EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Elements of the Lesson
Standard
MDE grade level or CCSS or Essential Elements
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end
of the lesson?
What formative assessments are used to inform
instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools
will you use?
What ideas for on task, active and focused
student behavior?
Introduction: Creating Excitement and Focus
for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
Evidence that Documents the Elements
7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and
expand linear expressions with rational coefficients.
I can
I can add and subtract linear expressions.
I can identify like terms.
Assessment: 6/8 correct on partner worksheet; 8/10 correct on task cards
Behavioral Expectations:
Participate in class discussion by raising their hand/ being called on.
Participate in partner work.
Listen while teacher is explaining content and directions.
Access Prior Knowledge:
Review what we have been learning for the past four days. How do we
identify like terms? (number family last names)
Ex: 4x - x is the last name
Write this problem on the board:
4x2+9+5b+x2+6x+3
Walk through the steps of identifying like terms, and adding the like terms .
Answer: 5x2+6x+5b+12
 EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Introduction: Creating Excitement and Focus
for the Lesson Target
Task analysis:
What information does the learner need? If
needed how will it be provided?
How is the lesson scaffolded?
Step by step procedures
Depth of Knowledge: identify levels included
Recall/Reproduction
Skill/Concept
Strategic Thinking
Extended Thinking
Accommodations: differentiating to meet student
needs
Intervention/ Remediation
Extension/Enrichment
Engaged learning (VAKT)
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list
Statement of Prior Knowledge: Students will need to be familiar
with addition of positive and negative numbers and subtraction.
Students should be familiar with like terms, and number last
names.
Task Analysis:
1. Introduction: Review adding linear expressions, and
identifying like terms.
2. Modeling & Guided Practice: Demonstrate how to solve
first two problems on the partner worksheet using blocks.
3. Partner work: Have students complete the remainder of the
worksheet with their table partner.
4. Independent/Partner Practice: When they finish the
worksheet, students must complete at least 10 task cards
with their table partner.
5. Closure: Three students will share what they learned/know
about adding/subtracting linear expressions, or what they are
still confused about.
6. Extra time? Continue to work on task cards.
Depth of Knowledge:
Recall/Reproduction: TLW identify like terms. TLW recall
addition of linear expressions.
Skill/Concept: TLW separate all of the terms in the linear
equations.
Strategic Thinking: N/A
Extended Thinking: N/A
Accommodations:
Intervention/Remediation: N/A
Extension/Enrichment: Students can use highlighters to
identify like terms.
Engaged Learning:
o Visual: white board, blocks, task cards
o Auditory: voice
o Kinesthetic: N/A
EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

o Tactile: task cards, blocks

Methods, Materials, and Integrated Technology
Instructional techniques: Modeling, Discussion,
Manipulatives
Engagement strategies: Name sticks (to answer
questions), Partner work, Task Cards
Materials and Integrated Technology list: Pencils,
worksheet, task cards, answer sheet, white board, dry erase
markers, blocks, highlighters.
 EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be
engaged
Formative assessment strategies to be
implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
Collaborative (Your Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated/modeled?
Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Show: The teacher will model:
How to identify all of the terms.
How to separate them into families or like terms.
How to use blocks to add/subtract terms.
The student who is in charge of drawing sticks this week will draw
sticks to facilitate discussion. Students will answer questions about
what they already know about adding linear expressions. Students
will be chosen to answer questions and to demonstrate how to solve
problems. As always, students may ask for help from their peers
when completing any of these tasks.
Guided Practice:
After we have completed the review, together we will complete the
first two problems on the partner worksheet together. Teacher will
demonstrate how to use the blocks to complete the problems, and
the students will do it along with the teacher.
Independent/Partner Practice
Together, with their table partner, students will solve the tasks cards
that they have been given and record their answers on the answer
sheet. Students may use the blocks to complete the task cards.
Closure
After collecting the worksheets, ask 3 students to share something
that they learned about adding/subtracting linear expressions, or
something that they are still struggling with.
 EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Assessment
What evidence supports that the objective(s) Assessment: Students will complete partner worksheet with 6/8
were met? correct. Students will complete task cards with at least 8/10 correct.
What do my students know, understand and are
able to do?
What formative assessments will be used to
inform
instruction?

Reflection N/A: will complete a different reflection document.

(Separate Questions)