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 evaluate lesson plans for alignment between academic standards and objectives. This assignment provides the opportunity to practice aligning learning objectives to academic standards.

Part 1: Lesson Plan Analysis

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Review the “COE Lesson Plan Example” located in Topic Materials. On the “Aligning Standards and Learning Objectives” template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:

  • What is the academic standard?
  • What is the learning objective?
  • Are the standard and objective aligned? How do you know? Provide a rationale.
  • What is the lesson about? What does this lesson cover?
  • Do the assessments effectively measure the academic standard and learning objective? Justify your response.

Part 2: Unwrapping the Standards

Below your analysis, complete the template by selecting a grade level K-8 and an Arizona K-12 academic standard (different from the one provided in Part 1).

  • Write three objectives aligned to the standard selected following the Know, Understand, and Do guidelines.
  • For each objective, write a rationale supporting how the standard and objective are properly aligned.
  • Write a summary of a lesson that could teach the objectives created.

    GCU College of Education LESSON PLAN TEMPLATE

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    Section 1: Lesson Preparation

    Teacher Candidate Name:

    Larry Lope

    Grade Level:



    Date: April 2, 2018

    Unit/Subject: Reading Informational Text

    Instructional Plan Title: A Medieval Feast Study

    Lesson Summary and Focus:

    In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

    The focus of this lesson is reading informational text. Students will use information from illustrations and words in the text of A Medieval Feast by Aliki to demonstrate understanding of the text.

    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.

    This classroom of thirty students consists of 14 boys and 16 girls. There are four English language learners, five students with IEPs or 504 plans, and three students with a gifted classification. Additionally, six students are Tier 2 or 3 RTI for reading and one or two years below their grade level in reading. These factors affect planning, teaching, and assessing because students with an IEP or 504 plan will need to be accommodated per these plans. Student who are English language learners, but do not have an IEP, will also need to be taken into consideration when teaching and assessing.

    Whole group instruction for initial reading of the text, followed by small group collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and



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    Frederick will be pulled out to work in a small group with me.

    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.

    CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

    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.

    By the end of the lesson, students will explain how illustrations are useful when making sense of a text, and how they give meaning to the text. Students will use the pictures and words in the text to show understanding of the material with



    GCU College of Education LESSON PLAN TEMPLATE

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    80% accuracy.

    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.

    medieval feast journey destination manor

    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.

    Copies of the text A Medieval Feast by Aliki (1983), computer, internet, SMART Board, chart paper, chart markers, vocabulary activity sheet, pencils

    Section 2: Instructional Planning

    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

    10 min



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    Students will view pictures from prepared PowerPoint of medieval activities on the SMARTBoard to engage them in the time period of the text.

    Multiple Means of Representation (Instruction)

    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.

     I will introduce the text and ask the students what they know about medieval times.  I will read text and show illustrations to the students as a whole group at the carpet.  I will ask students questions about the text, including the following:

     When did A Medieval Feast take place?  Who was the feast being prepared for?  Based on what you heard from the text, how would you describe a feast?  What observations did you make about their food or clothing in the illustrations?

     I will discuss Academic Language Function 1, Inquiring/Seeking information, and show students a KWL graphic organizer on the SMARTBoard, then ask students if they heard any unfamiliar words in the text.

    Time Needed

    20 min

    Multiple Means of Engagement (Student Practice)

    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

    Time Needed

    30 min



    GCU College of Education LESSON PLAN TEMPLATE

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    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.

     I will ask students to divide into their reading small groups to complete a vocabulary activity.

     I will re-read the text with my small group.  I will work with my small group to discover words from the text that they are unfamiliar

    with to complete vocabulary activity sheet.  I will ask students to bring their activity and vocabulary journals to the carpet in their

    small groups for sharing of vocabulary words.  I will create an anchor chart where I will add vocabulary words shared by each small

    group.  I will discuss the following vocabulary words, and their meanings, from the text:

    o serf o trenchers o provisions o hawking o scullion

    Time Needed

    10 min

    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 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:



    GCU College of Education LESSON PLAN TEMPLATE

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    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.

     Students will break into their reading small groups to complete vocabulary activity.  Students will re-read the text with their small groups.  Students will create a list of vocabulary words they would like to learn about or

    understand, and try to determine the meaning of the words based on the illustrations and context clues within the text.

     Students will return to the carpet in their small groups to share new vocabulary words they discovered while reading with their peers.

     Students will copy the vocabulary words from the anchor chart into their reading journals.

     Students will copy the five discussed vocabulary words and their meanings into their reading journals.

    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.


    Time Needed