Male Bertie Low SES Asian Female Denise Mid SES White Female Internet Available at Home Hispanic Resource: Reading, Math, or Both Mid SES Math Performance Level Arturo ASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions. Other health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments. Emotional disturbance severe anxiety disorder: Difficulty with initiating tasks, multistep problems, test-taking, speaking, and social interactions. Reading Performance Level IEP Identification Gender Ethnicity Socioeconomic Status Student Name Class Profile for Resource or Self-Contained Special Education One year below grade level At grade level Reading No One year below grade level One year below grade level Both Yes One year below grade level One year below grade level Both (Math mostly for multi-step problems) Yes © 2019 Grand Canyon University. All Rights Reserved William Low SES White Male Internet Available at Home Female Resource: Reading, Math, or Both Asian Female Math Performance Level Victoria Mid SES White Reading Performance Level IEP Identification Gender Ethnicity Socioeconomic Status Student Name Sophia Low SES Visual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille. Other health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions. Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses. One year below grade level One year below grade level Both No At grade level One year below grade level Both (Reading mostly for task completion and focus) Yes Two years below grade level One year below grade level Both No © 2019 Grand Canyon University. All Rights Reserved Kendyl Mid SES White Female Parker Low SES White Male © 2019 Grand Canyon University. All Rights Reserved Internet Available at Home Female Math Performance Level African American ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions. Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention. ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions. Emotional disturbance oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions. Difficulty with memory of math facts, visual memory, and visualspatial discrimination and processing. Reading Performance Level Jade Mid SES Male IEP Identification Hispanic Gender Socioeconomic Status Eduardo Low SES Ethnicity Student Name Self-Contained Special Education (Mild to Moderate) One year below grade level Two years below grade level No Two years below grade level Two years below grade level Yes Two years below grade level One year below grade level Yes Two years below grade level Two years below grade level No Female © 2019 Grand Canyon University. All Rights Reserved Internet Available at Home White Math Performance Level Low SES Scoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance. Cerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems. Reading Performance Level Sheila IEP Identification Ethnicity Male Gender Socioeconomic Status Native American Student Name Randy Mid SES Two years below grade level Two years below grade level Yes One year below grade level One year below grade level No GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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. Day 1 Day 2 Day 3 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology © 2021. Grand Canyon University. All Rights Reserved. Day 4 Day 5 List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall • Level 2: Skill/Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Day 3 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation © 2019. Grand Canyon University. All Rights Reserved Day 4 Day 5 Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional sources/support) Assessment of Content Multiple Means of Expression © 2019. Grand Canyon University. All Rights Reserved Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: • English Language Learners (ELL) • Students with special needs • Students with gifted abilities • Early finishers (those who finish early and may need additional resources/support) 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. © 2019. Grand Canyon University. All Rights Reserved © 2019. Grand Canyon University. All Rights Reserved 
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