AASL's Standards for the 21st Century Learner: http://www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf
To access the Arizona Standards from the State Department of Education's
Academic K-12 Standards: http://www.ade.state.az.us/standards/contentstandards.asp
Other Standards (for ELL Proficiency Standards): http://www.ade.state.az.us/standards/otherstandards.asp
From Tucson Unified School District's Web Site: http://instech.tusd.k12.az.us/standards.html
Sample Lesson Plans (Language Arts, Math, and/or Technology) - Notice
the format. These are EEI lesson plans!
Lesson Plan Format for the Southwest
Literature Web Site: See
a completed lesson plan for The
Magic of Spider Woman.
In this section, specify the broad objective of the lesson. What is the
holistic overview of the lesson? What will the students learn when they
complete the lesson? In general terms, why are you having the students
do this unit?
OVERVIEW: What is the holistic overview of the lesson/unit? What will
the students learn when they complete these lesson/unit?
PURPOSE: Why are you engaging students in this lesson/unit?
Outcomes (Same as EEI Objectives)
Upon successful completion of this lesson, the students will be able to...
(Name all your unit/lesson objectives. This is repeted in the EEI lesson
plan in student-friendly language.)
Arizona State Standards
List the standard number and the actual words of each curriculum standard
that will be addressed in this lesson. Do not list only the standard number.
Include standards for ELLs.
List the resources that the students will use, such as trade books, reference
books, topic experts, and/or artifacts. If applicable, list the online
resources that the students will use, such as websites, software, and/or
other technology tools. Provide the title of the resource, the URL (if
web page), and a brief description of what the student will encounter
in that resource/at that site.
List all the materials that the students will need to complete this unit/lesson
plan, including manipulatives, art, and/or writing implements. If appropriate,
list and include a copy of graphic organizers and rubrics as well.
Process (Use EEI here. See
In this section, give a DETAILED description of what you will do
and what the students will do to complete the task. Include several subsections,
such as Preparation, Tips, Tasks, Stations (if you are using centers)
if you feel this helps you. Note: Use the Essential Elements of Instruction
as your guide.
How will you assess your students' learning? Will you use a project, a
presentation, a piece of writing, a demonstration, and/or a test? If you
use an authentic assessment, you will need to use a rubric. Who will construct
the rubric? Will you as a teacher do it, or will you and your students
create it together? (If you are planning to use a rubric for this lesson/unit
plan, do not say that you will use a rubric, but create one and include
it with your unit materials. Be certain the students have the rubric before
they begin the assignment.) Rubistar
- This Web site helps teachers create and save effective rubrics. (For
additional rubric support, visit the Teaching
and Learning Resource Center Assessment links.)
Include any way you may expand this lesson/unit plan to reach a
different goal, such as more in-depth knowledge, deeper investigation,
and/or moving it up on Bloom's taxonomy of thinking skills.
Also, include how this lesson/unit plan may be modified to fit
the needs of gifted or less proficient students, ELLs, special education
students, and/or students with other special needs.
Essential Elements of Instruction
1. Introductory Set (also
known as the Anticipatory Set)
What are you going to do to get the students involved and motivated? How
will you introduce what they are going to learn in this lesson? (Make
connections to students' real world experiences, to their prior learning,
or provide them with background information.)
2. Objectives (Same as
NAU Outcomes but in student-friendly language)
What do you want students to be able to do after this lesson? (Tell them
This is what the teacher does. You might read a book, pose a problem or
question, provide a scenario, lead a discussion, or provide other "input"
that prepares the students to enter into the learning experience.
Demonstrate - with concrete examples - how students will carry out what
you've shown them in the input portion of the lesson.
5. Check for Understanding
How do you know that the students have understood the lesson so far? Review
with them the steps they will take to accomplish the task. What will they
do first, second, and so on? (Repeat checks for understanding while students
are engaged in the guided practice.)
6. Guided Practice
How can students practice under your supervision? (How will you monitor
the students' work? What will you look for as they practice?)
7. Independent Practice - or Homework
Can they practice in small groups or alone - in the classroom or at home
- without your guidance?
Review what students have learned. Assess the learning objectives. Build
a bridge to the next concept.