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Lesson Plan Template Training
Negotiating the New Template Platform
Welcome
Welcome to the lesson plan template
online training module.
 During this module we will:

◦ Go over the components of the lesson plan
template a section at a time in detail
◦ Examine each subpart of the template
specifically
◦ View a short demo on negotiating the
template
Enabling Content
One of the first things that you must do
when opening the template is to “enable
content.”
 To do you this you simply click on the
enable content button that is
automatically parked at the top of the
template.
 Why do this? This allows the macros and
other features to work throughout the
document.

Show me!
Click here on the
“Options Tab” and this
allows you to enable
content.
Section #1
Name
 Class
 For the week of
 Concept
 Timeline

Show Me!
Teacher
Name
What is the
concept of
this lesson?
Class
Name
Example:
Math
For the
week of
How long will
the lesson last?
1 week
2 weeks
3 Days, etc.
Section #2

Essential Question
◦ What is the essential question? The essential question
is the focus of the lesson.

In order to design an effective learning
experience for all students, teachers should
address the following questions:
◦ What do I want students to know and be able to do
at the end of this lesson?
◦ What part of the core content/program of studies
will students be addressing through this lesson?
◦ What connection to real life will this learning have?
◦ What will I do to cause this learning to occur?
◦ What will the student do to facilitate their own
learning?
◦ How will I assess to find out if this learning occurred?
Sample Essential Questions

Listed are some sample essential questions to
consider:
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What can we learn from the past?
What are the roles and responsibilities of government?
Why do we have money?
What story do maps and globes tell?
Are modern civilizations more ‘civilized’ than ancient ones?
What is the balance between rights and responsibilities?
What is legitimate authority?
Is new technology always better than that which it will
replace?
Show me!
Type in the essential question or essential
questions that are part of the concept being
presented.
Section #3

CSO/Extended Standards Selection
◦ Use the pull down menu to select the
appropriate CSO/Extended Standards that
you are using
◦ There are a total of 10 spaces for CSOs and
Extended Standards – if you need more than
10 simple click on the macro bar and add as
many as you like
◦ Can I cut and paste? YES you can!
◦ Can I add space to make my items print? YES
you can!
Show me!
Use the pull down
arrow to select the
CSO you need for
the lesson
•Please note! You will only find
the extended CSOs on the Math
and the RLA lesson plan
templates.
•Science and Social Studies have
the standard CSOs
Do the same for
any extended
standards that apply
Please Note!
You do not have to fill up each CSO box
or Extended Standards box. They are
simply there if you need one or both.
 If you need more than 10 CSO/Extended
Standards boxes, use the “Click here”
button to add as many as you like.

Show me!
•Click on the “Click here to add a CSO Box
button to add lines that you need.
•It also adds lines to the Extended Standards
column as well.
•The button will not work if you have not “Enabled
Content” (make sure to do that).
Section #4
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Activating Strategies
The activating strategy is what "hooks" student interest and
"links" to prior knowledge. This part of the lesson focuses on
activating the student's initial thinking on the topic.
Activating strategies are active and group-focused and may be
connected to music, art, current events or other areas of student
interest.
Examples
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Graphic Activities
Writing Activities
Fact and Opinion
Diagrams/Draw Pictures
Brainstorming
Think-Pair-Share
Predicting-Analysis of Results
Activating
Strategies
Resources you will need for
Activating Strategies:

Please take a moment to open and print
out the following reference information
that goes along with this module.
Locate these resources inside the OIEP online File Cabinet
Document Name
1. Activating Strategies Handout
2. Activating Strategies Quick Reference Guide
3. How do activating strategies help…
OIEP File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-ebook/oiep-professional-development-file-cabinet
Activating Strategies
The activating strategy is what "hooks" student interest
and "links" to prior knowledge. This part of the lesson
focuses on activating the student's initial thinking on the
topic.
 Activating strategies are active and group-focused and may
be connected to music, art, current events or other areas of
student interest.
 Examples on the lesson plan template:

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Graphic Activities
Writing Activities
Fact and Opinion
Diagrams/Draw Pictures
Brainstorming
Think-Pair-Share
Predicting-Analysis of Results
Exemplars

5 Words, 3 Words – Individually, students brainstorm five words on a particular topic. In pairs or small groups
students share and discuss the words. Each small group selects three words to share with the entire group.
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Acrostic – Students are given a word, which is listed vertically on paper, and are asked to create sentences or
phrases for each letter.
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Anticipation Guide – Students are given sentences related to the topic to be learned and are asked to write,
“agree” or “disagree” for each sentence. After the lesson the students may review their predications in the
anticipation guide and revise their initial answers, if necessary.

Brainstorm – Students are introduced to a topic and are asked to think of as many words about the topic as
possible.
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Brainstorm and Categorize – Same as Brainstorm but students are then asked to put the words into
separate categories.
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Draw a Picture – Students are asked to use their prior knowledge of the subject to create a picture or a
diagram.
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Carousel Brainstorm – A question or subtopic is written on various charts around the room. Students are
divided into small groups, each with a different colored marker. Students will have a specified amount of time at
each chart, recording the information on the chart that they have brainstormed about the question or
subtopic. Each groups ends at the chart where they began and can group the ideas into categories.
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Dear Teacher – Students write a brief letter to the teacher describing what they already know about a topic.
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KWL – Students list what they know, what they want to know and what they learned about a subject. The “K”
and “W” portion can be completed as the activating strategy while the “L” can be completed as a summarizing
strategy.
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KWL Plus - This is the same as KWL with the addition of a final categorization piece.
Exemplars
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Medium Size Circle – This is a forum to share ideas, opinions, concerns, etc. about a topic. A group
of 5 – 10 students sit in a circle and listen, non-judgmentally, to one person who is speaking. Each
person may or may not take his/her turn to share but after 5 or so responses there is a time to reflect
on what has already been stated. This continues for the time that has been allotted for this activity.
Sort Cards – The teacher creates a set of cards, one set of cards for each 4 – 5 students, that contain
concepts, terms, pictures or examples associated with the topic. Students sort the cards into
categories and label each category. Afterward, students explain why each card belongs to that category.
Think, Pair, Share - During this activity, students will have individual time to think about a question
related to the topic of study. They will then pair up with a partner to share their thoughts. Finally, the
pairs will select one major idea to share with the entire class.
Treasure Hunt – Students are given a grid filled with statements about a topic. Students search for
other students in the class that have had certain experiences or knowledge about the topic. When
someone is found that fits the description written in the rectangle the student writes in that student’s
name.
Video – Students are shown a short video on the content to be learned. Please see the website
www.unitedstreaming.com for access to short video clips.
What’s Already in my Head? - Students fill in a thought bubble (dialogue callout) with words
and/or pictures that come to mind when they think about the topic to be studied.
Wordsplash – Selected words related to the topic are presented to students all at once in a random
order. Students are asked to write a sentence or two, using all of the words, to connect the vocabulary
that has been presented. As the students learn about the topic they are asked to go back and check
their statements.
Activating Strategies Website
Resources
http://its.gcsnc.com/act/strategies/Activati
ng.htm
 http://www.montgomeryschoolsmd.org/d
epartments/development/resources/activa
tors/index.shtm
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Section #5
Teaching Strategies
 A variety of teaching strategies are employed to help students
understand the concept in depth. The best strategies require active student
involvement, making the switch from a teacher-centered to a studentcentered classroom. Ideally, the lesson will provide multiple opportunities
for practice and collaboration. Graphic organizers are used to help
students store and process information as it is learned.
 Examples
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Discovery Based Learning
Guided Practice
Project based learning
Modeling
Hands-on Lab
Work stations
Blending
Cooperative Learning
Whole Group Instruction
Individual Instruction
Teaching
Strategies
Resources you will need for
Teaching Strategies:

Please take a moment to open and print
out the following reference information
that goes along with this module:
Locate these resources inside the OIEP online File Cabinet
Document Name
Cognitive Teaching Strategies Handout
Extending and Refining Handout
Summarizing Strategies
Teaching Strategies Handout
Complete Glossary of Teaching Strategies
OIEP File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-ebook/oiep-professional-development-file-cabinet
Teaching Strategies
A variety of teaching strategies are employed to help students
understand the concept in depth. The best strategies require active student
involvement, making the switch from a teacher-centered to a studentcentered classroom. Ideally, the lesson will provide multiple opportunities
for practice and collaboration. Graphic organizers are used to help
students store and process information as it is learned.
 Examples

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Discovery Based Learning
Guided Practice
Project based learning
Modeling
Hands-on Lab
Work stations
Blending
Cooperative Learning
Whole Group Instruction
Individual Instruction
Exemplars

Cooperative learning: a range of team based learning approaches where students work
together to complete a task.
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Hands-on, active participation: Designing activities so that students are actively involved in
the project or experiment. Hands-on participation is as important as verbal participation in the
activity.
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Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to
independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads
students to practice correct use; 3) teacher tests’ students’ independent use of it. Once students
attain a score of 80% correct on two consecutive tests, instruction on the strategy stops.

Peer tutoring: Having students working pairs with one student tutoring the other student on a
particular concept.
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K-W-L: know, want to know, learned, routine. A form of self-monitoring where students
are taught to list what they know already about a subject, what they want to know, and later
what they learned.
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Graphic organizers: visual displays to organize information into things like trees, flowcharts,
webs, etc. They help students to consolidate information into meaningful whole and they are
used to improve comprehension of stories, organization of writing, and understanding of difficult
concepts in word problems.
Teaching Strategies Website
Resources
http://glossary.plasmalink.com/glossary.ht
ml
 http://honolulu.hawaii.edu/intranet/commi
ttees/FacDevCom/guidebk/teachtip/teacht
ip.htm
 http://serc.carleton.edu/NAGTWorkshop
s/coursedesign/tutorial/strategies.html
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Section #6
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Resources
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Textbook
Periodicals
Key Vocabulary
OIEP Best Practices
Workbook
Technology
Handouts
Assessment Tools
Audio/Visual
Manipulatives
Activating
Strategies
Show me!
Teaching
Strategies
Resources
Simply put a check mark in the
appropriate box or boxes.
•Also notice the “Notes”
section that runs down the
right side of the page.
•You can use this area for notes
per section
Section #7

Methodical Narrative
◦ Details of your lesson
◦ Who, what, where, how, when
Type in here!
Section #8

Lesson Planning Section
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Monday
Tuesday
Wednesday
Thursday
Friday
Show me!
This section allows you to plan for
each day of the week
Type extra notes in here!
Section #9
Assessment
 After a new concept is taught,
students apply that new knowledge in
authentic and meaningful ways during
extending and refining activities.
 These activities force students to use,
transfer and apply what they have learned
in a new way.

Types of Assessment
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Traditional Assessment helps determine how well students retain basic
facts or concepts. Traditional Assessment has a right or wrong answer. This
type of assessment usually comes in the form of standardized tests such as
true or false, fill in the blank, or multiple choice.
Alternative/Performance Assessment is a performance based type of
evaluating students. The student is evaluated by how they learn and solve
problems. The students work out problems rather than memorize facts. It
is active learning, where the students exercise higher level thinking skills.
Formative Assessment is when a teacher evaluates the students in a
continuous manner, enabling the student to learn in a more efficient
manner. It is an ongoing measurement designed to evaluate an individual's
knowledge and skills. It evaluates critical thinking, decision making, and
problem solving skills. Formative Assessment often provides the student
with written or oral feedback from the teacher rather than a letter or
number grade.
Summative Assessment is an attempt to summarize the student's
learning all at one time. Summative Assessment is what most standardized
tests are used for.
Authentic Assessment is "A form of assessment in which students are
asked to perform real-world tasks that demonstrate meaningful application
of essential knowledge and skills" -- Jon Mueller
Samples of Assessments
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Product Assessments
◦ Bulletin Board Display
◦ Conducting a Survey and Constructing a Data
Table
◦ Display
◦ Newspaper Article
◦ Nonfiction Booklet or Pamphlet
◦ Oral Interview
◦ Oral Presentation
◦ Poster
◦ Song
◦ Web Page
Samples of Assessments
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Process Assessments
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Concept Maps
Graphic Organizers
Group Work
Student Self-Assessment
Teacher Assessment
Samples of Assessments
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Reading/Writing Assessments
◦ Language in Use
◦ Responding to Literature-Analyzing
Information
◦ Responding to Literature-Locating
Information
◦ Writing to Inform, to Persuade, and for
Personal Expression
◦ Content Quizzes and Tests/Teacher Created
◦ Rubrics, etc.
Section #10

General Guidelines/Strategies for Success
◦ Notes section for YOU, the teacher
◦ What other procedures do you need to list?
◦ What worked, what did not work – for future
reference
◦ General notes on the lesson/new ideas
Show me!
Include the type of
assessment you will use
for the lesson
Type in more notes here
Type in more notes here
What worked? What
needs changed? Stepby-step, notes on
lesson.
Saving and Closing the Lesson Plan
File “Save-As”
 Save the file with a good naming
convention-make it easy to retrieve
 Keep lesson plans in a specific file for easy
reference
 Make “files-within-a-file” for good
organization

Show me!
1.
2.
3.
4.
1.
File
Save As
Give it a file name for easy reference
Save your file in a folder for easy retrieval
2.
4.
3.
Please note! The document will always save as a macro enabled workbook. Don’t change this
default setting – this way the macros will always work.
Completion

If you have any questions, please do not
hesitate to contact me
◦ Tracy L. Chenoweth
[email protected]
◦ 304-558-8833 my extension is 53252
Thank you for participating in the learning module.