GCU College Of Education Lesson Plan Template Section 716526

Gcu College Of Educationlesson Plan Templatesection 1 Lesson Preparat

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:

Identify the relevant national and state standards that align with the lesson. Include the standards with the performance indicators and the standard language in its entirety. These standards should address learning initiatives from one or more content areas and align with the lesson’s learning targets/objectives and assessments.

Specific Learning Target(s)/Objectives:

Create measurable, aligned learning objectives. Consider: Who is the audience? What action verb will be measured? What tools or conditions are being used? What is being assessed? For example, “Given an unlabeled map outlining the 50 states, students will accurately label all state names,” instead of vague statements like “understand.”

Academic Language:

List bulleted academic vocabulary and content-specific terms students need to learn. Describe briefly how you will teach these terms during the lesson.

Resources, Materials, Equipment, and Technology:

List all materials, resources, equipment, and technology used during the lesson. Attach all printed and online materials as required, including links.

Paper For Above instruction

The foundational step in effective lesson planning at GCU College of Education involves detailed preparation that ensures all students can access and engage with the learning content. This begins with a comprehensive lesson summary that encapsulates the core focus within 2-3 sentences, providing a succinct overview for educators to align their teaching strategies. Understanding classroom demographics and student factors is critical; including information about students' individual needs—such as IEPs, 504 plans, ELL status, behaviors, and giftedness—guides targeted differentiation, enabling the teacher to tailor instructional approaches effectively.

Aligning with national and state standards is fundamental in establishing clear, relevant learning benchmarks. Teachers must identify and include standards in their plan, complete with specific performance indicators and language, to ensure instruction is standards-based and measurable. The learning objectives derived from these standards should be specific, measurable, and action-oriented. Instead of vague descriptions, objectives like “students will accurately label all state names on an unlabeled map” provide clarity about expected student performance post-instruction.

Academic language expectations involve explicit planning around key vocabulary, both general and content-specific. Teachers should list these terms and briefly describe strategies to effectively introduce and reinforce these words, such as visual aids, contextual explanations, or interactive activities.

The resources section details the materials and technology necessary for lesson delivery and student engagement, emphasizing the importance of resource readiness. Proper documentation and attachment of all supplemental materials, both printed and digital, facilitate seamless lesson execution and support differentiation.

Effective lesson planning also involves anticipating how students will engage before, during, and after instruction. The anticipatory set aims to activate prior knowledge and capture interest, often through visual prompts or questions. Differentiated instruction extends to content delivery using various media (videos, graphic organizers, manipulatives) tailored for diverse learners, including ELLs, students with disabilities, gifted students, and early finishers.

Student interactions with content are purposeful; therefore, teachers must outline strategies for engagement such as collaborative activities, discussions, hands-on projects, and problem-solving tasks. Incorporating formative assessments—like exit tickets, quick writes, or thumbs-up/thumbs-down—allows real-time monitoring of understanding and informs immediate adjustments.

Finally, assessments should provide multiple pathways for students to demonstrate mastery, embracing varied expressive formats such as essays, presentations, projects, or digital artifacts. These assessments should be tiered or adapted as needed to accommodate learners’ individual needs. Additionally, extension activities or homework reinforce learning targets and offer opportunities for enrichment, with clear explanations of their relevance and supports.

This comprehensive planning ensures inclusive, effective instruction that addresses diverse learner needs, aligns with standards, and promotes meaningful engagement and assessment.

References

• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• McTighe, J., & Wiggins, G. (2013). Essential Questions: Opening Doors to Student Understanding. ASCD.
• Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
• Brophy, J. (2010). Motivating Students to Learn. Routledge.
• Erkens, G., et al. (2014). Formative assessment in the classroom. SAGE Publications.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Ontario Ministry of Education. (2008). The Ontario Curriculum Grades 1-8: Language. Ontario Ministry of Education.