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.

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




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