Description
Lesson planning is not just about planning what you want your students to know, but also planning for possible situations that might arise and solutions that can be used. Using academic and behavioral data, a teacher must plan for what each child is going to need to help them access the curriculum as well as any individual accommodations that will be needed. The time spent on planning helps to ensure successful delivery of the lesson.
Select a 3-5 grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain.
Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the “Class Profile.”
Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic materials.
For your differentiated activities, specifically address:
- Fraction tasks, including area, length, and set/quantity models; or
- Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions.
- In the Multiple Means of Representation section, describe five potential issues and/or roadblocks that might happen while delivering the lesson, based on the needs of the selected group of students. Provide possible solutions to each potential issue.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Course Code
SPD-570
Class Code
SPD-570-O501
Criteria
Criteria
Percentage
100.0%
Section 1: Classroom and Student
Factors/Grouping
10.0%
Section 1: Standards and Learning
Targets/Objectives
10.0%
Section 1: Academic Language
10.0%
Section 1: Resources, Materials, Equipment, and
Technology
15.0%
Section 2: Anticipatory Set
15.0%
Section 2: Multiple Means of Representation
15.0%
Section 2: Multiple Means of Engagement
15.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Differentiating Math Activities
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
60.0
Insufficient (69.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students are insignificant to the
development of the lesson or are insufficiently described.
The objective is not skill-based or measurable. It is not
appropriate for students, and ineffectively aligned with the
state standard.
Academic language is missing several key terms, or terms
presented are not relevant. Teaching strategies are
inappropriate or underdeveloped.
Resources, materials, equipment, and technology are
inappropriate for the lesson.
Anticipatory set is insufficient to engage students and
activate prior knowledge.
The means of representation insufficiently presents content.
Needs of diverse learners outlined on the template are
inadequately addressed.
The means of engagement implausibly allow students to
explore, practice, and apply the content and academic
language. Inadequately addresses the needs of diverse
learners outlined on the template.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students minimally relate to the
development of the lesson and are cursorily described.
The objective describes an instructional activity rather than a
skill, or is only somewhat measurable. It is somewhat
developmentally-appropriate, and minimally aligned with the
state standard.
Academic language is missing one or more key terms, or
includes a term that is irrelevant. Includes minimal strategies
for teaching the new terms.
Resources, materials, equipment, and technology are lacking
detail, or include some extraneous information.
Anticipatory set marginally engages students and activates
prior knowledge.
The means of representation is unfocused or overly broad in
presenting content. Methods for addressing the needs of the
diverse learners outlined on the template are under
developed.
The means of engagement vaguely allow students to explore,
practice, and apply the content and academic language. Does
not fully address the needs of diverse learners outlined on
the template.
Submission includes mechanical errors, non-relevant
language, or inconsistencies in language that hinder
comprehension.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
Acceptable (87.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students are relevant to the
development of the lesson and clearly described.
The objective is skill-based, measurable, developmentallyappropriate, and effectively aligned with the state standard.
Academic language is listed along with clear and relevant
strategies for teaching the new terms.
Resources, materials, equipment, and technology are
appropriate for the lesson.
Anticipatory set is clearly designed to engage students and
activate prior knowledge.
The means of representation appropriately presents content
using more than one method or tool to meet the needs of
diverse learners outlined on the template.
The means of engagement effectively allow students to
explore, practice, and apply the content and academic
language. Appropriately addresses the needs of diverse
learners outlined on the template.
Submission is largely free of mechanical errors, although a
few are present. Includes appropriate practice and contentrelated language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students are meaningful for the
development of the lesson and skillfully described.
The objective is performance-driven, measurable,
developmentally-appropriate, and directly aligned with the
state standard.
Academic language is listed along with innovative and
engaging strategies for teaching the new terms.
Resources, materials, equipment, and technology are
innovative and enhance the lesson.
Anticipatory set is designed to creatively engage students and
meaningfully activate prior knowledge.
The means of representation creatively presents content
using a variety of developmentally-appropriate methods or
tools. Thoughtfully addresses the needs of diverse learners
outlined on the template.
Comments
The means of engagement innovatively allow students to
explore, practice, and apply the content and academic
language. Meaningfully addresses the needs of diverse
learners outlined on the template.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
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.
© 2019. 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.
© 2019. 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.
© 2019. 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):
© 2019. 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):
© 2019. 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 how you will differentiate assessments for each of the following groups:
•
English language learners (ELL):
•
Students with special needs:
•
Students with gifted abilities:
•
Early finishers (those students who finish early and may need additional
resources/support):
© 2019. Grand Canyon University. All Rights Reserved.
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.
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
Purchase answer to see full
attachment
SPD-570
Class Code
SPD-570-O501
Criteria
Criteria
Percentage
100.0%
Section 1: Classroom and Student
Factors/Grouping
10.0%
Section 1: Standards and Learning
Targets/Objectives
10.0%
Section 1: Academic Language
10.0%
Section 1: Resources, Materials, Equipment, and
Technology
15.0%
Section 2: Anticipatory Set
15.0%
Section 2: Multiple Means of Representation
15.0%
Section 2: Multiple Means of Engagement
15.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Differentiating Math Activities
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
60.0
Insufficient (69.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students are insignificant to the
development of the lesson or are insufficiently described.
The objective is not skill-based or measurable. It is not
appropriate for students, and ineffectively aligned with the
state standard.
Academic language is missing several key terms, or terms
presented are not relevant. Teaching strategies are
inappropriate or underdeveloped.
Resources, materials, equipment, and technology are
inappropriate for the lesson.
Anticipatory set is insufficient to engage students and
activate prior knowledge.
The means of representation insufficiently presents content.
Needs of diverse learners outlined on the template are
inadequately addressed.
The means of engagement implausibly allow students to
explore, practice, and apply the content and academic
language. Inadequately addresses the needs of diverse
learners outlined on the template.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students minimally relate to the
development of the lesson and are cursorily described.
The objective describes an instructional activity rather than a
skill, or is only somewhat measurable. It is somewhat
developmentally-appropriate, and minimally aligned with the
state standard.
Academic language is missing one or more key terms, or
includes a term that is irrelevant. Includes minimal strategies
for teaching the new terms.
Resources, materials, equipment, and technology are lacking
detail, or include some extraneous information.
Anticipatory set marginally engages students and activates
prior knowledge.
The means of representation is unfocused or overly broad in
presenting content. Methods for addressing the needs of the
diverse learners outlined on the template are under
developed.
The means of engagement vaguely allow students to explore,
practice, and apply the content and academic language. Does
not fully address the needs of diverse learners outlined on
the template.
Submission includes mechanical errors, non-relevant
language, or inconsistencies in language that hinder
comprehension.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
Acceptable (87.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students are relevant to the
development of the lesson and clearly described.
The objective is skill-based, measurable, developmentallyappropriate, and effectively aligned with the state standard.
Academic language is listed along with clear and relevant
strategies for teaching the new terms.
Resources, materials, equipment, and technology are
appropriate for the lesson.
Anticipatory set is clearly designed to engage students and
activate prior knowledge.
The means of representation appropriately presents content
using more than one method or tool to meet the needs of
diverse learners outlined on the template.
The means of engagement effectively allow students to
explore, practice, and apply the content and academic
language. Appropriately addresses the needs of diverse
learners outlined on the template.
Submission is largely free of mechanical errors, although a
few are present. Includes appropriate practice and contentrelated language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Classroom and student factors and their effect on planning,
teaching, and assessing students are meaningful for the
development of the lesson and skillfully described.
The objective is performance-driven, measurable,
developmentally-appropriate, and directly aligned with the
state standard.
Academic language is listed along with innovative and
engaging strategies for teaching the new terms.
Resources, materials, equipment, and technology are
innovative and enhance the lesson.
Anticipatory set is designed to creatively engage students and
meaningfully activate prior knowledge.
The means of representation creatively presents content
using a variety of developmentally-appropriate methods or
tools. Thoughtfully addresses the needs of diverse learners
outlined on the template.
Comments
The means of engagement innovatively allow students to
explore, practice, and apply the content and academic
language. Meaningfully addresses the needs of diverse
learners outlined on the template.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
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.
© 2019. 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.
© 2019. 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.
© 2019. 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):
© 2019. 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):
© 2019. 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 how you will differentiate assessments for each of the following groups:
•
English language learners (ELL):
•
Students with special needs:
•
Students with gifted abilities:
•
Early finishers (those students who finish early and may need additional
resources/support):
© 2019. Grand Canyon University. All Rights Reserved.
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.
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
Purchase answer to see full
attachment
Categories: