Running head: Aligning standards and objectives 1 G C U C o l l e g e o f E d u c a t i o n L E S S O N P L A N T E M P L A T E Aligning standards and objectives 10 Aligning standards and objectives ELM-210 Vanessa Gonzalez 10.27.19 Part 1: Lesson Plan Analysis What is the academic standard? To utilize information gained from illustrations such as maps and photographs and the words in text to illustrate comprehension of the text. This entails identifying when, where and how major events occur. · What is the learning objective? At the end of the lesson students should be able to explain the importance of illustration in understanding a text. They should be able to utilize the pictures and words in the text to illustrate their comprehension of material with an accuracy of 80%. · Are the standard and objective aligned? How do you know? Provide a rationale.  The standard and objective are entirely aligned. To determine whether standards and objective are aligned, one is supposed to determine to what level the learning objectives support and interact with the academic standards (Estes, 2015). The academic standards pay attention on utilization of illustrations to understand a text and the learning objectives support this because they focus on students being able to explain the importance of illustrations in comprehending a text. · What is the lesson about? What does this lesson cover? The lesson is about a medieval feast study. It focusses on reading information text. Students are supposed to utilize illustrations and words acquired from the Medieval Feast text to illustrated their understanding of the text. · Do the assessments effectively measure the academic standard and learning objective? Justify your response. The assessments adequately measure the academic standard and learning objective. Assessments adequately measure standards and objectives in case they are able to determine how well students have mastered what they were taught in the classroom (York, 2017). By completing a vocabulary activity, the instructor will be able to evaluate the results and determine how well the students mastered the concepts taught in class. By developing a list of vocabulary words and trying to determine their meanings, the instructor will be able to determine the areas students have understood and areas that he/she should teach. Part 2 Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Grade level 3 Date: October 27th 2019. Unit/Subject: Perimeter. Instructional Plan Title: Mathematical problems involving perimeters. Lesson Summary and Focus: The lesson focuses on how to determine the perimeter of polygons. The polygons range from three sided figures to even 10 sided figures. Students will practice how to measure the length of each side of a polygon and adding the measurements to determine the perimeter of the figure. National/State Learning Standards: Solve actual world and ma ...

1. Running head: Aligning standards and objectives
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Aligning standards and objectives
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Aligning standards and objectives
ELM-210
Vanessa Gonzalez
10.27.19

3. Part 1: Lesson Plan Analysis
What is the academic standard?
To utilize information gained from illustrations such as maps
and photographs and the words in text to illustrate
comprehension of the text. This entails identifying when, where
and how major events occur.
· What is the learning objective?
At the end of the lesson students should be able to explain the
importance of illustration in understanding a text. They should
be able to utilize the pictures and words in the text to illustrate
their comprehension of material with an accuracy of 80%.
· Are the standard and objective aligned? How do you know?
Provide a rationale.
The standard and objective are entirely aligned. To determine
whether standards and objective are aligned, one is supposed to
determine to what level the learning objectives support and
interact with the academic standards (Estes, 2015). The
academic standards pay attention on utilization of illustrations
to understand a text and the learning objectives support this
because they focus on students being able to explain the
importance of illustrations in comprehending a text.
· What is the lesson about? What does this lesson cover?
The lesson is about a medieval feast study. It focusses on
reading information text. Students are supposed to utilize
illustrations and words acquired from the Medieval Feast text to
illustrated their understanding of the text.
· Do the assessments effectively measure the academic standard
and learning objective? Justify your response.

4. The assessments adequately measure the academic standard and
learning objective. Assessments adequately measure standards
and objectives in case they are able to determine how well
students have mastered what they were taught in the classroom
(York, 2017). By completing a vocabulary activity, the
instructor will be able to evaluate the results and determine how
well the students mastered the concepts taught in class. By
developing a list of vocabulary words and trying to determine
their meanings, the instructor will be able to determine the areas
students have understood and areas that he/she should teach.
Part 2
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Grade level 3
Date:
October 27th 2019.
Unit/Subject:
Perimeter.
Instructional Plan Title:
Mathematical problems involving perimeters.
Lesson Summary and Focus:
The lesson focuses on how to determine the perimeter of
polygons. The polygons range from three sided figures to even
10 sided figures. Students will practice how to measure the
length of each side of a polygon and adding the measurements

5. to determine the perimeter of the figure.
National/State Learning Standards:
Solve actual world and mathematical problems that involve the
perimeter of polygons including determining the perimeter of
the given side lengths and finding the length of an unknown
side.
Specific Learning
Target(s)/Objectives:
· By the end of the lesson, students should be able to determine
the perimeter of polygons given the side length.
· Students should also be able to determine the unknown side
length given the perimeter of a polygon.
· Students should also be able to name a polygon based on the
number of sides.
Academic Language
· Polygons.
· Unknown side length.
· Perimeter.
Resources, Materials, Equipment, and Technology:
Worksheet, rulers, you-tube link for video and book.
Section 2: Instructional Planning
Anticipatory Set
Students will view various polygons and I will ask them the
number of sides each polygon has.
Time
Needed
5 min

6. Multiple Means of Representation (Instruction)
· I will introduce the students to the topic by asking them to
describe what perimeter is.
· I will then draw on the blackboard different polygons that
have different number of sides and indicate the name given to
each polygon based on the number of sides.
· I will call some students to draw some of the figures.
· I will indicate a measurement for every side of a polygon and
then add them up to illustrate to the students how perimeter is
calculated.
· The formula to be utilized is:
· Perimeter = The total measurements of all side lengths.
Time
Needed
10 min
Multiple Means of Engagement
· I will divide students into groups and ask them to calculate
the perimeter of various figures.
· I will then ask the groups to present their work to the rest of
the classroom.
· Other groups can indicate whether they disagree with the
results of the selected group
Time
Needed
20 min
Multiple Means of Expression
· Students will draw various polygons and indicate the side
lengths then calculate the perimeter.
· Students will share their diagrams with fellow students.
· Students will find the unknown length of a polygon provided
its perimeter. I will draw the polygons on the blackboard and
pick on students to calculate the unknown lengths infront of the
entire classroom.

7. Time
Needed
10 min
Extension Activity and/or Homework
N/a
Time Needed
The objectives
· By the end of the lesson, student should be able to determine
the perimeter of polygons given the side length.
· Students should also be able to determine the unknown side
length given the perimeter of a polygon.
· Students should also be able to name a polygon based on the
number of sides.
How the objectives and standards are aligned.
The first objective is aligned to the standard because it entails
using understanding how to find the perimeter of a polygon. The
first step in being able to solve real world problems and
mathematical problems involving the perimeter of polygons is
understanding how to calculate the perimeter. The second
objective is aimed at ensuring students entirely understand the
perimeter concept. It is a bit challenging compared to just
calculating the perimeter therefore students will gain greater
understanding of the concept. The third objective entails
understanding the different kinds of polygons and how their
perimeter can be computed. The three objectives are aligned to
the standard because they support solving real world problems
involving the perimeter of polygons.
Summary of the lesson
Lesson summary
The lesson should focus on how to determine the perimeter of

8. polygons. The polygons range from three sided figures to even
10 sided figures. Students should be provided with an
opportunity to practice how to measure the length of each side
of a polygon and add the measurements to determine the
perimeter of the figure. Students should also be provided with
an opportunity to engage in groups and determine the perimeter
of various polygons then present their results to the entire
classroom.
References
Estes, T. H., Mintz, S. L., & Gunter, M. A. (2015). Instruction:
A models approach. Pearson.
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and
Measuring Academic Success. Practical Assessment, Research
& Evaluation, 20.
© 2018. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
Aligned Learning Activities and Differentiation
Student #1
Class Grade (from Topic 2) Academic Standard (from Topic 2)
Learning Objective (from Topic 2)
Aligned Learning Activity

9. Student from Class Profile and
Brief Description of
Differentiation
Home Extension Activity
Student #2
Class Grade (from Topic 2) Academic Standard (from Topic 2)
Learning Objective (from Topic 2)
Aligned Learning Activity
Student from Class Profile and
Brief Description of
Differentiation
Home Extension Activity
Student #3
Class Grade (from Topic 2) Academic Standard (from Topic 2)
Learning Objective (from Topic 2)
Aligned Learning Activity
Student from Class Profile and
Brief Description of
Differentiation

10. Home Extension Activity