19 Jan LESSON PLAN TEMPLATE

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.

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GCU College of Education

LESSON PLAN TEMPLATE

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.

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.

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education

LESSON PLAN TEMPLATE

Section 2: Instructional Planning

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.

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.

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GCU College of Education

LESSON PLAN TEMPLATE

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.

Time

Needed

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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):

Time

Needed

© 2019. Grand Canyon University. All Rights Reserved.

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):

Time

Needed

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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

Time

Needed

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GCU College of Education

LESSON PLAN TEMPLATE

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 up-thumbs 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):

© 2019. Grand Canyon University. All Rights Reserved.

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.