Small-Group Instruction Lesson Plan

Directions: Utilize this lesson plan template for small-group instruction, this may be particularly applicable to 6-1-1 class structure.
The template has been sectioned and color coded in order to help distinguish important sections. The color-filled sections are for guidance, the white-empty sections are for your planning and scripting.
Use the guiding prompts and questions in order to create a lesson plan that’s based on goals, students, and resources. It is highly encouraged to address the prompts in the color coded section, however you are not limited to these prompts.
Text(s)/Materials
Please provide links to any lesson resources, including but not limited to: slideshow decks, worksheets, articles, videos, etc.

Standard(s)

Objectives
What will students be able to know and do at the end of a lesson? In D75 you may create “tiered” objectives.

Assessment
How are you planning to assess student learning during and after this lesson? What criteria will you use to determine who has met lesson objectives, and to what extent?

Connection to Larger Unit/Course Goals
How does this lesson fit as part of a sequence of lessons that are building towards larger unit, semester, or year-long goals?

Connections to IEP and Assessment Goals
What types of small-group activities will you use in this lesson? How will those groups move students towards meeting IEP goals and standards?
IEP Goals Students
*students with similar goals may be grouped together

Homework (Optional)
Students should practice skills from today or preview tomorrow’s lesson.

Entry Routine/Do Now Time:
What happens during this time?

1. Describe your entry routine in the space below.
2. Do Now: Use a Do Now to review previous content or preview today’s lesson in 1-3 short questions.
3. Practice Drills/Routines that help students transition to this new content - Optional
   Teacher Actions and Scripting Student Actions & Anticipated Responses

Paraprofessional Responsibilities
● How will they support students in getting right to work on the Do Now?
● What prompting/support will paras provide to students as they complete the Do Now?

Introduction/Mini Lesson/”I Do” Time:
What happens during this time?

1. Preview the lesson – objectives, agenda, and focus questions.
2. Introduce/re-introduce the text, materials, skills, and concepts students will be working with.
3. Build context for students/provide background info on the topic/text.
4. Provide/ review key vocabulary that students will encounter.
5. Build Skills – Model & teach a skill that students will use while engaging with content (text, math concept, science concept, etc)
   Teacher Actions and Scripting Students Actions and Scripting

Differentiation
● In what ways are students’ PLOP & IEP Goals used to strategize how content and skills are taught for each student?

Paraprofessional Responsibilities
● How will paraprofessionals support student engagement?
● What prompting/support will paras provide to students as they complete work in the Mini-Lesson?

Guided Practice/”We Do” Time:
What happens during this time?

1. Restate what students will focus on during their work.
2. Provide any applicable differentiated material for students to practice skills.
3. Level questions using Blooms/Webb/Hess and working toward higher-order thinking.
4. Decide when students will stop to process their thinking through written responses or verbal discussion.

Paraprofessional Responsibilities:
● To which student groups will paraprofessionals be assigned?
● What types and levels of prompting/support will be used within groups, or for individual students?
● How will paraprofessionals lead students through the procedure?
Group 1
Adjust/complete table according to the number of groups you are planning to differentiate.
Students: Para(s):
Differentiation:
What steps or processes will be used to read, comprehend, and discuss the content and/or skills ?

Group 2
Adjust/complete table according to the number of groups you are planning to differentiate.
Students: Para(s):
Differentiation:
What steps or processes will be used to read, comprehend, and discuss the content and/or skills ?

Group 3
Adjust/complete table according to the number of groups you are planning to differentiate.
Students: Para(s):
Differentiation:
What steps or processes will be used to read, comprehend, and discuss the content and/or skills ?
Assessment and Closing Time:
What happens during this time?

1. Review the key content and skills practiced in the lesson
2. Revisit any focus questions(s); ask a small sample of students to share their responses to the question(s),
3. Exit Ticket or Rubric review (if appropriate)

Paraprofessional Responsibilities
● Where will paraprofessionals be stationed (i.e. location or with specific students?)
● What types/level of prompting should be used at this stage of the lesson?
● How will paraprofessionals support student engagement?
Group 1
Adjust/complete table according to the number of groups you are planning to differentiate.
Students: Para(s):
DifferentiatedAssessment:
What is a brief question or activity that will provide data of the student successfully completing the objective?
Group 2
Adjust/complete table according to the number of groups you are planning to differentiate.
Students: Para(s):
DifferentiatedAssessment:
What is a brief question or activity that will provide data of the student successfully completing the objective?
Group 3
Adjust/complete table according to the number of groups you are planning to differentiate.
Students: Para(s):
DifferentiatedAssessment:
What is a brief question or activity that will provide data of the student successfully completing the objective?