GCU College Of Education Lesson Plan Template 2014 Te 895256

Gcu College Of Educationlesson Plan Template032014teacher Candidateg

GCU College of Education Lesson Plan Template (03/2014) for Teacher Candidates

This lesson plan template guides teachers in planning comprehensive, standards-based lessons by detailing lesson summary, classroom factors, standards, objectives, instructional steps, assessments, language development, materials, grouping strategies, and reflections on student learning and extension activities.

Paper For Above instruction

Designing an effective lesson plan is fundamental to successful teaching, especially within the standards-based educational framework. The provided template from GCU College of Education emphasizes a structured approach to planning that ensures alignment with grade-level standards, differentiation for diverse learners, and integration of language development within subject content.

Our overview begins with a brief lesson summary and focus, clearly articulating the central content or skill being taught, along with the context of classroom demographics and student factors such as IEPs, ELLs, and behavioral challenges. This ensures inclusive planning tailored to the specific needs of learners. Identifying relevant national and state standards ensures the lesson maintains compliance with curriculum expectations, serving as a foundation for the lesson’s objectives.

The lesson’s specific learning targets or objectives are critical; they specify precisely what students will demonstrate after instruction, providing clear goals for both teaching and assessment. The notes on instruction position the lesson within a broader unit, helping teachers connect learning to prior knowledge and subsequent lessons. The agenda component divides the lesson into opening, active engagement, and closure segments, with associated approximate times, making the lesson transparent and organized for students.

Formative assessment strategies are incorporated throughout to monitor student progress and inform instruction adaptively. The integration of academic language considers essential vocabulary, functions, and structures needed for students to demonstrate understanding effectively—especially important in content areas requiring precise terminology and cognitive operations.

Materials, equipment, and technology are meticulously listed, ensuring readiness and effective use of resources. Differentiation strategies for academically, behaviorally, and motivationally challenged students are specified, along with extension activities for early finishers, promoting an inclusive and engaging learning environment.

The instructional section begins with the opening, where prior knowledge is connected and anticipatory sets are used to motivate students. The detailed “I Do” and “Students Do” procedures ensure clarity in modeling and practice, including explicit instructions, scripted steps, and formative assessment techniques. Emphasis on differentiation and extensions supports varied learner needs.

The assessment section describes both formative and summative methods for evaluating mastery, ensuring assessments align with learning objectives. Further, reflection on student transfer of knowledge fosters real-world application. Homework is assigned thoughtfully, tied to lesson objectives, and differentiated when necessary, providing reinforcement outside of class.

This comprehensive lesson plan template embodies best practices in instructional design, promoting high-quality, standards-aligned, differentiated teaching that addresses the diverse needs of learners while fostering engagement, understanding, and application.

References

• California Department of Education. (2018). Effective Teaching Strategies. Retrieved from https://www.cde.ca.gov
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Marzano, R. J. (2017). The New Art and Science of Teaching. ASCD.
• McTighe, J., & Wiggins, G. (2013). Essential Questions: Opening Doors to Student Understanding. ASCD.
• DuFour, R., & DuFour, R. (2015). Learning by Doing: A Handbook for Professional Learning Communities. Solution Tree Press.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses on Achievement. Routledge.
• Fisher, D., & Frey, N. (2014). Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.