Instructional Planning Guide

For NON FISD
Teachers

Name:

First:

Last:

Email Address:

Lesson Plan Objective

Grade Levels
(select all grade levels applicable)

LoTI Role
Campus Technology Trainer Peer Technology Coach Teacher

Subject
Technology Career and Technology Education Social Studies Self Contained (ALL) Reading Math Science Language Arts Fine Arts Physical Education Health Spanish Special Education Other

Validity

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.

Challenge

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
  (please select a time frame) One class period Two or three class periods One Week Longer than a week Ongoing

High Level Processes

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:

Knowledge	Comprehension	Application
Analysis	Synthesis	Evaluation

List or describe activities that support the selected Bloom's Level(s):

Process Skills 

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)
Assessment(s):
 
Create a rubric (click here). You may enter the complete URL above

Or upload your word or excel document here.

Important Content

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

E.B.A.M.(Click Here) Experiential-Based Action Model (Optional) is a good way to make sure your activities reach a LoTi level 4. Click here to View EBAM Power Point

Activities

Clarity of Task and Assessment Criteria

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
 

Technology Use

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:

Anchor Activities	Tiered Instruction
Learning Centers	Personal Agendas
Adjusted Questions	Compacted Curriculum
Flexible Grouping	Interest Based Investigations
Learning Contracts	Graphic Organizers
Exit Cards

Describe your method of differentiation: