions are arguable and thought-provoking questions at the heart of a discipline. They should stimulate inquiry and discussion. The questions should be explicitly addressed in the activity and assessment.
Knowledge and Skills
Directions: What are the essential questions that students will consider in this activity? Essential questions are arguable and thought-provoking questions at the heart of a discipline. They should stimulate inquiry and discussion. The questions should be explicitly addressed in the activity and assessment.
Attachments
Web Links
Performance Tasks and Assessments
Performance Task
Directions: Summarize the performance task for students here. A performance task is meant to be a real-world challenge in the thoughtful and effective use of knowledge and skill – an authentic test of understanding, in context. (A prompt, while also a constructed-response performance product is a more academic exercise, typically done under testing conditions and restraints).
Attachments
Web Link
Performance Prompt
Directions: Summarize your prompt here. A prompt is a constructed-response, open-ended question or challenge. It is a paper-and-pencil test, not an authentic, complex performance task.
Attachments
Web Links
Assessment/Rubrics
Directions: You can include assessment information in several ways. In the area below, describe your assessment plan. From the Rubrics tab, attach rubrics created in the TaskStream Rubric Wizard; from the Attachment tab, upload files from your computer; from the Web Links tab, link to assessments or rubrics on the Web
Rubrics
Attachments
Web Links
Learning Experiences and Resources
Sequence of Activities
Directions: List key learning experiences which will help to develop knowledge and skills, bring out the identified understandings, and prepare students for their culminating performance(s). A full set of lesson plans for each day is not expected, just a list of key daily events.
Attachments
Web Links
Differentiated Instruction
Directions: How will you differentiate the instruction for students who may have special needs? These include special education students, English learners, students at-risk of failing, and advanced learners. How will you help these students meet or exceed the standard(s) addressed in your lesson?
Attachments
Web Links
Resources – A list is available
Directions: Attach or provide references for any resources you will need for your activity- textbooks, readings, primary sources, teacher-created materials, etc. Include any necessary props, logistics, videos used, adults who are serving as judges or role-play participants, etc. Also, provide URL’s for relevant web-based resources.
Attachments
Web Links
