GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Larry Lope Grade Level: 3rd Date: April 2, 2018 Unit/Subject: Reading Informational Text Instructional Plan Title: A Medieval Feast Study Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. The focus of this lesson is reading informational text. Students will use information from illustrations and words in the text of A Medieval Feast by Aliki to demonstrate understanding of the text. 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. This classroom of thirty students consists of 14 boys and 16 girls. There are four English language learners, five students with IEPs or 504 plans, and three students with a gifted classification. Additionally, six students are Tier 2 or 3 RTI for reading and one or two years below their grade level in reading. These factors affect planning, teaching, and assessing because students with an IEP or 504 plan will need to be accommodated per these plans. Student who are English language learners, but do not have an IEP, will also need to be taken into consideration when teaching and assessing. Whole group instruction for initial reading of the text, followed by small group collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Frederick will be pulled out to work in a small group with me. 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 align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 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 learne ...

1. GCU College of Education
LESSON PLAN TEMPLATE
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Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students
will use

2. information from illustrations and words in the text of A
Medieval Feast by Aliki
to demonstrate understanding of the text.
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.
This classroom of thirty students consists of 14 boys and 16
girls. There are four
English language learners, five students with IEPs or 504 plans,
and three
students with a gifted classification. Additionally, six students
are Tier 2 or 3
RTI for reading and one or two years below their grade level in
reading. These
factors affect planning, teaching, and assessing because students
with an IEP or
504 plan will need to be accommodated per these plans. Student
who are English
language learners, but do not have an IEP, will also need to be
taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed

3. by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique,
Fatma, and
GCU College of Education
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Frederick will be pulled out to work in a small group with me.
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 align with the lesson’s
learning
targets/objectives and assessments.
Include the standards with the performance indicators and the
standard
language in its entirety.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps,
photographs) and the
words in a text to demonstrate understanding of the text (e.g.,

4. where, when, why,
and how key events occur).
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:
verb will be measured during
instruction/assessment
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.
By the end of the lesson, students will explain how illustrations

5. are useful when
making sense of a text, and how they give meaning to the text.
Students will use
the pictures and words in the text to show understanding of the
material with
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80% accuracy.
Academic Language In this section, include a bulleted list of the
general academic vocabulary and
content-specific vocabulary you need to teach. In a few
sentences, describe
how you will teach students those terms in the lesson.
medieval
feast
journey
destination
manor
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.

6. Include links
needed for online resources.
Copies of the text A Medieval Feast by Aliki (1983), computer,
internet,
SMART Board, chart paper, chart markers, vocabulary activity
sheet, pencils
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 prepare for the lesson.
For example:
describe what Earth looks like.
questions about the amount of
water they think is on planet Earth and where the water is
located.
Time
Needed

7. 10 min
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Students will view pictures from prepared PowerPoint of
medieval activities on the
SMARTBoard to engage them in the time period of the text.
Multiple Means of Representation (Instruction)
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:
how to compare and

8. contrast the two main characters in the read-aloud story.
ll model one example on the white board before allowing
students to work on the
Venn diagram graphic organizer with their elbow partner.
about medieval times.
ustrations to the students as a
whole group at the carpet.
following:
ow would you
describe a feast?
in the illustrations?
Inquiring/Seeking information, and show
students a KWL graphic organizer on the SMARTBoard, then
ask students if they heard any
unfamiliar words in the text.
Time
Needed
20 min
Multiple Means of Engagement (Student Practice)
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,

9. 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
students in to allow them to explore,
practice, and apply the content and academic language. Bold
any activities you will use in the
Time
Needed
30 min
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lesson. Also, include formative questioning strategies and
higher order thinking questions you
might pose.
For example:
d activity where students will need
to find a partner with a card
that has an answer that matches their number sentence.
white board before having

10. students search for the matching card.
explain to their partner how
they got the answer.
complete a vocabulary
activity.
-read the text with my small group.
text that they are unfamiliar
with to complete vocabulary activity sheet.
journals to the carpet in their
small groups for sharing of vocabulary words.
words shared by each small
group.
meanings, from the text:
o serf
o trenchers
o provisions
o hawking
o scullion
Time
Needed
10 min

11. 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:

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LESSON PLAN TEMPLATE
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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 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.
heir reading small groups to
complete vocabulary activity.
-read the text with their small groups.
like to learn about or
understand, and try to determine the meaning of the words
based on the illustrations and
context clues within the text.
share new vocabulary words
they discovered while reading with their peers.
he anchor
chart into their reading
journals.

13. their meanings into their
reading journals.
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.
N/a
Time
Needed
Response to two instructor questions: Must be 2 separate
answers and both need to be at least 250 words with at least 1
reference (within the past 5 years).
1. Regarding the Gardasil (HPV) vaccine. Do you think this
should be added to the required list of vaccines? Why or why
not? If we have our teenagers vaccinated, could we potentially
wipe out HPV? Could this perhaps reduce the frequency of PAP
screening even more?
2. Can you tell us a little bit more about suppressive
pharmaceutical management of HSV versus episodic treatment?
When would you determine the need for suppressive versus
episodic? In other words... what would you consider frequent
episodes?

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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
© 2018 Grand Canyon University. All Rights Reserved.
Academic Language
Anticipatory Set
Prior Knowledge

15. Multiple Means of
Representation
Multiple Means of
Engagement
Multiple Means of
Expression
Instructional Methods
Instructional Strategies
Essential Questions
Extension Activity
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Guided Practice
Independent Practice
Closure
Formal Assessment
Informal Assessment
Pre-assessment
Formative Assessment
Summative Assessment

16. Scoring Rubric
Cross-curricular
Examining Different Lesson Plan Formats
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