A calm, empty classroom in early morning light, seen from the back of the room

Lesson plan: [Lesson title]

Teacher

Date

Class

Period

Unit

Builds on

Vocabulary

Objective

Students will + a verb you can see, a condition and a criterion.

Success criteria

  • I can

  • I can

  • I can

See an example objective

Objective: Students will compare two fractions with unlike denominators, using a number line, and order at least four of five pairs correctly on the exit ticket.

Success criteria:
I can place a fraction on a number line.
I can say which of two fractions is greater, and explain why.
I can check my answer by rewriting both fractions with a common denominator.

Standards

Code and text, copied from your state or district document.

Assessment

During the lesson

Exit ticket

Homework

Leads to

Materials and preparation

  • Copies:

  • Slides, texts and links:

  • Supplies:

  • Room setup:

  • Technology checked:

Procedure

Minutes from the bell, for a 50-minute period. Leave a few for transitions.

Phase

Teacher does

Students do

Check

Warm-up
0–5

Hook and objective
5–8

Model
8–18 · I do

Guided practice
18–28 · we do

Independent practice
28–41 · you do

Closure
41–48

See the procedure filled in

Warm-up: A prompt on the board as students arrive; they answer alone, in writing, while you take attendance and scan answers.

Hook and objective: A question, image or problem that makes the objective matter; read the objective aloud and have students restate it to a partner.

Model: Show the skill once, thinking aloud, and name the step most students get wrong. Check with a hinge question everyone answers at once, on mini whiteboards.

Guided practice: One example together, then pairs; circulate, and have two pairs share before moving on.

Independent practice: Students work alone while you confer with the ones who struggled in pairs, ticking a class list.

Closure: Students sum up the skill in a sentence, then do the exit ticket. Sort the tickets into met, almost and not yet to plan tomorrow.

Differentiation

Need more support

English learners

IEP or 504 plan

Ready for more

If the timing changes

  • Running late, cut:

  • Finished early:

  • Absent students:

After the lesson

  • Exit tickets (met / almost / not yet):

  • Reteach tomorrow:

  • Groups for next time:

  • Change next time: