1. What do you think is the major drawback of questionnaire research and why? •Your initial response should be at least 250 words •All references are expected to be cited in APA format 2. Planning Prompt 1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job. 2.Classify the types of organizational goals and plans he/she performs to achieve the goals. 3.Share the organized steps of the approach to goal setting that the manager has used. 4.Identify at least two issues that affect the planning process. Response Parameters Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format. Academic Language: Lesson summary and focus: Classroom and student factors: National / State Learning Standards: Specific learning target(s) / objectives: Teacher notes: I. PLANNING Agenda: Formative assessment: Functions:Key Vocabulary: Form: Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title LESSON PLAN TEMPLATE College of Education In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. Identify the relevant grade level standard(s), including the strand, cluster, and stan- dard(s) by number and its text. Specify exactly what the students will be able to do after the standards-based lesson. Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approxi- mate time for each segment. Identify the process and how you will measure the prog- ress toward mastery of learning target(s). Clarify where this lesson falls within a unit of study. Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Describe the structures or ways of organizing language to serve a par- ticular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Grouping: II. INSTRUCTION I do Students do Differentiation Instructional Materials, Equipment and Technology: A. Opening Anticipatory set: Prior knowledge connection: B. Learning and Teaching Activities (Teaching and Guided Practice): List ALL m ...

1. 1. What do you think is the major drawback of questionnaire
research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the
function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she
performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that
the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions
must be 250–350 words in length. Each of your initial responses
must have at least one source (the textbook does not count). All
sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:

2. I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the
central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and
environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged
students), and the impact
of those factors on planning, teaching and assessing students to
facilitate learning for
all students.
Identify the relevant grade level standard(s), including the
strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and

3. teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION

4. I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided
Practice):
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.
Identify grouping strategies that will support your students’
learning needs.
Identify how this lesson connects to previous lessons / learning
(prior knowledge of
students) and students’ lives.
Identify how this lesson is meaningful to the students and
connects to their lives.
Your “Students Do” procedures should
describe exactly what students will do

5. during the lesson that corresponds to
each step of the “I Do.”
Please use a corresponding numbered
list.
Describe methods of differentiation,
including accommodation or differ-
entiation strategies for academical-
ly, behaviorally and motivationally
challenged students.
Please use a corresponding num-
bered list.
Also include extension activities:
What will students who finish early
do?
Your “I Do” instructional proce-
dures should include:
The teaching strategy you will use to
teach each step that includes model-
ing and formative assessment;
transition statements you will make
throughout your lesson and essen-
tial questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step instruc-
tions on how you will implement
the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.

6. III. ASSESSMENT
Summative Assessment Differentiation
Homework:
Closure:
Explain how students will share what they have learned in the
lesson. Identify ques-
tions that you can ask students to begin the closure
conversation. Identify how stu-
dents will confirm transfer of the learning target(s)/ objectives
to application outside
the classroom.
Clearly identify any homework tasks as appropriate. Elaborate
whether the home-
work is drill- or skill-practice-based and explain how the
homework assignment
supports the learning targets / objectives. Attach any copies of
homework.
Include details of any summative assessment as appli-
cable and attach a copy with an answer key. Explain
how the summative assessment measures the learning
target(s)/objectives. If you do not include a summative
assessment, identify how you will measure students’
mastery of the learning target(s)/objectives.
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motiva-
tionally challenged students.

7. Partial IEP and Lesson
Student: Marcus
Age: 7 years 2 months
Disability: Specific Learning Disability
Present Level of Performance:
Marcus is a second grade student who qualifies for special
education services in the areas of reading comprehension and
reading fluency. He struggles with decoding grade level words
and is unable to correctly answer grade level reading
comprehension questions related to what he has just read. When
material is read to him, Marcus is able to answer comprehension
questions at grade level. According to standardized testing, his
current reading comprehension is at the 1.0 grade level. When
given a timed test at the first grade level, Marcus is able to
correctly read 30 words in two minutes. Marcus also struggles
with written expression.
Marcus is able to perform at grade level in math, which is his
preferred subject. Marcus appears to be somewhat reserved
around his peers, and his parents would like to see him become
more social.
Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers:
Subject:
ELA
Common Core State Standards:
· RF.2.3 a. Distinguish long and short vowels when reading
regularly spelled one-syllable words.
Objective (Explicit):
· SWBAT decode the vowel sound short /e/ in one-syllable
words.
· SWBAT to distinguish the short /e/ sound in one-syllable word

8. within a sentence.
Evidence of Mastery (Measurable):
· Include a copy of the lesson assessment.
· Provide exemplar student responses with the level of detail
you expect to see.
· Assign value to each portion of the response
See attached files
Sub-objectives, SWBAT (Sequenced from basic to complex):
· How will you review past learning and make connections to
previous lessons?
· What skills and content are needed to ultimately master this
lesson objective?
· How is this objective relevant to students, their lives, and/or
the real world?
- SWBAT sound out words phonically.
- SWBAT differentiate between different phonemes.
Key vocabulary:
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen,
net, nest, tent, wet, web.
Materials:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Opening (state objectives, connect to previous learning, and
make relevant to real life)
· How will you activate student interest?
· How will you connect to past learning?
· How will you present the objective in an engaging and
student-friendly way?
· How will you communicate its importance and make the
content relevant to your students?

9. The teacher will start a conversation with the student, asking
the student what the different sounds the different vowels make.
Teacher will then lead into conversation about the e sound and
it makes two different sounds. Teacher will tell the student that
today's objective is to work on the short /e/ sound. Teacher will
review the short and long e sound with student, teacher will ask
student about learning it in the past. (How did you learn these
sounds? How do you remember which sound to make?) Teacher
will tell student that we are going to read a paragraph and look
for the short /e/ sound.
Instructional Input
Teacher Will:
· How will you model/explain/demonstrate all knowledge/skills
required of the objective?
· What types of visuals will you use?
· How will you address misunderstandings or common student
errors?
· How will you check for understanding?
· How will you explain and model behavioral expectations?
· Is there enough detail in this section so that another person
could teach it?
Student Will:
· What will students be doing to actively capture and process
the new material?
· How will students be engaged?
Teacher will read short /e/ words aloud with student. The
teacher will ask the student if they know of any other short /e/
words. The teacher will add the short /e/ words to the list.
Can you think of any other short /e/ words?
The student will listen and read with the teacher when asked.
The student will ask and answer questions.

10. Co-Teaching Strategy
· Which co-teaching approach will you use to maximize student
achievement?
Differentiation Strategy
· What accommodations/modifications will you include for
specific students?
· Do you anticipate any students who will need an additional
challenge?
Guided Practice
Teacher Will:
· How will you ensure that all students have multiple
opportunities to practice new content and skills?
· What types of questions can you ask students as you are
observing them practice?
· How/when will you check for understanding?
· How will you provide guidance to all students as they
practice?
· How will you explain and model behavioral expectations?
· Is there enough detail in this section so that another person
could facilitate this practice?
Student Will:
· How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
· How will students be engaged?
· How will you elicit student-to-student interaction?
· How are students practicing in ways that align to independent
practice?
Teacher will have the student read the paragraph that
emphasizes the short /e/ sound. The teacher will help the

11. student if needed. The teacher will then have the student
highlight the short /e/ sounds. Teacher will explain that it is a
short /e/ sound because of the CVC/CVCC pattern.
How did you know to use the short /e/ sound? What would it
sound like if you used the long /e/ sound?
Student will read the paragraph. Student will highlight the
words with the short /e/ sound. Student will ask and answer
questions.
Co-Teaching Strategy
· Which co-teaching approach will you use to maximize student
achievement?
Differentiation Strategy
· What accommodations/modifications will you include for
specific students?
· Do you anticipate any students who will need an additional
challenge?
· How can you utilize grouping strategies?
Independent Practice
Teacher Will:
· How will you plan to coach and correct during this practice?
· How will you provide opportunities for remediation and
extension?
· How will you clearly state and model academic and behavioral
expectations?
· Did you provide enough detail so that another person could
facilitate the practice?
Student Will:
· How will students independently practice the knowledge and
skills required by the objective?
· How will students be engaged?
· How are students practicing in ways that align to assessment?
· How are students using self-assessment to guide their own

12. learning?
· How are you supporting students giving feedback to one
another?
Teacher will tell the student to read aloud the mini book and
highlight the short /e/ sounds. Teacher will visually assess
student while working, teacher will ask and answer questions.
Why did you highlight that word?
How do you know it is not pronounced (use long /e/ sound in
place of short /e/ sound)?
Student will read the book aloud. Student will highlight the
short /e/ sounds. Student will ask and answer questions.
Co-Teaching Strategy
· Which co-teaching approach will you use to maximize student
achievement?
Differentiation Strategy
· What accommodations/modifications will you include for
specific students?
· Do you anticipate any students who will need an additional
challenge?
If the student finishes the mini book early, student will be given
a fill-in-the-blank word search that uses short /e/ words.
Closing/Student Reflection/Real-life connections:
· How will students summarize and state the significance of
what they learned?
· Why will students be engaged?
Teacher will talk with the student about the importance of
knowing when to use the short /e/ sound giving the examples of:
Ben vs. Bean
Bed vs. Bead

13. Pet vs. Peat
Red vs. Read
Teacher will ask the student if there are any other words that
use the short /e/ sound that make another word when the short
/e/ sound is exchanged for the long /e/ sound.
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