Instruction is based on academic standards and aligned to learning objectives. Accurate alignment will guide your lesson planning and enhance student academic success. As teachers, you will constantly

G CU College of Education LESSO N PLAN TEM PLATE © 2018. G rand C anyon U niversity. A ll R ights R eserved. Section 1: L esson Preparation T eacher C andidate N am e: L arry L ope G rade L evel: 3rdD ate: A pril 2, 2018 U nit/Subject: R eading Inform ational T ext Instructional Plan T itle: A M edieval Feast Study L esson Sum m ary and Focus: In 2-3 sentences, sum m arize the lesson, identifying the central focus based on the content and skills you are teaching. The focus of this lesson is reading inform ational text. Students w ill use inform ation from illustrations and w ords in the text of A M edieval Feast by A liki to dem onstrate understanding of the text. C lassroom and Student Factors/G rouping: D escribe the im portant classroom factors (dem ographics and environm ent) and student factors (IE Ps, 504s, E LLs, students w ith 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 lim ited to 2-3 sentences and the inform ation should inform the differentiation com ponents of the lesson. This classroom of thirty students consists of 14 boys and 16 girls. There are four English language learners, five students w ith IEPs or 504 plans, and three students w ith a gifted classification. A dditionally, six students are Tier 2 or 3 R TI for reading and one or tw o years below their grade level in reading. These factors affect planning, teaching, and assessing because students w ith an IEP or 504 plan w ill need to be accom m odated per these plans. Student w ho are English language learners, but do not have an IEP, w ill also need to be taken into consideration w hen teaching and assessing. W hole group instruction for initial reading of the text, follow ed by sm all group collaboration for activity. A rturo, D iana, Eduardo, Enrique, Fatm a, and G CU College of Education LESSO N PLAN TEM PLATE © 2018. G rand C anyon U niversity. A ll R ights R eserved. Frederick w ill be pulled out to w ork in a sm all group w ith m e. N ational/State L earning Standards: R eview national and state standards to becom e fam iliar w ith the standards you w ill be w orking w ith in the classroom environm ent. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards m ust address learning initiatives from one or m ore content areas, as w ell as align w ith the lesson’s learning targets/objectives and assessm ents. Include the standards w ith the perform ance indicators and the standard language in its entirety. C C SS.ELA -Literacy.R I. 3.7 U se inform ation gained from illustrations (e.g., m aps, photographs) and the w ords in a text to dem onstrate understanding of the text (e.g., w here, w hen, w hy, and how key events occur). Specific L earning T arget(s)/O bjectives: Learning objectives are designed to identify w hat the teacher intends to m easure in learning. These m ust be aligned w ith the standards. W hen creating objectives, a learner m ust consider the follow ing: W ho is the audience W hat action verb w ill be m easured during instruction/assessm ent W hat tools or conditions are being used to m eet the learning W hat is being assessed in the lesson m ust align directly to the objective created. This should not be a sum m ary of the lesson, but a m easurable statem ent dem onstrating w hat the student w ill be assessed on at the com pletion of the lesson. F or instance, “understand” is not m easureable, but “describe” and “identify” are. F or exam ple: G iven an unlabeled m ap outlining the 50 states, students w ill accurately label all state nam es. B y the end of the lesson, students w ill explain how illustrations are useful w hen m aking sense of a text, and how they give m eaning to the text. Students w ill use the pictures and w ords in the text to show understanding of the m aterial w ith G CU College of Education LESSO N PLAN TEM PLATE © 2018. G rand C anyon U niversity. A ll R ights R eserved. 80% accuracy. A cadem ic L anguage In this section, include a bulleted list of the general academ ic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you w ill teach students those term s in the lesson. m edieval feast journey destination m anor R esources, M aterials, E quipm ent, and T echnology: List all resources, m aterials, equipm ent, and technology you and the students w ill use during the lesson. A s required by your instructor, add or attach copies of A LL printed and online m aterials at the end of this tem plate. Include links needed for online resources. C opies of the text A M edieval Feast by A liki (1983) , com puter, internet, SM A R T B oard, chart paper, chart m arkers, vocabulary activity sheet, pencils Section 2: Instructional Planning A nticipatory Set Your goal in this section is to open the lesson by activating students’ prior know ledge, linking previous learning w ith w hat they w ill be learning in this lesson and gaining student interest for the lesson. C onsider various learning preferences (m ovem ent, m usic, visuals) as a tool to engage interest and m otivate learners for the lesson. In a bulleted list, describe the m aterials and activities you w ill use to open the lesson. B old any m aterials you w ill need to prepare for the lesson. For exam ple: I w ill use a visual of the planet E arth and ask students to describe w hat Earth looks like. I w ill record their ideas on the w hite board and ask m ore questions about the am ount of w ater they think is on planet Earth and w here the w ater is located. T im e N eeded 10 m in G CU College of Education LESSO N PLAN TEM PLATE © 2018. G rand C anyon U niversity. A ll R ights R eserved. Students w ill view pictures from prepared Pow erPoint of m edieval activities on the SM A R TB oard to engage them in the tim e period of the text. M ultiple M eans of R epresentation (Instruction) Learners perceive and com prehend inform ation differently. Your goal in this section is to explain how you w ould present content in various w ays to m eet the needs of different learners. For exam ple, you m ay present the m aterial using guided notes, graphic organizers, video or other visual m edia, annotation tools, anchor charts, hands-on m anipulatives, adaptive technologies, etc. In a bulleted list, describe the m aterials you w ill use to differentiate instruction and how you w ill use these m aterials throughout the lesson to support learning. B old any m aterials you w ill need to prepare for the lesson. For exam ple: I w ill use a V enn diagram graphic organizer to teach students how to com pare and contrast the tw o m ain characters in the read-aloud story. I w ill m odel one exam ple on the w hite board before allow ing students to w ork on the Venn diagram graphic organizer w ith their elbow partner. I w ill introduce the text and ask the students w hat they know about m edieval tim es. I w ill read text and show illustrations to the students as a w hole group at the carpet. I w ill ask students questions about the text, including the follow ing: W hen did A M edieval Feast take place? W ho w as the feast being prepared for? B ased on w hat you heard from the text, how w ould you describe a feast? W hat observations did you m ake about their food or clothing in the illustrations? I w ill discuss A cadem ic Language Function 1, Inquiring/Seeking inform ation, and show students a K W L graphic organizer on the SM A R TB oard, then ask students if they heard any unfam iliar w ords in the text. T im e N eeded 20 m in M ultiple M eans of E ngagem ent (Student Practice) Your goal for this section is to outline how you w ill engage students in interacting w ith the content and academ ic language. H ow w ill students explore, practice, and apply the content? For exam ple, you m ay engage students through collaborative group w ork, K agan cooperative learning structures, hands-on activities, structured discussions, reading and w riting activities, experim ents, problem solving, etc. In a bulleted list, describe the activities you w ill engage students in to allow them to explore, practice, and apply the content and academ ic language. B old any activities you w ill use in the T im e N eeded 30 m in G CU College of Education LESSO N PLAN TEM PLATE © 2018. G rand C anyon U niversity. A ll R ights R eserved. lesson. Also, include form ative questioning strategies and higher order thinking questions you m ight pose. For exam ple: I w ill use a m atching card activity w here students w ill need to find a partner w ith a card that has an answ er that m atches their num ber sentence. I w ill m odel one exam ple of solving a num ber sentence on the w hite board before having students search for the m atching card. I w ill then have the partner w ho has the num ber sentence explain to their partner how they got the answ er. I w ill ask students to divide into their reading sm all groups to com plete a vocabulary activity. I w ill re-read the text w ith m y sm all group. I w ill w ork w ith m y sm all group to discover w ords from the text that they are unfam iliar w ith to com plete vocabulary activity sheet. I w ill ask students to bring their activity and vocabulary journals to the carpet in their sm all groups for sharing of vocabulary w ords. I w ill create an anchor chart w here I w ill add vocabulary w ords shared by each sm all group. I w ill discuss the follow ing vocabulary w ords, and their m eanings, from the text: oserf otrenchers oprovisions ohaw king oscullion T im e N eeded 10 m in M ultiple M eans of E xpression Learners differ in the w ays they navigate a learning environm ent and express w hat they know . Your goal in this section is to explain the various w ays in w hich your students w ill dem onstrate w hat they have learned. Explain how you w ill provide alternative m eans for response, selection, and com position to accom m odate all learners. W ill you tier any of these products? W ill you offer students choices to dem onstrate m astery? This section is essentially differentiated assessm ent. In a bulleted list, explain the options you w ill provide for your students to express their know ledge about the topic. For exam ple, students m ay dem onstrate their know ledge in m ore sum m ative w ays through a short answ er or m ultiple-choice test, m ultim edia presentation, video, speech to text, w ebsite, w ritten sentence, paragraph, essay, poster, portfolio, hands-on project, experim ent, reflection, blog post, or skit. B old the nam es of any sum m ative assessm ents. Students m ay also dem onstrate their know ledge in w ays that are m ore form ative . For exam ple, students m ay take part in thum bs up-thum bs m iddle-thum bs dow n, a short essay or draw ing, an entrance slip or exit ticket, m ini-w hiteboard answ ers, fist to five, electronic quiz gam es, running records, four corners, or hand raising. U nderline the nam es of any form ative assessm ents. For exam ple: G CU College of Education LESSO N PLAN TEM PLATE © 2018. G rand C anyon U niversity. A ll R ights R eserved. Students w ill com plete a one-paragraph reflection on the in-class sim ulation they experienced. They w ill be expected to w rite the reflection using com plete sentences, proper capitalization and punctuation, and utilize an exam ple from the sim ulation to dem onstrate their understanding. Students w ill also take part in form ative assessm ents throughout the lesson, such as thum bs up- thum bs m iddle-thum bs dow n and pair-share discussions , w here you w ill determ ine if you need to re-teach or re-direct learning. Students w ill break into their reading sm all groups to com plete vocabulary activity. Students w ill re-read the text w ith their sm all groups. Students w ill create a list of vocabulary w ords they w ould like to learn about or understand, and try to determ ine the m eaning of the w ords based on the illustrations and context clues w ithin the text. Students w ill return to the carpet in their sm all groups to share new vocabulary w ords they discovered w hile reading w ith their peers. Students w ill copy the vocabulary w ords from the anchor chart into their reading journals. Students w ill copy the five discussed vocabulary w ords and their m eanings into their reading journals. E xtension A ctivity and/or H om ew ork Identify and describe any extension activities or hom ew ork tasks as appropriate. Explain how the extension activity or hom ew ork assignm ent supports the learning targets/objectives. As required by your instructor, attach any copies of hom ew ork at the end of this tem plate. N /a T im e N eeded