LESSON PLAN TEMPLATE
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and
Focus:
In 2-3 sentences, summarize 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.
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
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.
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:
• Who is the audience
• What action verb will be measured during instruction/
assessment
• What tools or conditions are being used to meet the learning
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.
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Section 2: Instructional Planning
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.
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. Include links needed for online resources.
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
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:
• I will use a visual of the planet Earth and ask students to describe what Earth
looks like.
• I will record their ideas on the white board and ask more questions about the
amount of water they think is on planet Earth and where the water is located.
Time
Needed
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Representation
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:
• I will use a Venn diagram graphic organizer to teach students how to compare
and contrast the two main characters in the read-aloud story.
• I will model one example on the white board before allowing students to work on
the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
• English language learners (ELL):
• Students with special needs:
• Students with gifted abilities:
• Early finishers (those students who finish early and may need additional resources/
support):
Time
Needed
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Engagement
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, 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 lesson. Also, include formative questioning strategies and higher order thinking
questions you might pose.
For example:
• I will use a matching card activity where students will need to find a partner with a
card that has an answer that matches their number sentence.
• I will model one example of solving a number sentence on the white board before
having students search for the matching card.
• I will then have the partner who has the number sentence explain to their partner
how they got the answer.
Explain how you will differentiate activities for each of the following groups:
• English language learners (ELL):
• Students with special needs:
• Students with gifted abilities:
• Early finishers (those students who finish early and may need additional resources/
support):
Time
Needed
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
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
Time
Needed
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
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:
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.
Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL):
• Students with special needs:
• Students with gifted abilities:
• Early finishers (those students who finish early and may need additional resources/
support):
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
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.
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