Delivery Plan 2022 1

Lesson Delivery Plan
Pay attention to the R-words to activate the brain for learning!
1. Objective (Rigor) - SMART and should be visible on your board daily.

Specific: The students will gain a deep understanding of the space race and why the cold war intensified.
Measurable: We will have small quizzes over lessons on Friday, with an exam at the end of the unit.
Achievable: Based on past years data, we believe over 90% of the class will receive a passing grade or higher on
the end of unit exam.
Relevant: We believe this will translate to high scores on this subject on the STAAR test.
Time-Bound: This lesson should take around 15 days.
Essential Question: Why did an arms race and space race between the
Soviet Union and the United States intensify in the 1960s?
2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? My hook at the beginning of my instructional time will be
“analogy”.
 What will you do to open the lesson to motivate and engage the students’ interest in the
content? I will open the lesson with the start called “analogy”. I like this “do now”
because it connects the lesson with real life experiences. I believe this strategy will
promote student engagement.
 How will you help students make connections to prior knowledge? I will help the students
make connections with prior knowledge by using a callback strategy. I also believe this
promotes student engagement.
 How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)? I will identify my essential questions, central focus, and
learning targets by focusing on the TEK of the lesson and the steps of the lesson.
 How will you identify / teach / assess language demands? I will teach and assess language
demands by providing an emphasis on major points and provided sentence stems
during our Cornell notes.
 How will you introduce language supports? Provided sentence stems during our Cornell
notes.
 Is your opening congruent to the objective? Yes
3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the
information/skill into small manageable steps). How will you use strategies, technology,
learning styles? What vocabulary and skills do the students need to master the material? Are
the
Thestrategies
informationyou plan
needed for to
theuse congruent
students to the objective?
to gain knowledge/skill in the objective based on my task analysis is when the cold war was, who
was involved in the cold war, what led to the cold war, what led to the space race, who was involved in the space race, and the effects of
this on the Vietnam war and beyond. The vocabulary needed to master the material is containment, communism, prosperity, ideology,
Vietnamization, silent majority, counterculture, and domino theory. The strategies I will use for the students to gain knowledge on the
objective and understand the vocab is Cornell notes, Venn Diagrams, repetitive exposure to vocab words, small groups where students
teach each other, and other kinesthetic learning strategies.
 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language supports needed.
My I Do learning task is “I will explain the beginnings of the Cold War, who was involved, and the effect of this war
on our world today.”
 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.
My We Do learning task is “Through using Cornell notes, we will listen to the short instruction, then gather into
small groups to deepen our understanding through an interactive assignment using a Venn diagram.” This
strategy will allow students to hear other students ideas, promoting engagement and hearing another voice,
gaining a deeper understanding on the topic.
 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used.
My You Do learning task is “You will work on the interactive assignments in small groups while I walk around and
assist groups when needed.” When I am walking around assisting these groups with their questions, I will be able
to provide direct instruction, almost creating a tutoring session.
 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice
phase of the lesson. You may need to stop and reteach, so students practice correctly. How do
The high order thinking questions I will ask to assess understanding is: What was the turning point that led to the
cold war? What do you see as possible outcomes after the cold war? With the information given, what are some
positive and negative effects of the cold war?
you plan to assess understanding? What HOTQs will you ask? List at least 3
 How will you check for understanding or reteach?
4. Assessment – How will we know that the students have individually mastered
the objective? What evidence will be collected? What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
I will use a formative strategy of weekly quizzes and data I collect from the High Order Thinking Questions. I will also have a
summative assessment, with a 70 percent passing score. At this point in the lesson, I would believe 90 percent of students
would pass this summative assessment.
5. Resources - What materials will you need for a successful lesson?

Computers for the apps used, Cornell notes documents and Venn diagram sheets, standard instructional resources
and materials.
6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned?
The closure I will use during my lesson would be the fishbowl strategy. This strategy is appealing to me because I like the idea
of students helping each other in small groups.
NOTES: This lesson should take about 15 class periods or so. Some things, like the do now and exit
ticket, need to be changed to keep students engaged.

Delivery Plan 2022 1

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Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

Time-Bound: This lesson should take around 15 days.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

 How will you check for understanding or reteach?

5. Resources - What materials will you need for a successful lesson?

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