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.
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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.
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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.
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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):
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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):
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Time
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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 how 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):
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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.
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Time
Needed
Course Code
SEC-516
Class Code
SEC-516-O500
Criteria
Criteria
Percentage
100.0%
National/State Learning Standard, Selected
Reading/Writing Standard, and Learning
Objectives
10.0%
Anticipatory Set (including rationale for how
student interest and prior knowledge are
integrated)
15.0%
Multiple Means of Representation (including
rationale for how state standardized assessment
data was used to adapt the planning and
instruction for differentiated learning)
20.0%
Multiple Means of Expression (including
rationale and modifications for how the lesson
plan assessments can be used to monitor and
adjust instruction and create diverse learning
experiences)
20.0%
Resources, Materials, Equipment, and
Technology (including a rationale for how these
resources provide differentiated learning
experiences)
15.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
10.0%
Total Weightage
100%
Assignment Title
Lesson Plan
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
60.0
Insufficient (69.00%)
The reading/writing and content area standards are
ineffectively aligned with learning objectives.
The anticipatory set rationale unclearly explains how student
interest and prior knowledge are integrated.
Multiple means of representation rationale unrealistically
explains how the assessment data was used to adapt the
planning and instruction for differentiated learning.
Multiple means of expression rationale poorly explains how
the lesson plan assessments can be used to monitor and
adjust instruction and create diverse learning experiences.
Modifications are not identified.
The list of instructional materials, equipment, and technology
required to implement the lesson is not complete and the
rationale inadequately explains how these resources provide
differentiated learning experiences.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice, sentence
structure, and/or word choice are present.
Approaching (74.00%)
The reading/writing and content area standards are
marginally aligned with learning objectives.
The anticipatory set rationale minimally explains how student
interest and prior knowledge are integrated.
Multiple means of representation rationale vaguely explains
how the assessment data was used to adapt the planning and
instruction for differentiated learning.
Multiple means of expression rationale weakly explains how
the lesson plan assessments can be used to monitor and
adjust instruction and create diverse learning experiences.
Modifications are unclear.
The list of instructional materials, equipment, and technology
required to implement the lesson is unfocused and/or the
rationale ambiguously explains how these resources provide
differentiated learning experiences.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Some mechanical errors or typos are present but are not
overly distracting to the reader. Correct sentence structure
and audience-appropriate language.
Acceptable (87.00%)
The reading/writing and content area standards are logically
aligned with learning objectives.
The anticipatory set rationale clearly explains how student
interest and prior knowledge are integrated.
Multiple means of representation rationale logically explains
how the assessment data was used to adapt the planning and
instruction for differentiated learning.
Multiple means of expression rationale appropriately explains
how the lesson plan assessments can be used to monitor and
adjust instruction and create diverse learning experiences.
Modifications are identified.
The list of instructional materials, equipment, and technology
required to implement the lesson is complete and the
rationale descriptively explains how these resources provide
differentiated learning experiences.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Prose is largely free of mechanical errors, although a few may
be present. Uses a variety of sentence structures and
effective figures of speech.
Target (100.00%)
The reading/writing and content area standards are
innovatively aligned with learning objectives.
The anticipatory set rationale creatively explains how student
interest and prior knowledge are integrated.
Multiple means of representation rationale thoroughly
explains how the assessment data was used to adapt the
planning and instruction for differentiated learning.
Multiple means of expression rationale insightfully explains
how the lesson plan assessments can be used to monitor and
adjust instruction and create diverse learning experiences.
Modifications are expertly identified.
The list of instructional materials, equipment, and technology
required to implement the lesson is substantial and the
rationale innovatively explains how these resources provide
differentiated learning experiences.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Comments
Writer is clearly in command of standard, written academic
English.
Points Earned
Action Plan for Reading Standards for Informational Text (Grade 9-10)
In World Geography, one of the standards that could be addressed in order to drive reading and
writing proficiency would be 9-10.L.1 which entails the learner to possess key skills of standard
English grammar and usage as they are writing about and speaking about the content administered.
Identifying overall performance gap: The performance gap identified is that of learners’ proficiency
levels. Forty-two students are minimally proficient, 28 are partially proficient, and only 30 meet or
exceed the expectations of the standard. There is a huge difference between the scores of the
learners and must be attended to in order for the learners’ enhancement.
The overall performance discrepancies: The identified performance problem in these learners is
that they are not meeting the expected standards for grade 9/10 learners.
This is essential within the planning, layout, and transport of any education and improvement
interest within the school environment. Since the regarded reasons to date for overall performance
discrepancies were recognized as a loss of content material integration and evaluation of content
material which include literature readings, it's important to decide and to remedy those
discrepancies as quickly as we are able to. (Banta, 2014)
Methods for the education wishes evaluation: The following are techniques we can use to acquire
data for the evaluation.
Classroom education
Formative evaluation – This evaluation method for learners is taken during classroom hours. The
learners can be given time in class to draw mind maps for brainstorming. The learners can also draft
brief rough drafts to get feedback from the teacher(s).
Diagnostic evaluation – This is performed before the facilitation takes place and also determines the
design of the plan. In this instance, the educator should be able to determine the learners’ current
proficiency skills, what part of reading and writing they have mastered and how the learner
performs compared to other learners.
Summative evaluation – this evaluation can be taken after all the assessment of learners has taken
place to determine whether any change has taken place. (Bianco, 2013) In this case, whether
students can now critically follow the desired performance strictly according to their rubrics. We will
determine their final drafts on both literature reviews, essays, and readings. We will also determine
what still needs to be worked on.
The Need for learners: A clear and concise curriculum plan to ensure their reading and writing are
up to par.
The Cause: High difference in proficiency marks and in thinking critically to proceed to the next
grade based on the skills they have developed. Are the teachers teaching them what they need to
know? Can the teachers explain the reason for some of the learners underwhelming minimal grades
in the reading and writing course?
What are the consequences? To develop an action plan for learners to be able to apply the needed
skills for next year. To employ educators who are knowledgeable in what they are doing.
Goal: To ensure all grade 9-10 learners moving to the next grade are able to comprehend, analyze
and answer literary questions with a high degree.
How will the goal be achieved? By requesting the addition of study materials from the department
and integrating it with the curriculum being offered.
REFERENCES
Bianco, J. L., & Aliani, R. (2013). Language planning and student experiences: Intention, rhetoric and
implementation (Vol. 93). Multilingual matters.
Sample Standardized Test Scores within High School
Reading/Writing for Informational Text (Grades 9-10)
%
%
%
%
AZ Reading/Writing
Minimally Partially Proficient
Highly
Standards for
Proficient Proficient
Proficient
Informational Text
Reading Standards for Informational
25
33
30
12
Text
Key Ideas and Details:
9-10.RI.1 – Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Reading Standards for Informational
34
31
20
15
Text
Craft and Structure:
9-10.RI.6 – Determine an author’s point of
view or purpose in a text and analyze how
an author uses rhetoric to advance that
point of view or purpose.
Reading Standards for Informational
21
42
17
20
Text
Integration of Knowledge and Ideas:
9-10.RI.9 – Analyze seminal U.S.
documents of historical and literary
significance (e.g., Washington’s Farewell
Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech, King’s
“Letter from Birmingham Jail”), including
how they address related themes and
concepts.
Reading Standards for Informational
33
26
20
21
Text
Range of Reading and Level of Text
Complexity:
10.RI.10 – By the end of Grade 10, read
and comprehend literary nonfiction at the
high end of the Grades 9–10 text
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complexity band independently and
proficiently.
Standards for Language
Conventions of Standard English:
9-10.L.1 – Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
Standards for Language
Vocabulary Acquisition and Use:
9-10.L.4 – Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based on
Grades 9–10 reading and content,
choosing flexibly from a range of
strategies.
Standards for Writing
Text Types and Purposes:
9-10.W.1 – Write arguments to support
claims in an analysis of substantive topics
or texts, using valid reasoning and relevant
and sufficient evidence.
Standards for Writing
Text Types and Purposes:
9-10.W.2 – Write informative/explanatory
texts to examine and convey complex
ideas, concepts, and information clearly
and accurately through the effective
selection, organization, and analysis of
content.
42
28
17
13
12
15
45
28
44
20
28
36
35
12
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17
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