CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS Introduction (7 points) Effectively summarizes the article Author’s position (7 points) Position is clearly stated and reflects careful thought and analysis. Literature is cited to strengthen the author’s position, as opposed to being simply opinionated. Clarity of Explanation (2 points) Follows excellent flow and uses language that maintains interest. Explanations are clear and factually correct. Writing Style (2 points) Uses appropriate academic style and correct grammar APA (2 points) Follows APA standards (in-text citations, and reference entry) RECOMMENDATION Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Island.

1. CRITERIA DESCRIPTION YES
NEEDS
REVISION
NO COMMENTS
Introduction
(7 points)
Effectively summarizes the article
Author’s position
(7 points)
Position is clearly stated and reflects careful thought and
analysis.
Literature is cited to strengthen the author’s position, as
opposed to
being simply opinionated.
Clarity of
Explanation
(2 points)
Follows excellent flow and uses language that maintains

2. interest.
Explanations are clear and factually correct.
Writing
Style
(2 points)
Uses appropriate academic style and correct grammar
APA (2 points) Follows APA standards (in-text citations, and
reference entry)
RECOMMENDATION
Class Profile
Student Name
English Language Learner

3. Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level

4. At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level

5. One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level

6. At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level

7. One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level

8. Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level

9. One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level

10. At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level

11. One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level

12. At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level

13. One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
© 2015. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON UNIT PLAN TEMPLATE
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.

14. 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

15. 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)

16. 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

17. additional resources/support)
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved