Structured Lit Lesson Plan


of Seattle
Teacher Certification Programs

Lesson Plan

Teacher Candidate:

Date Taught:


Lesson Focus

Standard(s) Addressed:

Learning Target for this Lesson:

Common Errors/Anticipated Misconceptions/Learning Progressions (What are common errors that students make? What are common misunderstandings? What might you need to consider in terms of setting students up for success with future skills or content)

Your Students’ Strengths
(What do you know about your students that you can leverage in instruction?)

Assessed Prior Knowledge (Strengths)
What knowledge/skills related to this lesson do your students bring that you can leverage?

Strengths and Interests
What general strengths or interests do your students have that you can leverage in this lesson?

Funds of Knowledge
What funds of knowledge do your students have that you can leverage in this lesson?

Your Students’ Needs
Differentiation and Accommodations

Assessed Prior Knowledge (Gaps)
What knowledge/skills related to this lesson might be missing, weak or needing scaffolding or chunking for your students?

Needs for Individuals/Groups of Students
Consider the individuals or groups of students in your class who might need extra support. What are those supports?
(ELL, IEP, 504, Hi-Cap, far-below grade level in literacy)

Learning Tasks
(List the steps of what you will do from start to finish in the lesson. Depending on your own needs and strengths, your mentor teacher or field supervisor may ask you to script out what you will say for various steps or modify in some other way.)
Check off the following items as you include them in your sequence (you should use these in the rationale column, in addition to research and/or theory):
Leveraged student assets Culturally responsive teaching Scaffolds for student needs Classroom Culture/Social Emotional Learning
Vocabulary/academic language supports Explicit, direct instruction of learning target Accommodations: ELL, IEP, 504, Hi-Cap Building background knowledge

Review – Prior knowledge or critical prerequisite skills.
Preview – Learning Target explicitly stated (what and why?), introduction of relevant vocabulary and/or background knowledge.
I Do – Explicit modeling (examples, think-aloud, use of mentor text)
We Do – Guided practice with corrective feedback
You Do – Independent Practice
Closing – Review critical content, check for understanding (informal or formal assessment)


Assessment Strategies – How will you figure out if your teaching was successful?

Include at least three assessments that reflect a snapshot of your assessments through the lesson in a variety of formats (e.g., verbal, written, kinesthetic, etc.) and at a variety of cognitive levels (e.g., recall, application, etc.) Assessments can include questions you plan to ask, observations you plan to make, exit tickets, etc. These assessments should also appear in your activities/tasks above. (please add rows for each new assessment):

Objective(s)/Learning Target(s)


Format of Assessment


Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021



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