University Of Maine - Farmington - Unit-Wide Lesson Plan Template Page 2
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2Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
Instructional Decisions / Reasoning
Provide, in bulleted form, any
Show the plan and sequence of your lesson that is
additional information pertaining to
connected to the objectives. Clearly identify timeframe.
your teaching and learning sequence.
Show the introduction and closure of the lesson. Show
where in the sequence technology is used to engage
learners in meeting learning objectives when appropriate.
The sequence should include process for monitoring
student progress. Closure should be indicated.
Meeting students’ needs (differentiation,
Instructional Decisions / Reasoning
extensions, modifications, accommodations)
In bulleted form, discuss your
Identify potential adaptations (accommodations,
reasoning for including specific
modifications, assistive technology, etc.). Clearly identify
activities or strategies. What
specific students who may need the adaptations,
instructional decisions are you making,
scaffolding, enriching and/or extending learning activities.
and why?
Be sure to include multiple instructional strategies that
engage a range of learner preferences and abilities.
Incorporate required adaptations for all students with
identified needs. Plan for learner choice / interest that
result in variation of pace, process, product and/or
environment. State the specific activities that will adapt,
scaffold, enrich and/or extend instruction in order to
appropriately challenge specific students.
Field Courses Only – Post lesson
Reflection:
Once the lesson is implemented, produce a thoughtful reflection addressing the following: strengths
of the lesson and areas for growth; evidence of student learning and interpretation of assessment
results. Consider the following questions:
Did the students meet the objective(s)/learning goal(s) of the lesson? How do you know?
What does your assessment data tell you?
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What went well?
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What would you change?
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What did you learn? How will this impact your next lesson?
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How many students met the objective(s)? Partially met? Did not meet? After analyzing the
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assessment data what will you do to help ALL students meet the objective(s)?
Teaching Standards and Rationale
What teaching standards are you meeting with this lesson? Identify the specific standard and
indicator. Write the standard in your own words. What does it mean to you? Why is this lesson a
good example for this standard/indicator? How does the lesson demonstrate your competence in
meeting the specific teaching standard/indicator? Identify examples within the lesson that
demonstrate the standard/indicator.
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