September

13, 2014
Unit Title: Click here to enter text.
Lesson Title: Duration of Lesson (Days): Date:



Essential Question:




Design Question Focus of the Lesson (elements from other DQs may be used as
support)
Introduce New Knowledge
(DQ 2)
Deepening or Practicing
(DQ 3)
Generating and Testing
Hypothesis (DQ 4)
Standard(s):



Assessment and Monitoring:
Formative

Summative

Learning Goal: (based on Standards)




Learning Targets: (write in the scale below)
2.0 Simpler Content:

3.0 Target
(Objective/Learning Goal):



4.0 More Complex:

Depth of Knowledge (DOK) required
from Standard:
Level 1: 2: 3: 4:
Question Stems: (as determined by learning targets)




Lesson Sequence




Assignment
2.0




3.0

4.0
September
13, 2014

Marzano Instructional Strategies:
Involving Routine Events
Design Question 1:
Providing Clear Learning Goals and
Scales
Tracking Student Progress
Celebrating Success

Design Question 6:
Establishing Classroom Routines
Organizing the Physical Layout of the
Classroom

Addressing Content
Design Question 2:
Identifying Critical Information
Organizing Students to Interact with
New Knowledge
Previewing New Content
Chunking Content into Digestible
Bites
Processing of New Information
Elaborating on New Information
Recording and Representing
Knowledge
Reflecting on Learning

Design Question 3:
Reviewing Content
Organizing Students to Practice and
Deepen Knowledge
Using Homework
Examining Similarities and Differences
Examining Errors in Reasoning
Practicing Skills, Strategies, and
Processes
Revising Knowledge

Design Question 4:
Organizing Students for Cognitively
Complex Tasks
Engaging Students in Cognitively
Complex Tasks Involving Hypothesis
Generation and Testing
Providing Resources and Guidance

Enacted on the Spot
Design Question 5:
Noticing When Students are Not
Engaged
Using Academic Games
Managing Response Rates
Using Physical Movement
Maintaining a Lively Pace
Demonstrating Intensity and
Enthusiasm
Using Friendly Controversy
Providing Unusual or Intriguing
Information
Providing Opportunities for Students to
Talk about Themselves
Presenting Unusual or Intriguing
Information

Design Question 7:
Demonstrating Withitness
Applying Consequences for Lack of
Adherence to Rules and Procedures
Acknowledging Adherence to Rules
and Procedures

Design Question 8:
Understanding Students Interests and
Background
Using Verbal and Nonverbal Behaviors
that Indicate Affection for Students
Displaying Objectivity and Control

Design Question 9:
Demonstrating Value and Respect for
Low Expectancy Students
Asking Questions of Low Expectancy
Students
Probing Incorrect Answers with Low
Expectancy Students

Resources and Materials (include technology):



Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who lack support
for school)




After Lesson Teacher Reflection: