Lesson Planning and PDSA

I-SS Continuous Improvement

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5 Student Learning Centered Questions

  1. What do students need to know?
  2. How will they learn it?
  3. How will we know they learned it?
  4. What will we do if they don't learn it?
  5. What will be do if they already know it?


Lesson plans are not optional

When instructors engage learners, develop ability and understanding, and amplify students' identities, we call them "transformational teachers" But how do they prepare? Do they just show up for class and spontaneously uncork the awesome? Obviously not.

Know Your Standards-What Do Students Need to Know?


  • If your lesson doesn’t teach the objective, why are you doing it?

  • Do your I can and/or I will statements accurately reflect the standard?

  • Are they rigorous (require higher order thinking skills) enough?

Smart Goal-Time Frame for Lesson

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Percent Tested on the EOG-Begin with the end in Mind

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Instructional Time/How will they learn it?

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Bell Ringers

Bell Ringers: Short, focused activity for students to prepare them to learn.

Change up your Bell Ringers-The same thing over and over again can be boring.

Marzano's High Yield Instructional Stragegies

Marzano's Size Effect

Marzano’s High Yield instructional Strategies

  • These are best practices and “look fors” on the CWT form

Assessments-How will we know they learned it?

Plan your assessments before you teach your lesson.

  • thumbs up/thumbs down
  • discussion
  • whiteboards answers
  • quizzes
  • tests
  • group projects
  • presentations
  • quizlet
  • exit ticket
  • etc.

Other Examples of Formative Assessments

Blended Learning

Blended Learning: Personalized learning

Have you considered how the rotation transitions will work?

  • Do you have routines in place?

How will you group students for activities?

  • Can you use different grouping criteria for different activities?

How many days will you have stations, small groups?

  • Can that # change based on student understanding/performance?

Do you have enough Blended Learning/Station activities planned, so you are able to work with focused groups and fill gaps?

  • Do your activities take 10 minutes, but you have planned for 20 minute stations?

MTSS/Literacy Support-What do we do if they don’t learn it?

MTSS Intervention/Literacy Support

What do we do if they don’t learn it?

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Why are you assigning homework?

Helping Your Students With Homework: A Guide for Teachers

  • Does your homework/practice assignment match your objective?

Do you have rubrics for your projects?

  • Do students know how to be successful?


Rubrics and Rubric Makers

Canvas also has a rubric maker.


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What will we do if they don't learn it?/What will we do if they already know it?

Differentiated Activities/Instruction:

All children can learn.

Children have different talents and abilities.

Children learn through multiple pathways.

Prior knowledge (or lack of prior knowledge) must be recognized.

Students must be actively involved in the learning process.

Students require emotionally and physically safe environments.

  • What will we do if they do not learn it?
  • What wll we do if they don't have the correct background knowledge for the lesson?
  • What will we do if they already know it?
  • Do any of your students have IEPs? How are you supporting them?
  • Do any of your students have DEPs? How are you challenging them? Differentiation does not mean more of the same work for AIG students.
  • Are any of your students fast finishers? What extension activities do you have planned?
  • Are you asking rigorous questions that require students to think deeply? (The top 2/3 of the Blooms Taxonomy).


Reflective Practice

You complete this after you have finished your lesson, unit, etc.
  • What worked?
  • What didn't go so well?
  • What do the students think helped them the most?
  • What do the students think was confusing?
  • What does the data say? (Test and/or quiz scores, project grades, small group work, homework, etc.)
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Data Literacy

Data literacy is the ability to accurately observe, analyze and respond to a variety of different kinds of data for the purpose of continuously improving teaching and learning in the classroom.


Begin planning for the next week, unit, etc.

Use the data you gathered in the Study section to inform your lesson planning for the next week.
  • What do you need to reteach, if anything?
  • How are you going to reteach it? Whole group? Small Group? Focused Group?Individually? What activities?
  • Can you use Blended Learning and/or learning stations to address gaps?
  • Are the students who learned it ready to move on to the next objective?
  • How does the next objective tie to prior knowledge?

Other PD Resources

District Recommended Resources

English: Making sense of the Common Core State Standards and teaching in North Carolina can be challenging, at times. Classes have diverse learners from varying backgrounds who read at many different levels. How does a teacher design lessons to meet the needs of every student, every class period, every day?

ELA Resources LiveBinder:




Readworks - Longer Passages to Build Stamina for K-12th Grade & K-12 Reading Passages with Text-Dependent Questions