Description
Using the “Class Profile,” identify a group of 3-4 students who would benefit from an oral language development lesson. Then, select a corresponding grade level and text from Appendix B of the Common Core English Language Arts Standards appropriate for use in a lesson plan for the determined group.
With your choices in mind and using the GCU Lesson Plan Template, design a lesson plan, utilizing a read-aloud, dramatic play, or storytelling, as an instructional strategy. Thoroughly script the “I Do, Students Do” section, emphasizing the use of questions to access student’s background knowledge in order to build new knowledge and develop common understanding through shared, concrete experiences.
Upon completion of the lesson plan, compose a 250-300-word summary, rationalizing your instructional decisions, applicable to the chosen small group.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the exceptions for successful completion.
You are required to submit this assignment to Turnitin.
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
Purchase answer to see full
attachment
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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