The document provides guidance for creating a lesson plan based on academic standards using an instructional model. It lists the required components of the lesson plan: identifying the instructional model, stating the academic standards, describing the grade level, writing learning objectives, describing assessments, and explaining teaching procedures. The lesson plan should use the KUD format and refer to chapters on instructional goals, standards, and models.

1. Lesson Plan
We have examined a variety of instructional models. Select one
of the models we have learned about and create a lesson plan
(based on academic standards) using that instructional model.
Be sure to address each of the items below in your lesson plan:
Identify the instructional model you have chosen.
State the academic standards on which the lesson is based.
Describe the grade level for which your lesson is written.
Write one
students will understand
objective, at least two
students will know
objectives, and at least two
students will be able to do
objectives to meet the academic standard you have chosen.
Describe assessments that will be utilized to measure students’
mastery of the objectives.
Explain the procedures you will use to teach the lesson. Be as
specific as possible. Pretend you are writing plans for a
substitute teacher. Your lesson must be explicit enough for the
substitute teacher to be able to implement.
Your lesson plan should be written using the

2. KUD format
(look below for KUD attachment)
provided in the resources section of the course. Please refer to
chapters 3, 4, and 5 as well as other resources to create your
lesson plan.
3.2
Instructional
Goals:
A
Closer
Look
at
the
Standards
Let’s
return
to
the
discussion

3. of
instructional
goals.
The
Common
Core
State
Standards
(CCSS)
and
the
Next
Generation
Science
Standards
(first
introduced
in
Chapter

4. 1
)
provide
the
basis
for
the
instructional
goals
most
states
have
established.
The
states
that
have
adopted

5. the
Common
Core
Standards
in
English/Language
Arts
(ELA)
and
Math
have
agreed
that
these
standards
will
comprise
at
least

6. 85
percent
of
the
total.
State-specific
standards
may
comprise
the
remaining
15
percent.
State
standards
in
other
areas

7. (e.g.,
science,
social
studies,
art,
music,
or
physical
education)
are
usually
framed
within
the
context
of
national,
state,
and

8. professional
association
recommendations.
For
example,
the
Next
Generation
Science
Standards
were
developed
by
a
team
of
lead
state

9. writers
in
partnership
with
the
National
Research
Council,
National
Science
Teachers
Association,
American
Association
for
the
Advancement
of
Science,

10. and
Achieve.
They
were
released
to
the
public
in
April
2013,
and
various
state
departments
of
education
are

11. in
the
process
of
adopting
them.
National
Curriculum
Standards
for
Social
Studies
were
revised
in
2010
by
the
National

12. Council
for
the
Social
Studies,
a
professional
organization,
and
may
influence
state
social
studies
standards.
The
following
sections

13. provide
an
overview
of
the
standards
that
most
states
have
either
adopted
or
adapted:
the
CCSS
in
English/Language
Arts

14. and
Math,
and
the
Next
Generation
Science
Standards.
English
Language
Arts
ELA
standards
in
reading,
writing,
speaking
and
listening,

15. and
language
are
anchored
by
College
and
Career
Readiness
standards
(CCR)
.
These
anchor
standards
are
articulated
at
each

16. level,
with
grade-level
descriptions
of
what
the
students
should
know.
They
define
32
broad
competencies
that
form
the

17. basis
for
literacy
expectations
across
all
grades.
Beginning
at
grade
6,
the
standards
also
apply
to
literacy
in
history,

18. social
studies,
science,
and
technical
subjects,
emphasizing
the
shared
responsibility
for
all
teachers
to
teach
reading
and
writing

19. across
all
subject
areas
(NGA
&
CCSSO,
2010).
ELA
Standards
for
Reading
The
reading
standards
focus
on
a
holistic

20. view
of
comprehension
as
an
evolving
skill
and
emphasize
developing
meaning
from
the
beginning
stages
of
reading
development.
As

21. seen
in
Table
3.2,
the
reading
standards
are
based
on
the
idea
of
gradually
increasing
complexity
of
text

22. so
that
by
the
end
of
high
school,
students
are
ready
for
the
demands
of
college
and
career-level

23. reading.
Readiness
for
these
demands
requires
progressive
development
in
reading
comprehension
so
that
students
are
able
to
gain
more

24. from
what
is
read.
The
anchor
standards
are
grouped
according
to
concepts
of
key
ideas,
craft
and
structure,

25. integrating
knowledge
and
ideas,
range
of
reading,
and
text
complexity.
Throughout
the
grades
and
within
the
standards,
reading
occurs

26. in
classic
and
contemporary
literature,
as
well
as
challenging
informational
texts
in
a
range
of
subjects.
While
the

27. CCSS
has
no
reading
list,
Appendix
A
of
the
Core
Standards
website
(
http://www.corestandards.org
)
gives
annotated
examples
of
sample

28. texts
that
meet
the
standards
for
each
grade
level.
These
lists
of
sample
texts
enable
teachers
and
districts

29. to
make
local
decisions
when
choosing
curriculum
content
that
still
meets
text
complexity
and
range
of
reading
aspirations

30. the
standards
describe.
ELA
Standards
for
Foundational
Skills
The
ELA
standards
outline
foundational
skills
that
foster
students’
working
knowledge
of

31. concepts
of
print,
alphabetic
principle,
phonics
and
word
recognition,
and
fluency.
These
fundamental
literacy
skills
are
those
recommended

32. by
the
National
Reading
Panel
(NICHHD,
2000).
ELA
foundational
skills
are
components
of
a
comprehensive
reading
program
for
grades

33. K–5.
They
emphasize
outcomes,
but
not
process.
Teachers
must
decide
what
is
appropriate
for
each
child
and
be

34. careful
to
avoid
teaching
what
students
may
already
know
(NGA
&
CCSSO,
2010).
Students
who
quickly
and
automatically
apply

35. these
concepts
will
need
less
direct
instruction
in
this
area;
those
who
are
struggling
may
need
more.
ELA
Standards

36. for
Literacy
in
Social
Studies,
Science,
and
Technical
Subjects
The
ELA
standards
for
literacy
in
History/Social
Studies,
Science,

37. and
Technical
Subjects
begin
in
grade
6.
The
basic
premise
of
these
standards
is
that
college
and
workforce
training

38. programs
require
literacy
skills
based
on
sophisticated
nonfiction.
Because
reading
is
such
an
important
skill
for
building
knowledge,

39. the
standards
require
students
to
learn
discipline-specific
reading
that
enables
them
to
understand
specific
words
and
phrases,
attend
to

40. details
and
concepts,
and
evaluate
and
synthesize
arguments
and
information.
The
standards
require
students
to
apply
literacy
skills

41. when
reading
primary
and
secondary
sources
in
history
and
social
studies,
as
well
as
when
reading
and
understanding
challenging

42. scientific
and
technical
texts
that
use
diagrams
and
data
to
convey
information
and
illustrate
concepts.
When
writing
in

43. the
areas
of
history
and
social
studies,
students
are
required
to
use
narrative
in
analyzing
individuals,
places,
and

44. historical
events.
When
writing
in
science
and
technical
subject
areas,
students
must
be
able
to
write
descriptions
of
procedures

45. and
results
in
a
manner
that
others
could
potentially
replicate
(NGA
&
CCSSO,
2010).
The
reading
and
writing

46. standards,
with
descriptions
of
what
the
students
should
know,
are
organized
by
middle
school
(each
grade
6–8),
and
high

47. school
(two
bands
each
of
grades
9–10
and
11–12).
They
are
written
in
a
similar
language
and
with

48. similar
terms
as
their
corresponding
standards
in
reading
and
writing.