Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing 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. Day 1 Day 2 Day 3 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Day 3 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) Be.

1. Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson
and 1-2 sentences summarizing 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.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the
lesson being presented.
Specific Learning Target(s)/Objectives Based on state
standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-
specific vocabulary included in the unit.

2. Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be
used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all
levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain
student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet
the needs of different learners.

3. Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the
following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need
additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the
following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need
additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student
progress and modify instruction.

4. Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the
following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need
additional resources/support)
Benchmark - Algebra Unit Plan
Because lessons do not stop when a student leaves the
classroom, purposeful collaboration with other teachers, staff,
and families can help reinforce and expand the student’s
knowledge and skills. Whenever possible, teachers should try to
engage families in ways that encourage them to have their child
practice the math skills at home. Having both the teacher and
parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a
great deal of difficulty in her mainstream algebra class. Prior to
this year, she was receiving instruction in the resource setting.

5. At her eighth grade transition IEP meeting, her parents
expressed their wishes that Fiona be in the mainstream algebra
class, despite her special education teacher explaining that low
reading comprehension negatively affects the understanding of
math concepts. Fiona understands basic concepts of algebra but
has not mastered the skills needed to move to the higher-level
concepts her class is now working on. Currently, her math
performance has been measured two years below grade level and
her reading performance one year below grade level. Fiona’s
general education math teacher has spoken with her parents
about the possible need for additional support, and her parents
have agreed to help at home, as they do not want her being
pulled out for resource at this time.
The following goals have been identified by the special
education teacher collaborating with the general education math
teacher for Fiona:
Simplify addition, subtraction, multiplication, and division
equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word
problem.
Part 1: Strategies
As the special education teacher, select two researched-based
instructional strategies that could be used to help Fiona meet
her identified goals.
Instructional strategies should include:
· Explicitly teaching related vocabulary
· The use of the concrete-representational-abstract strategies
· Graphic organizers
· Mnemonic devices
· The use of assistive technology
In 250-500 words, summarize the recommended instructional
strategies, rationalizing their appropriateness for Fiona’s goals
and ability to help motivate Fiona to meet her goals. Include
specific tips for implementation.

6. Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the
goals identified for Fiona. Outline three sequenced lesson plans,
using the “3 Day Unit Plan Template.”
Your unit plan must include:
· Appropriate augmentative and alternative communication
systems and assistive technology to make the lesson content
more accessible.
· Integration of both formative and summative assessments to
demonstrate mastery and support the generalization of learning
for the student.
· Integration of an appropriate ELA writing standard related to
Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s
parents in meeting her goals. Include a specific at-home activity
to help in her continued success.
While APA format is not required for the body of this
assignment, sold academic writing is expected, and in-text
citations and references should be presented using APA
documentation guidelines, which can be found in the APA Style
Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
Support your choices in Parts 1 and 3 with 1-2 scholarly
resources.
College of Education (COE) program competencies and national
standards assessed in the benchmark assignment:
COE 3.1:
Understand the central concepts, structures of the discipline,

7. and tools of inquiry of the content areas taught, organize this
knowledge, integrate cross-disciplinary skills, and develop
meaningful learning progressions for individuals with
disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3,
ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission
Critical1, GCU Mission Critical 2, GCU Mission Critical 4]
COE 3.2:
Understand and use general and specialized content knowledge
for teaching across curricular content areas to individualize
learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2,
ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission
Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]
COE 3.3:
Modify general and specialized curricula to make them
accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3,
ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23,
IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU
Mission Critical 2, GCU Mission Critical 4, GCU Mission
Critical 5]
COE 5.6:
Teach to mastery and promote generalization of learning. [CEC
5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); GCU Mission
Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]