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Vocabulary: What words do students need to know to be successful with this material? What other vocab words (Tier 2)
could be tied in?
Quick Questions/Do now: Generally focused on cumulative review (based on Agenda:
IA data, yesterday’s lesson, prerequisite skills or preview for today)
1.
2.
3.
4.
5.
Review: What essential content from previous lessons do students need to practice to maintain fluency? Quick fire.
Hook/Motivation: How will you convey the importance of today’s objective and/or make it interesting?
Mini-Lesson / Modeling (the “I” or “I/We”): How will I first model this for student? What example(s) will I use? What steps
or thought process do I need to make sure to “think aloud”? (Note: This can be heavily guided practice instead of direct
modeling)
Guided Practice (the “We”): Key questions to ask during Guided Practice: What
Qs should I ask my students to get them to that goal?
Key questions/strategy to check for understanding before Independent Practice: How ill I know if students are ready to
move into independent practice?
Independent Practice (the “You”): What will be the product? What will students do? Students need lots of AT BATS, and
they need to be able to do these successfully and independently.
Homework: Am I totally confidently that all students can do the homework independently and successfully?
Post-Lesson Reflection: What do you want to change about this lesson for next year?
KIPP NYC ELEMENTARY SAMPLE 5 E LESSON PLAN FORMAT
Engagement Hook:
Time:
Questions posed by me: Questions posed by the students to
explore:
Exploration Activity to seek understanding and connections: (hands on and Questions that I do not want to
Time: driven by the standard being addressed) forget to ask groups:
How will this be implemented (step by step)? Grouping? Passing
out of materials? Clean up? ROUTINES!
How will it reach the end goal?
Explanation What do I expect students to be able to say at the end of the exploration? What do I want to add and
Time: give feedback on if they do not say it? What might they believe after this activity that I need to redirect?
Extension/ Extension activity to allow further/deepening of understanding. Grouping? Small group with me? How
Elaborate do we take it to the next level?
Time:
Evaluation What output do I want my students to have: After the lesson, based on this output: next steps
Time: (reflection for next lesson and next year):
Engage - students encounter the material, define their questions, lay the groundwork for their tasks,
make connections from new to known, identify relevance
Explore - students directly involved with material, inquiry drives the process, teamwork is used to share
and build knowledge base
Explain - learner explains the discoveries, processes, and concepts, that have been learned through
written, verbal or creative projects. Instructor supplies resources, feedback, vocabulary, and clarifies
misconceptions
Elaborate - learners expand on their knowledge, connect it to similar concepts, apply it to other situations
- can lead to new inquiry
Evaluate - on-going process by both instructor and learner to check for understanding. Rubrics, checklists,
teacher interviews, portfolios, problem-based learning outputs, and embedded assessments. Results are
used to evaluate and modify further instructional needs.
KIPP NYC MIDDLE/HS SAMPLE LESSON PLAN FORMAT
Aim:
Motivation/Purpose/Hook/Catalyst:
QTIDWTFTA
Rules/Facts/Key Ideas:
Activity 2(?):
QTIDWTFTA
Activity 2(?):
Evaluation/Final Checking for Understanding (How do we know that 90% or more of the
KIPPsters learned what we just taught)
CLOSURE:
Homework: