Daily Instructional Lesson Design
Teacher
Subject
Grade
Unit Title
Date
Common Core Learning Standard(s) To Be Addressed In This Lesson
Grade
Learning Progressions To Be Addressed In This Lesson
Grade
Grade
 Students will demonstrate independence.
 Students will value evidence.
 Students will build strong content knowledge.
 Students will respond to the varying demands of audience,
task, and discipline.
College and Career Readiness Anchor Reading Standards
 Students will critique as well as comprehend.
 Students will use technology and digital media strategically
and capably.
 Students will develop an understanding of other perspectives
and cultures.
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of
others.
Standard(s) for Mathematical Practice To Be Addressed In
 Model with mathematics.
This Lesson
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated reasoning
Learning Target(s) To Be Addressed In This Lesson
 Know (Concept/Skill Big Ideas): What students will
discover as a result of the instruction and learning activities.
They are the main ideas of the learning, the conclusions, or
the generalizations. Big Ideas should be open-ended and
apply to more than one area of study.
 Think (Essential Questions): Essential questions should
lead students to discover the big ideas and center around
major issues, problems, concerns, interests, or themes
relevant to the classroom. They need to go beyond who,
what, and where. They need to lead to the how and why.
 Do (Skills): What the students need to be able to do in
relation to the tasks. These skills are translated statements
from the standards and represent measurable verbs,
instructional targets, and descriptors for the sake of
consistency across teachers in the same content area and
grade level.
 Students will demonstrate independence.
 Students will value evidence.
 Students will build strong content knowledge.
 Students will respond to the varying demands of audience,
task, and discipline.
College and Career Readiness Anchor Reading Standards
 Students will critique as well as comprehend.
 Students will use technology and digital media strategically
and capably.
 Students will develop an understanding of other perspectives
and cultures.
 Make sense of problems and persevere in solving them.
Standard(s) for Mathematical Practice To Be Addressed In
 Reason abstractly and quantitatively.
This Lesson
 Construct viable arguments and critique the reasoning of
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Vineland Elementary School District
Daily Instructional Lesson Design
P21 Theme(s) To Be Addressed In This Lesson
others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure.
 Look for and express regularity in repeated reasoning
 Global Awareness
 Financial, Economic, Business and Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
Enduring Understanding Related to the P21 Theme(s) To Be
Addressed In This Lesson
Learning and Innovation Skills
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication and Collaboration
P21 Skills To Be Addressed In This Lesson
Vocabulary To Be Addressed In This Lesson
Information, Media and Technology Skills
 Information Literacy
 Media Literacy
 ICT (Information, Communications and Technology)
Literacy
Life and Career Skills
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
High Frequency
Academic
Domain Specific
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Vineland Elementary School District
Daily Instructional Lesson Design
Lesson Sequence (Alignment Between Instruction, Guided Practice, and Independent Practice)
Learning Tasks (Formative Assessment and Criteria for Success)
Communicate: How will the students demonstrate their
Collaborate: How will the students purposefully work in pairs,
knowledge through listening, speaking, reading, and writing?
small groups, and larger groups to accomplish the task?
Critically Think: Where do my questions fall on the DOK
chart? What opportunities do students have to question and use
their higher thinking skills?
Create: What opportunities will students have to create unique
and useful products that demonstrate mastery of the learning
objective?
Access for All: How will you ensure that all students have access to and are able to engage appropriately in this lesson? What
curriculum modifications and/or classroom accommodations will you make for students with disabilities, English learners, and
high/low performers in your class?
Integration of Instructional Technology
Resources/Materials
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Vineland Elementary School District
Daily Instructional Lesson Design
Theory of Practice- Highly Effective Design Qualities
Lesson Plan Review Checklist
Marzano identified nine instructional strategies for effective teaching and learning that are most likely to improve student achievement
across all content areas and across all grade levels.
 Identifying Similarities and Differences. The ability to break a concept into its similar and dissimilar characteristics allows
students to understand (and often solve) complex problems by analyzing them in a more simple way. Teachers can either directly
present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities
and differences on their own. While teacher-directed activities focus on identifying specific items, student directed activities
encourage variation and broaden understanding, research shows. Research also notes that graphic forms are a good way to
represent similarities and differences.
 Summarizing and Note Taking. These skills promote greater comprehension by asking students to analyze a subject to expose
what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some
things and having an awareness of the basic structure of the information presented. Research shows that taking more notes is
better than fewer notes, though verbatim note taking is ineffective because it does not allow time to process the information.
Teachers should encourage and give time for review and revision of notes; notes can be the best study guides for tests.
 Reinforcing Effort and Providing Recognition. Effort and recognition speak to the attitudes and beliefs of students, and
teachers must show the connection between effort and achievement. Research shows that although not all students realize the
importance of effort, they can learn to change their beliefs to emphasize effort. According to research, recognition is most
effective if it is contingent on the achievement of a certain standard. Also, symbolic recognition works better than tangible
rewards.
 Homework and Practice. Homework provides students with the opportunity to extend their learning outside the classroom.
However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should
be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should
try to give feedback on all homework assigned. Research shows that students should adapt skills while they're learning them.
Speed and accuracy are key indicators of the effectiveness of practice.
 Nonlinguistic Representations. According to research, knowledge is stored in two forms: linguistic and visual. The more
students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation
has proven to not only stimulate but also increase brain activity.
 Cooperative Learning. Research shows that organizing students into cooperative groups yields a positive effect on overall
learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and
consistent in your approach.
 Setting Objectives and Providing Feedback. Setting objectives can provide students with a direction for their learning. Goals
should not be too specific; they should be easily adaptable to students’ own objectives. Research shows that feedback generally
produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes.
 Generating and Testing Hypotheses. Research shows that a deductive approach (using a general rule to make a prediction) to
this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and
conclusions.
 Cues, Questions, and Advance Organizers. Cues, questions, and advance organizers help students use what they already know
about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is
important, and are most effective when presented before a learning experience.
Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student
Achievement, by Robert Marzano (2001)
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Vineland Elementary School District
Daily Instructional Lesson Design
Schlechty identifies ten qualities of student work, which if implemented, would move students between the various levels of
engagement up to authentic engagement:
 Content and Substance- refers to what is to be learned and the level of student interest in the subject or topic.
 Product Focus- refers to the opportunity to structure tasks and activity so that what students are to learn is linked to some
product, performance, or exhibition to which the student attaches personal value.
 Organization of Knowledge- refers to the way the work is organized—for example, using a problem-solving approach,
discovery approach, or didactic teaching—with consideration for the learning styles that are assumed or are to be addressed.
 Clear and Compelling Product Standards- refers to the extent to which students are clear about what they are to do, what the
products they produce should look like, what standards will be applied to evaluate these products and their performances, and
how much value students attach to the standards that are to be used; that is, do the students believe in the standards and see them
as personally compelling?
 Protection from Adverse Consequences for Initial Failures- refers to the extent to which the task is designed so students feel
free to try without fear that initial failures will bring them humiliation, implicit punishment, or negative sanctions.
 Affiliation- refers to the possibility of designing tasks so that students are provided the opportunity to work with peers as well as
with parents, outside experts, and other adults, including but not limited to the teacher.
 Affirmation- refers to the possibility of designing tasks and activities so that the performance of students is made visible to
persons who are significant in their lives, as well as designing the work in ways that make it clear that the quality of the
performance of the student has meaning and value to peers and others whose opinions the student values and cares about.
 Choice- refers to the possibility of designing tasks and activities so that students can exercise choice either in what they are t
to learn or how they go about learning that which it is required that they learn.
 Novelty and Variety- refers to the possibility of providing students the opportunity to employ a wide range of media and
approaches when engaged in the activities assigned and encouraged.
 Authenticity- refers to the possibility of linking learning tasks to things that are of real interest to the student, especially when the
student is not interested in learning what adults have determined he or she needs to learn.
Adapted from the book: Working on the Work: An Action Plan for Teachers, Principals, and Superintendents, by
Phillip C. Schlechty (2002)
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Vineland Elementary School District