HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

TEACHER:
CLASS:
DATE:

IDENTIFY STRATEGY(IES) OR
SKILL OBJECTIVE(S) FROM
CCSS STANDARDS
Think Abouts for Academic Rigor
and Clear Expectations:
Are standards and rubrics made
available?
Are they posted and shared with
students?

MATCH OBJECTIVE WITH

TEXT
Ensure each text(s) is well-aligned to
the chosen strategy/skill and to
students needs/interests.

LESSON OBJECTIVE(S)

Objective(s) must be posted visibly.

Objective(s) must be stated aloud to
students.
Think Abouts for Academic Rigor
and Clear Expectations:
What is the expected outcome of
this lesson?
Why are you doing this objective?
What student work samples will be
needed for students to illustrate that
the objective(s)/outcome has been
met?
Does the objective(s)/outcome
prompt students to raise questions,
solve problems, and to think and
reason?

Common Core Standards

The whole design of this lesson plan (left-hand
column) demonstrates the use of the UDL
framework, where differentiated instruction can be
implemented as a change in content/product/or
process.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

2
Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)
TEACHER:
CLASS:
DATE:

VALUE, SEQUENCE, AND

ALIGNMENT/BALANCE
Students must be able to build their
understanding of important ideas from
concept to concept.
How does the lesson fit in with
previous and future lessons in this
unit of study?
How will this lesson proceed in
terms of time and learning tasks?
What interdisciplinary connections
will be made in this lesson?
In what ways is this lesson rigorous
and authentic?
Think Abouts for Academic Rigor
and Clear Expectations:
Is the sequence of expected
concepts and skills specified?
Are there models of student work
available in the sequence of
learning?
How is teaching
conducted/designed to highlight the
importance of concept(s)?

SUITABILITY FOR DIVERSE

LEARNERS

What accommodations or
differentiation of instruction/use of
UDL has been provided for diverse
learners (TAG, ESOL, SPED, 504,
etc.)?

This shows evidence of Understanding by Design

(UbD) components because it requires the teacher to
position this lesson within its unit, i.e., to be aware of
the desired results when creating the learning plan.

This shows evidence of accommodations &

modifications, differentiated instruction and even
cultural sensitivity.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

TEACHER:
CLASS:
DATE:

Are the outcomes providing cultural

sensitivity?
Are assessments differentiated?
Think Abouts for Academic Rigor
and Clear Expectations:
What is/are the explicit criteria for
every learner to demonstrate
mastery of the concept/content?
Independent Reading (10-15 mins.)
(Recommend for warm-up)
Initial SRI Assessment data may be
used to determine and monitor student
placement in independent texts.
Allowing students to read independent,
self-selected texts (which may come
from the classroom library) addresses
the needs of diverse learners in each
class. CCSS RL/RI10
Teacher provides monitoring and
feedback through various formative
assessment tools such as reading
logs, Quick Writes, teacher/student
conferencing.
Think Abouts for Academic Rigor
and Clear Expectations:
Are opportunities made available that
allow for prior and out of school
knowledge regularly in teaching and
learning?

The lesson template prompts teachers to plan to

address the needs of diverse learners and utilize
differentiated instructional techniques.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

2
Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)
TEACHER:
CLASS:
DATE:

Lesson
Component/Teaching Moves
FFT Support, 1.e (Designing Coherent
Instruction)

Teaching Language
Teachers might also include thinkalouds and teaching moves on sticky
notes in their instructional resources, as
well as noting them on this planning
sheet.
FFT Support, 2d (Managing Student Behavior)
FFT Support, 3.b (Questioning/Discussion
Techniques)
FFT Support, 3.c (Engaging Students)

Introductory &
Developmental Activities 1520 min.
-Connect and Engage-5 min.
Explain/review the strategy/skill
and how it is used.
As appropriate, build/activate
background knowledge and
academic vocabulary necessary
to beginning to read the text.
Pre-assess as appropriate.
Students engage with the text
(set their purpose for reading,
skim, and code/annotate, use
strategic behaviors; close
reading)
Modeling-10-15 min. A brief
teacher-directed lesson on
reading/writing strategy or skill

Essential Question(s),
Differentiation/Modifications and
Resources Needed
This column can be utilized for UDL, where
differentiated instruction can be implemented
as a change in content/product/or process.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

TEACHER:
CLASS:
DATE:

Includes academic
vocabulary/grammar instruction
as appropriate
Model thinking and with thinkalouds
Record think-alouds for the
students (sticky notes, anchor
chart, etc.)
Model close reading/evidencebased writing skills
Engage students. Insert
Think/Jot/Pair/Share or other
student response checks to monitor
understanding

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

2
Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)
TEACHER:
CLASS:
DATE:

Guided Practice-20-35 min.

Student discussion
(pair/share, small group, and
whole group) of guiding
questions is a guided
practice option for HS
English units.
Identify guided practice needed
before releasing students to practice
on their own.
i
Portions of text to read aloud and
think-alouds to use if needed
Graphic Organizer or note taking
expectations (e.g., response
journal, double-entry journal,
sticky notes, notes on reproducible
text, etc.)
Consider:
o Cooperative Groupings.
o Conceptual difficulties that
might arise.
o How students can initiate
discussion.
o How tasks are differentiated
and cognitively challenging.
o How the tasks advance
students understanding and
learning.

Grouping can be used

effectively to address the needs
of diverse learners and utilize
differentiated instructional
techniques.

Grouping can be used

effectively to address the needs
of diverse learners and utilize
differentiated instructional
techniques.
The lesson template prompts teachers to plan
to address the needs of diverse learners and
utilize differentiated instructional techniques.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

TEACHER:
CLASS:
DATE:

o How to mentally engage

students with the content and
aid in constructing and
understanding.
o Ways to check for
understanding or need for
further support.
Think Abouts for Academic Rigor
and Clear Expectations:
Is the subject being taught in ways
that press students to pose and
solve problems?

Independent Task(s)-20-30
min.
(Independent work may be
embedded in the guided
practice portion of the
lesson. It may not always
occur as the last activity in
any single lesson.)
What opportunities will students
have to use the new skills/concepts
in a meaningful way? How will
students expand and solidify their
understanding of the concept and
apply it? How will students
demonstrate their mastery of the
essential learning outcomes?
May be a continuation of the
practice task.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

2
Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)
TEACHER:
CLASS:
DATE:

Reading: Students apply

knowledge in texts at their
independent reading levels;
additional texts may be
provided to differentiate for
interests and/or reading
levels.
Students do a close reading
and analysis of text-RL/RI
Writing: Students engage in
various parts of the writing
process CCSS 4-6
Students work on appropriate
text-based analysis/mentortext written response for
appropriate purpose- W1,
W2, W3
Teacher conferences with students
and includes (as needed):
Student-led discussion
groups.
Peer
responding/conferences.
Teacher monitored/led
flexible groups based on
specific needs.
Teacher led-guided reading
groups based on reading
levels.
Think Abouts for Academic Rigor
and Clear Expectations:

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

TEACHER:
CLASS:
DATE:

Are opportunities for active

use of knowledge made
available so that students do
the mental work of making
sense of the content?
How are students
empowered to do their own
knowledge construction?
How do you know that the
ideas students develop are in
accordance with the
established
concepts/content?

CLOSING 5-10 min.

Includes one or more:
Assessment of student learning,
including student reflection on
what was learned and may
include:
o Connections to previous and
new learning.
o A review of the lesson
objective and if it was
achieved.
o An exit slip, final journal
reflection, or other means of
informal assessment.
o PCR, BCR, TBSR, or quiz.
o Students sharing and peer
feedback.
o Celebrations of learning.

HIGH SCHOOL READING ELA

DTA PLANNING GUIDE

2
Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)
TEACHER:
CLASS:
DATE:

Think Abouts for Academic Rigor

and Clear Expectations:
Do teaching and assessment
focus on student mastery of a
concept/content?
How do you know? What
evidence will be needed to
illustrate whether it has?

The whole design of this lesson plan demonstrates

the use of the UDL framework, where differentiated
instruction can be implemented as a change in
content/product/or process.