GCU College Of Education Lesson Plan Template Revised
Gcu College Of Education5e Lesson Plan Templaterevised 1 5 2016teacher
GCU College of Education 5E LESSON PLAN TEMPLATE Revised 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. Clarify where this lesson falls within a unit of study. 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. Classroom and Student Factors : Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. National / State Learning Standards: Identify the relevant grade level standards, including the strand, cluster, and standards by number and its text. Specific Learning Targets/Objectives: Specify exactly what the students will be able to do after the standards-based lesson.
Lesson Focus Question: Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson. Academic Language: Key Vocabulary: Include the content-specific terms you need to teach and their meanings according to this lesson. Instruction and Development: Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms. Summative Assessment: Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives.
Differentiation Strategies Instruction Activities Assessment Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students. Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students. Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned. II. Instruction The 5Es Probing Questions Engage Designed to help students understand the learning task and make connections to past and present learning experiences.
It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit. Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson. Explore Students have the opportunity to get directly involved with key concepts through guided exploration of information.
They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary. Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning.
Explain Activity: Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced. Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target.
Elaborate Activity: Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships. Closure: Providing closure to the lesson and verifying student understanding is critical at this point. Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here.
Evaluate Formative Assessment: The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation - traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports - can be conducted at this stage. The assessment should be aligned with the content of the learning experience. © 2016. Grand Canyon University. All Rights Reserved.
Class Profile Student Name ELL/ Proficiency Level Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/ 504 Other Age Reading Performance Level/Score Math Performance Level/Score Arturo Yes - 4 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98 At grade level / 151 Bertie Yes - 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English Female No None Grade level Two years above grade level/268 At grade level/163 Brandie Yes - 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79 Dessie Yes - 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes - 4 Low Mexican Spanish Female No None Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124 Eduardo Yes - 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135 Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes - 5 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114 Francesca Yes - 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None One year above grade level Two years below grade level/285 Two years below grade level/15 Ines Yes - 4 Low Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level/50 One year below grade level/55 Jade No Mid African American English Female No None Grade level At grade level/183 One year above grade level/224 Kent No High White English Male ADHD Glasses Grade level At grade level/178 One year above grade level/208 Lolita Yes – 5 Low Navajo Navajo Female No None Grade level At grade level/110 At grade level/141 Maria No Mid Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level/139 Two years above grade level/296 Mason Yes - 4 Low Vietnamese Vietnamese Male Yes High Func-tioning Autism Grade level At grade level/154 At grade level/138 Nick No Low White English Male No None Grade level One year above grade level/205 At grade level/180 Noah No Low African American English Male No Glasses Grade level At grade level/193 At grade level/177 Sharlene No Mid White English Female No None Grade level One year above grade level/110 At grade level/125 Sophia Yes - 5 Mid Guatamalan Spanish Female No None Grade level At grade level/129 At grade level/152 Stuart No Mid White English Male No Allergic to peanuts Grade level One year above grade level/231 At grade level/116 Terrence No Mid African American English Male No None Grade level At grade level/189 At grade level/192 Wade No Mid White English Male No Glasses Grade level At grade level/179 One year above grade level/223 Welington Yes – 3 Low Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level/82 Two years below grade level/24 Wendell Yes - 2 Low Somalian Refugee Somali Male No None Grade level One year below grade level/51 Two years below grade level/45 Yung Yes - 4 Low Burmese Burmese Male No None One year below grade level One year below grade level/98 Two years below grade level/65 *Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = , Below Grade Level = 0-99 © 2018.
Grand Canyon University. All Rights Reserved. Lesson Plan 5E Components ACEI 2.2; InTASC 4(c), 4(d)] 30.0 All 5E (Engage, Explore, Explain, Elaborate, Evaluate) lesson plan components are addressed. The instruction and activities clearly promote critical-thinking and problem-solving skills, as well as create an atmosphere of learning through inquiry. The descriptions for each component are substantive.
Standards and Learning Target ACEI 2.2 30.0 Lesson plan includes a specific science or health standard and an aligned and measurable learning target. All components of the lesson plan are aligned to the learning target. Rationale ACEI 2.2; InTASC 4(c), 4(d)] 30.0 Rationale clearly explains student engagement in all of the 5Es. It includes several distinctive supporting details and/or examples to support lesson plan components. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment) 5.0 All format elements are correct. Total Percentage 100 Name: Course: Date: Instructor: Origins Christian Beliefs In words, respond thoroughly to the prompt in the assignment. Be sure to include citations. Current Understanding In words, respond thoroughly to the prompt in the assignment. Be sure to include citations.
Impact of Current Understanding In words, respond thoroughly to all the prompts in the assignment. Be sure to include citations. References Author, A. A., & Author, B. B. (Year).
Title of article. Journal Title, Volume (Issue), Page numbers. Retrieved from url/permalink with hyperlink removed