GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: • Who is the audience • What action verb will be measured during instruction/assessment • What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. © 2018. Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: • I will use a visual of the planet Earth and ask students to describe what Earth looks like. • I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: • I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. • I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: • I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. • I will model one example of solving a number sentence on the white board before having students search for the matching card. • I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain if you will differentiate assessments for each of the following groups: • English language learners (ELL): • Students with special needs: • Students with gifted abilities: • Early finishers (those students who finish early and may need additional resources/support): © 2018. Grand Canyon University. All Rights Reserved. Time Needed GCU College of Education LESSON PLAN TEMPLATE Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Rationale/Reflection After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy. For example: . • Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others. © 2018. Grand Canyon University. All Rights Reserved. Time Needed Course Code SPD-560 Class Code SPD-560-O500 Criteria Criteria Percentage 100.0% Lesson Plan Content 20.0% Lesson Plan Rationale 15.0% PLANNING: Instructional Script and Materials 15.0% PLANNING: Meeting the Varied Learning Needs of Students 15.0% PLANNING: Meeting the Language Needs of Students 15.0% PLANNING: Assessments to Monitor Student Learning 15.0% Mechanics 5.0% Total Weightage 100% Oral Language Development Lesson Plan No Evidence (0.00%) No submission. No submission. No submission. No submission. No submission. No submission. No submission. 100.0 Nominal Evidence (69.00%) Lesson plan does not include learning objectives and oral language development instructional activities do not modify and extend skills, aligned to the needs of identified students. Lesson plan rationale fails to support lesson plan choices specific to lesson modifications and extensions, based on student needs. Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration. Lesson plan instruction and instructional supports ignores the learning needs of the students. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. The lesson plan contains inappropriate, incoherent language and/or sentence structures. Unacceptable Evidence (74.00%) Lesson plan includes inappropriate oral language development instructional activities that modify and extend skills, aligned to the needs of identified students. Lesson plan rationale is insufficient in supporting lesson plan choices specific to lesson modifications and extensions, based on student needs. Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function. Planned assessments are inadequate for monitoring the understanding and skill development of students in the content area. The assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual student. The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. Acceptable Evidence (87.00%) Lesson plan includes appropriate oral language development instructional activities that modify and extend skills, aligned to the needs of identified students. Lesson plan rationale is sufficient in supporting lesson plan choices specific to lesson modifications and extensions, based on student needs. Lesson plan includes basic, appropriate use of studentcentered verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function. Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. They are generally aligned to the stated learning targets and include simple modifications for the individual student. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Target Evidence (100.00%) Lesson plan includes engaging oral language development instructional activities that modify and extend skills, aligned to the needs of identified students. Lesson plan rationale is comprehensive and professional in supporting lesson plan choices specific to lesson modifications and extensions, based on student needs. Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration and supportive interaction. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function. Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for the individual needs of students. Comments The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topicrelated language. Points Earned Arturo Yes Male Tier 2 RTI for Reading Grade level Bertie No Female None Grade level Beryl No Female NOTE: School does not have gifted program Grade level Brandie No Female Dessie No Female Diana Yes Female Tier 2 RTI for Math Grade level Tier 2 RTI for Math Tier 2 RTI for Reading Grade level Grade level Below grade level No Above grade level Yes Above grade level Yes Below grade level No; Reads sight words only At grade level Yes Below grade level No Below grade level Above grade level Above grade level Below grade level At grade level Below grade level © 2015. Grand Canyon University. All Rights Reserved. Below grade level Below grade level-writing simple sentences Above grade level Below grade level-only writes name and sight words Below grade level Below grade level Social/Pragmatic/ Communication Skills Written Expression Level Reading Lexile/Grade Performance Level Uses phonics and morphology to decode words Oral Language Development Age Other Gender English Language Learner Student Name Class Profile Good Needs help resolving conflicts Good Needs help with verbal and non verbal signals Good Good Donnie No Female Hearing Aids Grade level Below grade level No Eduardo Yes Male Tier 2 RTI for Reading Grade level At grade level Yes Emma No Female None No Male Tier 2 RTI for Reading Above grade level At grade level Enrique Grade level One year above grade level Fatma Yes Female Tier 2 RTI for Reading Grade level Frances No Female Diabetic Grade level Francesca No Female None Grade level One year above grade level Yes No; Reads sight words only Yes At grade level Yes At grade level Above grade level Below grade level Yes No; Reads sight words only Fredrick No Male Tier 3 RTI for Reading and Math Ines No Female Tier 2 RTI for Math Grade level Grade level At grade level Yes Grade level Grade level Above grade level Below grade level Yes Jade No Female None Kent No Male None Lolita No Female None Above grade level Yes Yes At grade level Below grade level At grade level Below grade level Below grade level At grade level At grade level Below grade level Below grade level At grade level At grade level At grade level © 2015. Grand Canyon University. All Rights Reserved. Above grade level Below grade level-writing simple sentences Above grade level Below grade level Good Below grade level-only writes name and sight words Needs help rephrasing when misunderstood Good Good Good Good At grade level Above grade level Below grade level-writing simple sentences Needs help staying on topic Needs help with verbal and non verbal signals Good At grade level Below grade level Good Above grade level At grade level Good Good Maria No Female NOTE: School does not have gifted program Grade level Mason No Male None Grade level Nick No Male NOTE: School does not have gifted program Grade level Noah No Male None Grade level Sharlene No Female None Sophia No Female None Stuart No Male Allergic to peanuts Terrence No Male None Wade No Male Wayne No Male Wendell No Male Yung No Male Grade level Grade level Grade level Above grade level Yes At grade level Above grade level At grade level Yes At grade level At grade level Above grade level Yes Above grade level Yes At grade level Below grade level No; Reads sight words only At grade level Above grade level Above grade level Yes At grade level Yes Above grade level Grade level At grade level Yes At grade level None Grade level Below grade level Yes Tier 3 RTI for Math Grade level Below grade level Yes Tier 3 RTI for Math NOTE: School does not have gifted program Grade level One year below grade level At grade level Yes Yes At grade level At grade level Above grade level At great level Good Good At grade level At grade level Below grade level Below grade level At grade level Below grade level Below grade level © 2015. Grand Canyon University. All Rights Reserved. Needs help staying on topic Needs help taking turns in conversation Good At great level At grade level Above grade level Good Below grade level Good Needs help resolving conflicts Good Needs help rephrasing when misunderstood Good Good
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