Description
As the number and variety of information and communication technology options continue to proliferate, teachers must discern appropriate digital literacy tools to meet the cognitive and technical skill needs of their students. Reading/Literacy specialists will need to evaluate these tools and collaborate with teachers on how to best use them for finding, creating, communicating, and evaluating content.
For this assignment, use the “COE Lesson Plan Template” to create a lesson plan for the students in your field experience classroom or your own classroom that incorporates at least one digital literacy activity or tool. The lesson plan needs to demonstrate your overall knowledge of literacy instruction.
Note: Remember this should be a lesson you have permission to implement with students in your field experience classroom during Topic 6. Share the lesson plan with your mentor teacher prior to teaching the lesson.
In addition to what is described on the template, include the following in the indicated sections of the lesson plan template:
- Lesson Summary and Focus: Explain how foundational knowledge will be used to design evidence-based literacy instruction to meet the needs of individual students.
- Classroom and Student Factors/Grouping: Explain how digital technologies will be integrated in appropriate, safe, and effective ways for the group of students.
- National/State Learning Standards and Learning Objectives: Select a grade level standard related to literacy and ensure there is a minimum of one learning objective related to digital literacy.
- Multiple Means of Representation: Explain how foundational knowledge will be used to adapt and evaluate instruction that is differentiated to support all students with literacy development.
- Multiple Means of Engagement: Explain how the relationship between reading, writing, and language in the development of literacy skills is addressed in your lesson plan. Students should understand, question, and analyze standards-based content.
- Multiple Means of Expression: Create developmentally appropriate assessments and explain how they align to the content area standards and measure learning objectives.
- HERE IS AN EXAMPLE OF A DIGITAL LITERACY LESSON PLAN: url LINK https://www.educationworld.com/a_lesson/twitter-tw…
- Read Chapter 3.URL:https://www.gcumedia.com/digital-resources/sage/2017/engagement-by-design_creating-learning-environments-where-students-thrive_1e.php
- From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies
Read “From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies,” by Mirra, Morrell, and Filipiak, from Theory Into Practice (2018).
URL:https://lopes.idm.oclc.org/login?url=https://searc.. - Read “Humanizing Digital Literacies: A Road Trip in Search of Wisdom and Insight,” by Rowsell et al., from Reading Teacher (2016).URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116465718&site=ehost-live&scope=site
- Read “7 Things You Should Know about Digital Literacies,” by Jacobson, Gilchrist, Head, and Lippincott, located on Educause (2019).URL:https://library.educause.edu/-/media/files/library/2019/7/eli7169.pdfRead “Technology in the Classroom: What is Digital Literacy?” by Murray, located on TeachHub.com (2019).
URL:http://www.teachhub.com/technology-classroom-what-…Explore the “Ten Digital Literacy Resources for Teachers” by Granata, located on the Education World Website.
URL:https://www.educationworld.com/a_lesson/ten-digita…https://www.educationworld.com/a_lesson/twitter-tweets-critical-thinking-history-shtml
ATTACHMENTS
here is our unit of study with the media digital literacy task beginning on page 89. I will attach some our our lesson plans that you can transfer information on to the COE lesson plan template.
ATTACHMENTS
grade_7_units_of_study_1_beginnin_on_page_89.docx
You can use the standards in the Multiple literacies professional development proposal. Here is the lesson plan outline for the PSA Below, You can also use the learning targets I previously sent you for the last assignment . I have provided the last assignment you provided with the standards below. Use what you need.
here is the lesson plane we used for the PSA assignment WEEK 5: (APRIL 19-23) LEARNING TASK: MEDIA PRESENTATION
Learners will continue exploring the topic of the excess as they continue to analyze the two articles on the issue of people desiring to have more. Learners conduct short research to gather information from one to two sources about the same topic discussed in “Always Wanting More.” Analyze how different authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.
Standards Addressed:
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts
ELAGSE74Lb: Use grade-appropriate Greek and Latin roots and affixes to demonstrate my understanding of word meanings.
ELAGSE7W7: I can conduct short research projects to answer a question, draw on several sources, and generate additional related, focused questions for further research and investigation.
ELAGSE7W8: Gather relevant information from multiple print and digital sources, using search terms effectively, assessing the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
MONDAY, APRIL 19, 2021:
Opening Provocation: The teacher poses the question: “What is a PSA”? (show a PSA:
https://www.youtube.com/watch?v=amfQKNw83Kk RECYCLING
https://www.youtube.com/watch?v=ON6hAudgqMg WISHES
Learning Engagements:
TW: Introduces the concept of the power of multimedia when presenting information to an audience.
TW: Models how to do a google search to gather additional information on a topic using keywords and phrases and include multimedia sources.
SW: Search and evaluate the credibility of information gathered during their research on the topic of human consumption to excess.
SW: Catalogue and compose a bibliography of sources identified in their search
Closing: The teacher summarizes the day’s learning, reviewing the concept of digital literacy and evaluating the credibility of information gathered. Students share how they feel about the learning experience using a 3-2-1 exit ticket on google forms.
TUESDAY, APRIL 20, 2021:
Opening Provocation: https://www.passiton.com/inspirational-sayings-billboards
Learning Engagements:
TW: Explain that researching information on a topic is only the first step in addressing an issue. The next step is taking a stand. Explain that this week’s work involves creating a media presentation to build awareness for others on the topic/issue.
TW: Introduce a planning outline strategy for creating the learners’ media presentation on the issue
- Introduce PSA Checklist google doc:
TW: Divide learners into groups to work collaboratively in creating a PSA media presentation. The teacher will provide the guidelines for the presentation as well as the criteria for success.
SW: work with their groups to brainstorm ideas for the presentation
SW: complete initial planning for the presentation
Closing: During the session’s closing, the teacher will conduct a status check with each of the groups. Groups will share where they are and any roadblocks they may have encountered during the planning process. (HOW ARE THEY GOING TO SHARE?)
WEDNESDAY, APRIL 21, 2021:
Opening Provocation: https://www.youtube.com/watch?v=PR7BCsuIWjk&feature=youtu.be
Learning Engagements: Work Session
TW: Reviews the assignment criteria, including the PSA checklist document
TW: Create breakout groups for students to work on their projects–remind students to use all resources, including the initial two articles, when creating their presentation.
TW: circulate among the groups to provide assistance, support, and feedback throughout the learning process.
SW: Actively engage in the work session providing input to the project.
SW: complete the storyboard and script for their media presentations.
Closing: During the session’s closing, the teacher will conduct a status check with each of the groups. Groups will share where they are and any roadblocks they may have encountered during the planning process.
THURSDAY, APRIL 22, 2021:
Opening Provocation: Doing the Work!
Learning Engagements:
TW: Share the session’s expectations (today is a work session where students edit and revise their presentations. Students can choose a variety of platforms to create their presentation, including Tik Tok, Google Draw, Youtube)
TW: Re-share the presentation rubric and explain the success criteria for the learning task, setting work time expectations.
SW: Using notes, storyboard, and script, students create their media presentations.
SW: Students complete their essay outline during the learning session.
Closing: The teacher closes the work session by reminding students of the learning and task expectations. Students use the Red, Yellow, Green status strategy to share how they feel about their PSA.
FRIDAY, APRIL 23, 2021:EXTENDED LEARNING BEYOND THE CLASSROOM
Learning Engagements:
- Student Self-guided Learning Day
ATTACHMENTS
sstringerjohnson_rea_550_topic_3_week_3_multiple_literacies_professional_development_proposal.docx
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.
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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.
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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
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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.
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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
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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
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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
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LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
CATHERINE NYAWIRA MUGO
Grade Level:
4th
Date:
March 20, 2020
Unit/Subject:
GEOGRAPHY
Instructional Plan Title:
Lesson Summary and
Focus:
WEATHER AND SEASONS
Students will learn and comment about weather. They will also be able to explain their
favorite seasons.
Classroom and Student
Factors/Grouping:
In my class, I have a total of 30 students. 15 of the students are ELLs, 2 students have
ADHD, and 3 others have learning disabilities (IEP/504). 12 students come from middle
SES background while 17 others are from low (SES) and only 1 from high SES
background.
During the lesson, scaffolding will be done depending on the students’ abilities. The
teacher will put students into different types of groups including independent working
groups, small groups, peer to peer and whole groups.
National/State Learning
Standards:
“K-PS3-1.
Make observations to determine the effect of sunlight on Earth’s
surface. [Clarification Statement: Examples of Earth’s surface could
include sand, soil, rocks, and water.] [Assessment Boundary: Assessment
of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2.
Use tools and materials to design and build a structure that will
reduce the warming effect of sunlight on an area.* [Clarification
Statement: Examples of structures could include umbrellas, canopies, and
tents that minimize the warming effect of the sun.]
K-ESS2-1.
Use and share observations of local weather conditions to describe
patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny,
cloudy, rainy, and warm); examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month. Examples of
patterns could include that it is usually cooler in the morning than in the
afternoon and the number of sunny days versus cloudy days in different
months.] [Assessment Boundary: Assessment of quantitative observations
limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2.
Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe
weather.* [Clarification Statement: Emphasis is on local forms of severe
© 2019. Grand Canyon University. All Rights Reserved.
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GCU College of Education
LESSON PLAN TEMPLATE
weather.]” (https://www.nextgenscience.org/, 2020)
Specific Learning
Target(s)/Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Academic Language
Resources,
Materials,
Equipment,
Technology:
Students will identify weather based on photos.
Students will comprehend and produce necessary vocabulary for
this topic.
Students will identify activities they will do based on the
weather.
Students will discuss the types of weather in each season.
Students will understand the difference between Celsius and
Fahrenheit.
Students will discover what other classmates like to do in each
season
Students will be able to understand why another person likes
certain seasons.
Students will be able to tell their favorite season and why.
Students will be able to find the weather of a chosen city and
describe it.
Students will review weather vocabulary with photos, which include:
Cloudy
Windy
Sunny
Rainy
Calm
and
textbook
notebook
exercise books
flashcards for all weather items pictures
video projector
Section 2: Instructional Planning
Anticipatory Set
I will ask students questions about how they feel, and then check their homework
and make error corrections, if any.
I will get into the topic by asking students to look at the date and revise orally the
days of the week and the months of the year.
Time
Needed
10
Minutes
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LESSON PLAN TEMPLATE
I will then try to get students talk about seasons.
I will ask them what season they like best and see if anyone can explain why.
I will have them to briefly compare and contrast the four seasons and tries to
elicit weather related vocabulary. If any useful vocabulary words come up, I will
write them on the blackboard.
Multiple Means of Representation
I will introduce weather related vocabulary using a weather PPT and handouts.
I will drill new words using choral and individual repetition.
I will highlight the appropriate formulae and expressions usually used to describe
weather and write them on the blackboard, then explains the meaning of weather
symbols.
I will also mention the fact that in the US, the weather is a very popular topic and
usually a good way to start a conversation
Time
Needed
15
minutes
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL): I will work with them in small groups that focuses on the
vocabulary used during the lesson.
Students with special needs: Offer them various hands on visual aids and materials where
necessary.
Students with gifted abilities: Students will complete a task using detailed sentences to present
what they know.
Early finishers (those students who finish early and may need additional resources/support):
Select a task from the “I’m Finished Chart” to complete as they await the others.
Multiple Means of Engagement
I will ask the students to revise weather symbols and work in groups on a
drawing exercise (Bb).
Each group must choose a member to report back to the class.
– -I will make error corrections and provides additional explanations, where
necessary.
I will give handouts for vocabulary practice and ask them to work in pairs and
match weather phrases with the corresponding pictures.
Time
Needed
10
minutes
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL): I will work with them in small groups that focuses on the
vocabulary used during the lesson.
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LESSON PLAN TEMPLATE
Students with special needs: Offer them various hands on visual aids and materials where
necessary.
Students with gifted abilities: Students will complete a task using detailed sentences to present
what they know.
Early finishers (those students who finish early and may need additional resources/support):
Select a task from the “I’m Finished Chart” to complete as they await the others.
Multiple Means of Expression
I will have the students work in groups and give each group a picture
representing a season.
I will explain that each group must write a few sentences about that season and
describe the typical weather conditions for that specific season.
Time
Needed
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL): I will work with them in small groups that focuses on the
vocabulary used during the lesson.
Students with special needs: Offer them various hands on visual aids and materials where
necessary.
Students with gifted abilities: Students will complete a task using detailed sentences to present
what they know.
Early finishers (those students who finish early and may need additional resources/support):
Select a task from the “I’m Finished Chart” to complete as they await the others.
Extension Activity and/or Homework
I will describe the task to the students:
Students will choose a city and research the weather for this city for the week. They will describe
the weather of this city in groups of 3 and tell what they would like to do today and what they are
going to do the rest of the week based on the weather.
Time
Needed
5 minutes
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LESSON PLAN TEMPLATE
Reflection
When designing the lesson plan, I had in mind the students’ need to develop better understanding
of the various seasons and weather. Throughout the lesson plan, various ways to offer
differentiated learning were offered which included working in small groups, whole groups,
independent groups, and teacher supported groups. I also included a number of DOK level
questions to encourage them to utilize their critical thinking skills in order to connect with the
real life experiences. Besides, the students were encouraged to use problem solving abilities to
find solutions to the problems. The students were given homework to complete the Weather
Worksheet for a city of their choice, which aims at checking their level of understanding on the
lesson and ability to use technology for research.
© 2019. Grand Canyon University. All Rights Reserved.
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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
lOMoAR cPSD| 8548039
oARc PSD|8548039
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
CATHERINE NYAWIRA MUGO
Grade Level:
4th
Date:
March 20, 2020
Unit/Subject:
GEOGRAPHY
Instructional Plan Title:
Lesson Summary and
Focus:
WEATHER AND SEASONS
Students will learn and comment about weather. They will also be able to explain their
favorite seasons.
Classroom and Student
Factors/Grouping:
In my class, I have a total of 30 students. 15 of the students are ELLs, 2 students have
ADHD, and 3 others have learning disabilities (IEP/504). 12 students come from middle
SES background while 17 others are from low (SES) and only 1 from high SES
background.
During the lesson, scaffolding will be done depending on the students’ abilities. The
teacher will put students into different types of groups including independent working
groups, small groups, peer to peer and whole groups.
National/State Learning
Standards:
“K-PS3-1.
Make observations to determine the effect of sunlight on Earth’s
surface. [Clarification Statement: Examples of Earth’s surface could
include sand, soil, rocks, and water.] [Assessment Boundary: Assessment
of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2.
Use tools and materials to design and build a structure that will
reduce the warming effect of sunlight on an area.* [Clarification
Statement: Examples of structures could include umbrellas, canopies, and
tents that minimize the warming effect of the sun.]
K-ESS2-1.
Use and share observations of local weather conditions to describe
patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny,
cloudy, rainy, and warm); examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month. Examples of
patterns could include that it is usually cooler in the morning than in the
afternoon and the number of sunny days versus cloudy days in different
months.] [Assessment Boundary: Assessment of quantitative observations
limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2.
Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe
weather.* [Clarification Statement: Emphasis is on local forms of severe
© 2019. Grand Canyon University. All Rights Reserved.
OMoARcPSD| 8548
GCU College of Education
LESSON PLAN TEMPLATE
weather.]” (https://www.nextgenscience.org/, 2020)
Specific Learning
Target(s)/Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Academic Language
Resources,
Materials,
Equipment,
Technology:
Students will identify weather based on photos.
Students will comprehend and produce necessary vocabulary for
this topic.
Students will identify activities they will do based on the
weather.
Students will discuss the types of weather in each season.
Students will understand the difference between Celsius and
Fahrenheit.
Students will discover what other classmates like to do in each
season
Students will be able to understand why another person likes
certain seasons.
Students will be able to tell their favorite season and why.
Students will be able to find the weather of a chosen city and
describe it.
Students will review weather vocabulary with photos, which include:
Cloudy
Windy
Sunny
Rainy
Calm
and
textbook
notebook
exercise books
flashcards for all weather items pictures
video projector
Section 2: Instructional Planning
Anticipatory Set
I will ask students questions about how they feel, and then check their homework
and make error corrections, if any.
I will get into the topic by asking students to look at the date and revise orally the
days of the week and the months of the year.
Time
Needed
10
Minutes
MoARc PSD |854803
GCU College of Education
LESSON PLAN TEMPLATE
I will then try to get students talk about seasons.
I will ask them what season they like best and see if anyone can explain why.
I will have them to briefly compare and contrast the four seasons and tries to
elicit weather related vocabulary. If any useful vocabulary words come up, I will
write them on the blackboard.
Multiple Means of Representation
I will introduce weather related vocabulary using a weather PPT and handouts.
I will drill new words using choral and individual repetition.
I will highlight the appropriate formulae and expressions usually used to describe
weather and write them on the blackboard, then explains the meaning of weather
symbols.
I will also mention the fact that in the US, the weather is a very popular topic and
usually a good way to start a
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
lOMoAR cPSD| 8548039
oARc PSD|8548039
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
CATHERINE NYAWIRA MUGO
Grade Level:
4th
Date:
March 20, 2020
Unit/Subject:
GEOGRAPHY
Instructional Plan Title:
Lesson Summary and
Focus:
WEATHER AND SEASONS
Students will learn and comment about weather. They will also be able to explain their
favorite seasons.
Classroom and Student
Factors/Grouping:
In my class, I have a total of 30 students. 15 of the students are ELLs, 2 students have
ADHD, and 3 others have learning disabilities (IEP/504). 12 students come from middle
SES background while 17 others are from low (SES) and only 1 from high SES
background.
During the lesson, scaffolding will be done depending on the students’ abilities. The
teacher will put students into different types of groups including independent working
groups, small groups, peer to peer and whole groups.
National/State Learning
Standards:
“K-PS3-1.
Make observations to determine the effect of sunlight on Earth’s
surface. [Clarification Statement: Examples of Earth’s surface could
include sand, soil, rocks, and water.] [Assessment Boundary: Assessment
of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2.
Use tools and materials to design and build a structure that will
reduce the warming effect of sunlight on an area.* [Clarification
Statement: Examples of structures could include umbrellas, canopies, and
tents that minimize the warming effect of the sun.]
K-ESS2-1.
Use and share observations of local weather conditions to describe
patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny,
cloudy, rainy, and warm); examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month. Examples of
patterns could include that it is usually cooler in the morning than in the
afternoon and the number of sunny days versus cloudy days in different
months.] [Assessment Boundary: Assessment of quantitative observations
limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2.
Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe
weather.* [Clarification Statement: Emphasis is on local forms of severe
© 2019. Grand Canyon University. All Rights Reserved.
OMoARcPSD| 8548
GCU College of Education
LESSON PLAN TEMPLATE
weather.]” (https://www.nextgenscience.org/, 2020)
Specific Learning
Target(s)/Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Academic Language
Resources,
Materials,
Equipment,
Technology:
Students will identify weather based on photos.
Students will comprehend and produce necessary vocabulary for
this topic.
Students will identify activities they will do based on the
weather.
Students will discuss the types of weather in each season.
Students will understand the difference between Celsius and
Fahrenheit.
Students will discover what other classmates like to do in each
season
Students will be able to understand why another person likes
certain seasons.
Students will be able to tell their favorite season and why.
Students will be able to find the weather of a chosen city and
describe it.
Students will review weather vocabulary with photos, which include:
Cloudy
Windy
Sunny
Rainy
Calm
and
textbook
notebook
exercise books
flashcards for all weather items pictures
video projector
Section 2: Instructional Planning
Anticipatory Set
I will ask students questions about how they feel, and then check their homework
and make error corrections, if any.
I will get into the topic by asking students to look at the date and revise orally the
days of the week and the months of the year.
Time
Needed
10
Minutes
MoARc PSD |854803
GCU College of Education
LESSON PLAN TEMPLATE
I will then try to get students talk about seasons.
I will ask them what season they like best and see if anyone can explain why.
I will have them to briefly compare and contrast the four seasons and tries to
elicit weather related vocabulary. If any useful vocabulary words come up, I will
write them on the blackboard.
Multiple Means of Representation
I will introduce weather related vocabulary using a weather PPT and handouts.
I will drill new words using choral and individual repetition.
I will highlight the appropriate formulae and expressions usually used to describe
weather and write them on the blackboard, then explains the meaning of weather
symbols.
I will also mention the fact that in the US, the weather is a very popular topic and
usually a good way to start a conversation
Time
Needed
15
minutes
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL): I will work with them in small groups that focuses on the
vocabulary used during the lesson.
Students with special needs: Offer them various hands on visual aids and materials where
necessary.
Students with gifted abilities: Students will complete a task using detailed sentences to present
what they know.
Early finishers (those students who finish early and may need additional resources/support):
Select a task from the “I’m Finished Chart” to complete as they await the others.
Multiple Means of Engagement
I will ask the students to revise weather symbols and work in groups on a
drawing exercise (Bb).
Each group must choose a member to report back to the class.
– -I will make error corrections and provides additional explanations, where
necessary.
I will give handouts for vocabulary practice and ask them to work in pairs and
match weather phrases with the corresponding pictures.
Time
Needed
10
minutes
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL): I will work with them in small groups that focuses on the
vocabulary used during the lesson.
lOMoAR cPSD| 854803
GCU College of Education
LESSON PLAN TEMPLATE
Students with special needs: Offer them various hands on visual aids and materials where
necessary.
Students with gifted abilities: Students will complete a task using detailed sentences to present
what they know.
Early finishers (those students who finish early and may need additional resources/support):
Select a task from the “I’m Finished Chart” to complete as they await the others.
Multiple Means of Expression
I will have the students work in groups and give each group a picture
representing a season.
I will explain that each group must write a few sentences about that season and
describe the typical weather conditions for that specific season.
Time
Needed
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL): I will work with them in small groups that focuses on the
vocabulary used during the lesson.
Students with special needs: Offer them various hands on visual aids and materials where
necessary.
Students with gifted abilities: Students will complete a task using detailed sentences to present
what they know.
Early finishers (those students who finish early and may need additional resources/support):
Select a task from the “I’m Finished Chart” to complete as they await the others.
Extension Activity and/or Homework
I will describe the task to the students:
Students will choose a city and research the weather for this city for the week. They will describe
the weather of this city in groups of 3 and tell what they would like to do today and what they are
going to do the rest of the week based on the weather.
Time
Needed
5 minutes
lOMoAR cPSD| 8548039
GCU College of Education
LESSON PLAN TEMPLATE
Reflection
When designing the lesson plan, I had in mind the students’ need to develop better understanding
of the various seasons and weather. Throughout the lesson plan, various ways to offer
differentiated learning were offered which included working in small groups, whole groups,
independent groups, and teacher supported groups. I also included a number of DOK level
questions to encourage them to utilize their critical thinking skills in order to connect with the
real life experiences. Besides, the students were encouraged to use problem solving abilities to
find solutions to the problems. The students were given homework to complete the Weather
Worksheet for a city of their choice, which aims at checking their level of understanding on the
lesson and ability to use technology for research.
© 2019. Grand Canyon University. All Rights Reserved.
Downloaded by Develop Wisdom (sstringerjohnson@gmail.com)
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):
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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):
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Time
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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.
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Time
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LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
CATHERINE NYAWIRA MUGO
Grade Level:
4th
Date:
March 20, 2020
Unit/Subject:
GEOGRAPHY
Instructional Plan Title:
Lesson Summary and
Focus:
WEATHER AND SEASONS
Students will learn and comment about weather. They will also be able to explain their
favorite seasons.
Classroom and Student
Factors/Grouping:
In my class, I have a total of 30 students. 15 of the students are ELLs, 2 students have
ADHD, and 3 others have learning disabilities (IEP/504). 12 students come from middle
SES background while 17 others are from low (SES) and only 1 from high SES
background.
During the lesson, scaffolding will be done depending on the students’ abilities. The
teacher will put students into different types of groups including independent working
groups, small groups, peer to peer and whole groups.
National/State Learning
Standards:
“K-PS3-1.
Make observations to determine the effect of sunlight on Earth’s
surface. [Clarification Statement: Examples of Earth’s surface could
include sand, soil, rocks, and water.] [Assessment Boundary: Assessment
of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2.
Use tools and materials to design and build a structure that will
reduce the warming effect of sunlight on an area.* [Clarification
Statement: Examples of structures could include umbrellas, canopies, and
tents that minimize the warming effect of the sun.]
K-ESS2-1.
Use and share observations of local weather conditions to describe
patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny,
cloudy, rainy, and warm); examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a month. Examples of
patterns could include that it is usually cooler in the morning than in the
afternoon and the number of sunny days versus cloudy days in different
months.] [Assessment Boundary: Assessment of quantitative observations
limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2.
Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe
weather.* [Clarification Statement: Emphasis is on local forms of severe
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LESSON PLAN TEMPLATE
weather.]” (https://www.nextgenscience.org/, 2020)
Specific Learning
Target(s)/Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Academic Language
Resources,
Materials,
Equipment,
Technology:
Students will identify weather based on photos.
Students will comprehend and produce necessary vocabulary for
this topic.
Students will identify activities they will do based on the
weather.
Students will discuss the types of weather in each season.
Students will understand the difference between Celsius and
Fahrenheit.
Students will discover what other classmates like to do in each
season
Students will be able to understand why another person likes
certain seasons.
Students will be able to tell their favorite season and why.
Students will be able to find the weather of a chosen city and
describe it.
Students will review weather vocabulary with photos, which include:
Cloudy
Windy
Sunny
Rainy
Calm
and
textbook
notebook
exercise books
flashcards for all weather items pictures
video projector
Section 2: Instructional Planning
Anticipatory Set
I will ask students questions about how they feel, and then check their homework
and make error corrections, if any.
I will get into the topic by asking students to look at the date and revise orally the
days of the week and the months of the year.
Time
Needed
10
Minutes
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LESSON PLAN TEMPLATE
I will then try to get students talk about seasons.
I will ask them what season they like best and see if anyone can explain why.
I will have them to briefly compare and contrast the four seasons and tries to
elicit weather related vocabulary. If any useful vocabulary words come up, I will
write them on the blackboard.
Multiple Means of Representation
I will introduce weather related vocabulary using a weather PPT and handouts.
I will drill new words using choral and individual repetition.
I will highlight the appropriate formulae and expressions usually used to describe
weather and write them on the blackboard, then explains the meaning of weather
symbols.
I will also mention the fact that in the US, the weather is a very popular topic and
usually a good way to start a
Categories: