GCU College Of Education Lesson Plan Template 2014 Teacher C

Gcu College Of Educationlesson Plan Template032014teacher Candidateg

GCU College of Education Lesson Plan Template 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title

I. Planning

Lesson summary and focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.

Classroom and student factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching, and assessing students to facilitate learning for all students.

National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

Specific learning target(s) / objectives: Specify exactly what the students will be able to do after the standards-based lesson.

Teaching notes: Clarify where this lesson falls within a unit of study.

Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.

Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s).

Academic Language: Key vocabulary: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?

Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?

Instructional Materials, Equipment and Technology: List ALL materials, equipment, and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

Grouping: Identify grouping strategies that will support your students’ learning needs.

II. Instruction

A. Opening

Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives.

B. Learning and Teaching Activities (Teaching and Guided Practice)

I Do: Students Do: Differentiation:

• The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Your “I Do” procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list.
• Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do?

III. ASSESSMENT

Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key.

Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives.

Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students.

Closure: Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation.

Identify how students will confirm transfer of the learning target(s)/objectives to application outside the classroom.

Homework: Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets/objectives. Attach any copies of homework.

Sample Paper For Above instruction

Effective lesson planning is fundamental to successful teaching and student learning. This comprehensive lesson plan template from GCU's College of Education ensures that educators consider all critical components—from understanding student needs to evaluating learning outcomes—that contribute to effective instruction. This paper illustrates how the different sections of the lesson plan can be integrated into a cohesive teaching approach that promotes student engagement, understanding, and academic achievement.

Introduction

Lesson planning begins with a clear understanding of the lesson's focus and objectives. The teacher must articulate a succinct lesson summary and consider the diverse classroom environment, including student factors such as IEPs, ELL status, and behavioral challenges. Recognizing these factors ensures that instruction is inclusive and differentiated (Tomlinson, 2014). Standing in alignment with national and state standards, specific learning targets define measurable outcomes, guiding the instructional process. The objectives should be written in concrete terms, detailing what students will accomplish, fostering clarity and purpose (Marzano, 2007).

Planning and Organization

Effective planning encompasses an understanding of the lesson's placement within a larger unit, as well as structuring the agenda into opening, learning activities, and closure. The agenda should include timing and focus, promoting a smooth transition between activities and maintaining student engagement. Formative assessments during instruction enable teachers to monitor understanding, providing real-time data to inform instructional adjustments (Black & Wiliam, 1998).

Language and Resources

Integrating academic language is vital for supporting students' grasp of subject-specific vocabulary and functions. Teachers should explicitly teach key terms, model their use, and reinforce understanding through structured language activities. Utilizing instructional materials, equipment, and technology enhances engagement and supports diverse learning needs. Strategic grouping further facilitates collaborative learning and differentiated instruction, especially for students requiring additional support or extension activities.

Instructional Procedures

The "I Do" segment involves explicit modeling by the teacher, demonstrating skills or content with clarity and precision. This should be followed by "Students Do" activities where students practice independently or collaboratively. Differentiation strategies must be embedded throughout, accommodating various learning styles and challenges—such as providing scaffolds for struggling students or enrichment for advanced learners. Extension activities should offer opportunities for early finishers to deepen their understanding.

Assessment and Reflection

Summative assessments evaluate whether students have achieved the learning targets. These should be aligned with standards and objectives, with clear criteria for success. Formative assessments embedded throughout provide ongoing feedback. Differentiation during assessment ensures all students have appropriate opportunities to demonstrate their understanding. Closure activities help students articulate their learning, transfer knowledge to real-world contexts, and reflect on their progress. Homework should reinforce skills learned, supporting ongoing development outside the classroom.

Conclusion

A well-structured lesson plan not only guides instruction but also promotes inclusivity and continuous assessment. By thoughtfully integrating content standards, linguistic support, diverse activities, and assessment, educators can foster an effective learning environment that responds to the needs of all students.

References

• Black, P., & Wiliam, D. (1998). Assessment for learning: Putting it into practice. Phi Delta Kappan, 80(9), 139-148.
• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Teacher Accreditation Roundtable.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hess, K. M., & McAvoy, P. (2014). The teaching portfolio: A practical guide for reflective practice and professional development. Corwin Press.
• Speer, N. M., & Wagner, S. (2009). Developing a productive classroom environment. Educational Leadership, 66(6), 24-29.
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. Urban Review, 27(1), 58-73.
• Darling-Hammond, L. (2000). How teacher education can make a difference. Journal of Teacher Education, 51(3), 166-173.
• McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.