Understanding Educational Terminology Educational Terminology Brief Explanation Purpose in the Planning, Instruction and Assessment Process Lesson Plans Classroom and Student Factors/Grouping National/State Learning Standards Learning Objective Alignment Academic Language Anticipatory Set Prior Knowledge Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression Instructional Methods Instructional Strategies Essential Questions Extension Activity Guided Practice Independent Practice Closure Formal Assessment Informal Assessment Pre-assessment Formative Assessment Summative Assessment Scoring Rubric Cross-curricular Examining Different Lesson Plan Formats © 2018. Grand Canyon University. All Rights Reserved. © 2018 Grand Canyon University. All Rights Reserved. Aligning Standards and Learning Objectives Part 1: Lesson Plan Analysis Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan: · What is the academic standard? · What is the learning objective? · Are the standard and objective aligned? How do you know? Provide a rationale. · What is the lesson about? What does this lesson cover? · Do the assessments effectively measure the academic standard and learning objective? Justify your response. Part 2: Unwrapping the Standards Grade Level: State Learning Standard: KNOW Objective This is what students NEED TO KNOW UNDERSTAND Objective This is what students NEED TO UNDERSTAND DO Objective This is what students NEED TO BE ABLE TO DO Lesson Summary: In a few sentences, summarize this lesson. © 2018 Grand Canyon University. All Rights Reserved. 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: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...

1. Understanding Educational Terminology
Educational Terminology
Brief Explanation
Purpose in the Planning, Instruction and Assessment Process
Lesson Plans
Classroom and Student Factors/Grouping
National/State Learning Standards
Learning Objective
Alignment
Academic Language
Anticipatory Set

2. Prior Knowledge
Multiple Means of Representation
Multiple Means of Engagement
Multiple Means of Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
Guided Practice

3. Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment
Scoring Rubric
Cross-curricular

4. Examining Different Lesson Plan Formats
© 2018. Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
Aligning Standards and Learning Objectives
Part 1: Lesson Plan Analysis
Review the "COE Lesson Plan Example" located in Topic
Materials. On the "Aligning Standards and Learning Objectives"
template, write 250-500 words, responding to the following
prompts, as they relate to the lesson plan:
· What is the academic standard?
· What is the learning objective?
· Are the standard and objective aligned? How do you know?
Provide a rationale.
· What is the lesson about? What does this lesson cover?
· Do the assessments effectively measure the academic standard
and learning objective? Justify your response.

5. Part 2: Unwrapping the Standards
Grade Level:
State Learning Standard:
KNOW Objective
This is what students NEED TO KNOW
UNDERSTAND Objective
This is what students NEED TO UNDERSTAND
DO Objective
This is what students NEED TO BE ABLE TO DO
Lesson Summary:
In a few sentences, summarize this lesson.
© 2018 Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:

6. 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:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the

7. focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.

8. In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to

9. prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.

10. Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage

11. students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:

12. · Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will

13. also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed

14. Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed
© 2019. Grand Canyon University. All Rights Reserved.
Writing Objectives and Learning Goals
Standard: Refers to state content and specialized professional
association (SPA) standards, which help teachers determine the
learning goals.
Learning Goal (broad and general):Each unit plan will begin
with a learning goal that determines the unit’s purpose, aim, and
rationale. The learning goals that teacher candidates write must
align to the state and/or SPA curriculum standards. In order to
develop solid learning goals, consider the following questions:
· What are the goals for the unit?

15. · What is expected of the student by the end of the unit?
Learning Objectives: (defined measurable outcomes): A
statement of a specific desired outcome that is clear and
measureable. Learning objectives must contain details about
how students will demonstrate their understanding. Focus is
solely on student outcomes or what the student should be able to
demonstrate by the end of the lesson.
Figure 7.2 Alignment of Learning Goals
Table 7.3 Bloom’s Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Define
Classify
Apply
Compare
Argue
Construct
Identify
Indicate
Examine
Contrast
Critique
Design
List
Match
Generalize
Differentiate
Defend
Formulate

16. State
Select
Illustrate
Discriminate
Evaluate
Hypothesize
Reproduce
Summarize
Record
Examine
Judge
Plan
When writing a learning objective, it is important to utilize the
correct verbs for the different categories.
Table 7.5 Verbs and Categories
Category
Common Verbs
Verbal Information
State, recite, tell, declare, name, list, define
Intellectual Skills: Concrete Concepts
Identify, label
Intellectual Skills: Defined Concepts
Classify instances, sort, categorize
Intellectual Skills: Rules
Solve, show, demonstrate, generate, develop, create, determine,
calculate, predict
Intellectual Skills: Higher order Rules (Problem Solving)
Solve, show, demonstrate, generate, develop, create, determine,
calculate, predict, defend, support
Motor Skills
Execute, perform, swim, walk, run, climb, drill, saw, assemble,
build
Attitudes
Choose, decide, participate
Learning objectives should utilize verbs to describe how

17. students will demonstrate their knowledge and understanding of
the skills and content outlined in the standards. Below are some
guiding questions to help write learning objectives:
· What knowledge and skills are students learning during this
lesson?
· What performances will students complete to demonstrate
their new knowledge and skills?
· How will students be assessed to determine if they have
mastered the objectives?
TSWBAT (The Student Will Be Able To) Learning Objective
TSWBAT identify the noun, verb, and adjective of the sentence
and defines each part of speech.
Examples:
· When completing a lab experiment, students will be able to
describe, analyze, and explain their experiment and the results
on the Lab Template using correct grammar and topic-relevant
vocabulary.
· Estimate lengths using units of inches, feet, centimeters, and
meters.
· Assess the extent to which the reasoning and evidence in a
text support the author's claim.
Grand Canyon University. (Ed.). (2016). Teaching with a
Purpose: Learning, Leading, Serving (2nd ed.).
© 2018. Grand Canyon University. All Rights Reserved.
Education Terminology

18. 20.0
Explanation/definition of the educational is comprehensive and
demonstrates proficient understanding of the concept.
Educational Terms Purpose
20.0
Example of the term's purpose is thought provoking and
skillfully connects how the term applies to the lesson planning
process.
Analysis of Core Lesson Planning Components
10.0
Analysis of the core lesson planning components exceeds
standards and demonstrates sophisticated understanding of the
concept.
Similarities/Differences in the Terminology Formats
10.0
Analysis of the di similarities/differences in the terminology
between formats is comprehensive and demonstrates extensive
understanding of lesson planning terminology.
Similarities/Differences in the Organizational Formats
10.0
Analysis of the similarities/differences in the organization
between formats is thorough and demonstrates exceptional
understanding of each lesson plan format.
Organization
15.0
The content is well organized and logical. There is a sequential
progression of ideas related to each other. The content is
presented as a cohesive unit. Provides the audience with a clear
sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
15.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.

19. Total Percentage
100