Delivery | Lesson Planning Guid

Select activities that serve your learning objectives

Decide on an activity (or activities) that can be accomplished within a single lesson.
Ensure that the activity (or activities) will be able to address all of the determined learning objectives.
Divide the activity into stages using the gradual release method to scaffold learning: I Do (teacher), We Do (class), They Do (pairs/groups), You Do (independent student work)

Select materials that are grade-appropriate in design (graphic complexity) and language (vocabulary, text density).
Incorporate a choice of materials to serve diverse learners.
Combine audio and visual tools to support comprehension and memory for diverse learners.
Graphic organizers are a valuable tool to facilitate learning for SPED, EL, and other diverse learners (Kilickaya, 2019).
Provide digital and non-digital options for all materials to maximize equitable access.
As Noonoo (2024) reiterates, “The best lessons feature both paper and digital formats, as students shift back and forth to play to the strengths of each medium” (para. 4).

Open the lesson with classroom expectations and learning objectives, stating these both orally, displayed visually. (Suggested time: 5 minutes)
Provide introductory information and context for the lesson - frontload essential vocabulary; create context for the lesson within the class, the curriculum, and relevant to students' lives. (Suggested time: 5-10 minutes)
Deliver the teacher-led portion of the lesson, including teacher-guided practice. (Suggested time: 5-10 minutes)
Provide time for peers to interact via classroom discussion, collaboration, and partner or group work. (Suggested time: 10-20 minutes)
Provide time or instructions for students to try independently practicing, which can be done in class or after the lesson as homework. (Suggested time: 10-20 minutes)
Close the lesson with a recap of the learning objectives, review success criteria and assignment rubric, allow time for questions, provide detailed instructions for any homework. (Suggested time: 5-10 minutes)

Students with Disabilities: utilize assistive technology (e.g. text-to-speech), graphic organizers, truncated assignments, heterogeneous pairing, additional time.
English Learners: utilize assistive technology (e.g. closed captioning on videos), graphic organizers, break down new vocabulary into word parts, heterogenous pairing, additional time.
Advanced Learners: provide extension options (e.g. more advanced problems, additional steps, multi-media integration, multi-layer product options)
At-Risk Learners: provide meaningful praise and opportunities for increased responsibility (e.g. passing out papers, collecting work, classroom chores); connect lesson content to personally relevant topics.

Content: choice of topics or problems to solve, choice in means of accessing information (digital, printed, translations or captions as appropriate).
Process: choice of tools and methods to access information (digital, printed, handwritten, multi-media); modes of learning (visual, auditory, kinetic, tactile).
Product: choice of ways to demonstrate learning (digital, handwritten, graphic or artistic, oral, long-form or short-form, i.e. truncated, options for diverse learners).

Have you provided opportunities for students to tap into their funds of knowledge, personal experiences, or cultural backgrounds in the lesson?
Have you considered students' behavior patterns in how you have structured expectations for the lesson time? (e.g. how long will students be expected to sit, collaborate, work alone?
Have you made it clear to students why this lesson matters? Establishing relevancy is key for engagement and meaningful learning.