Annotated Learning Plan Template ELEMENTARY & SECONDARY 1

Title of lesson Grade level

Subject What subject area you are teaching in? Topic What is learning about?
Relevance: How is this learning relevant to students? Why should they care?
Resources Required What materials and/or resources will students need to be success in this learning opportunity?
QEP Subject Area What is the important curricular knowledge from the subject area competencies that you expect students to address as a result of
this learning opportunity? (Explain the competencies instead of simply listing them)
Competencies
What relevant goals (e.g. prescribed learning outcomes (PLO), content standards, course or program objectives) will this learning
Learning Objectives: plan address?
Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning?
Lesson Introduction (hook): Student will know:
Timing Where are your students headed (make connections to bigger picture)?
Where have they been (Make connection to past/previous learning)? What key knowledge and skills will student acquire as a result of this unit? (e.g.
How will
How will you make sure the students know where they are going? How vocabulary, terminology, definitions, key factual information, critical details,
the lesson
important events or people, sequence and timelines)
unfold? will you hook students at the beginning of the lesson?
Students will understand:
What should students be able to explain, interpret, apply? How should students
demonstrate perspective, display empathy or have self-knowledge? (e.g.
key/big ideas, generalizations, connections, applications, relationships)

Development (Learning activities – step by step Students will do:

sequential procedure): What should they eventually be able to do as a result of their learning? (e.g.
How the lesson will unfold? How will you organize and sequence the basic skills, communication skills, thinking skills, research, inquiry,
learning activities to optimize the engagement and achievement of ALL investigation, study skills, interpersonal or group skills)
students? What activities will help students experience and explore the
essential question? How will you equip them with needed skills and Cross Curricular Competencies:
knowledge? How will you guide them in rehearsing, revising, and refining (Explain the cross curricular competencies in relation to THIS learning instead of
their work? How will you tailor and otherwise personalize the learning simply listing them): How does the intended learning promote the intellectual,
plan to optimize the engagement and effectiveness of ALL students? methodological, personal & social and communication related competencies?

Broad Areas of Learning:

Explain the specific broad areas of learning in relation to THIS learning instead
of simply listing them): How does the intended learning promote Health and
well-being, personal and career planning, Environmental Awareness and
Consumer Rights and Responsibilities, Media Literacy, or Citizenship and
Community Life?
Universal Design for Learning:
How will you present information and content in different ways? How will you
differentiate the ways that students can express what they know? How will you
Closure (transition): stimulate interest and motivation for learning?
How will you know what students have learned? Understand? Can do? FORMATIVE - Assessment FOR learning:
How will you cause students to reflect and rethink? How will you help How will you use assessment to promote learning? How will you show students
students to exhibit and self-evaluate their growing skills, knowledge, their strengths and suggests how they can develop further?
and understanding? How will help students to understand where they
are going next?
FORMATIVE - Assessment AS learning:
What opportunities will you provide for reflection and self-assessment to help
students develop, practise, and become comfortable with critical analysis of
their own learning?
SUMMATIVE - Assessment OF learning:
What tools and task will you use to provide evidence of achievement for
evaluation and reporting
Further considerations: How have you incorporated multiliteracies, learning styles, higher order thinking, technology, creativity?
Reflection: How have students engaged in the content and learning strategies? What could you do differently t improve the intended learning?
Professional Competencies: Which professional competencies are you aiming to address; which feature? And specifically, how?

1 Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
 Learning Plan: ELEMENTARY & SECONDARY2
Grade
Title of lesson
level

Subject Topic

Relevance
Resources Required
QEP Subject Area
Competencies
Content focus
Essential Question(s)
Lesson Introduction (hook): Student will know:
Timing

Students will understand:

Development (Learning activities – step by step sequential
procedure):

Students will do:

Cross Curricular Competencies:

Broad Areas of Learning:

Universal Design for Learning/

Differentiation:

Closure (transition): FORMATIVE - Assessment FOR learning:

FORMATIVE - Assessment AS learning:

SUMMATIVE - Assessment OF learning:

Further considerations (follow up activities)

Reflection:

Professional Competencies:

2 Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner