Government Lesson Plan
Differentiating instruction is vital to the individual growth of students. Social studies instruction provides students with opportunities to display knowledge and skills in multiple ways, including through the arts. The purpose of this assignment is to analyze a group of diverse students and design a standards-based lesson plan that meets the needs of all students while incorporating student experiences, cultures, and communities into instruction.
Select an upper elementary (5-8) grade level and at least one social studies standard related to civics or government and one arts standard. Using the COE Lesson Plan Template, write a complete lesson plan that is aligned to the standard you chose .
Include the following in your lesson plan:
Classroom and Student Factors/Grouping: Based on your Clinical Field Experience class, describe the class and student factors that affect instructional planning. Use this information to differentiate for the needs of students throughout the lesson plan.
National/State Learning Standards: Identify one world history and one arts standard for your selected grade level.
Specific Learning Target(s)/Objectives: Create at least one specific learning objective that is aligned to both standards.
Academic Language: List relevant academic language and how it will be modeled.
Resources, Materials, Equipment, and Technology: Describe resources required for the lesson, including media or technology that can be used for differentiation and that supports real-world application.
Multiple Means of Representation: Explain how content will be presented to meet the needs of all students.
Multiple Means of Engagement: Include at least one learning activity that allows students to explore, practice, and apply the content and academic language within standards-based social studies instruction.
Multiple Means of Expression: Describe formative and summative assessments that enhance student learning within standards-based social studies instruction.
In a 100-250 word reflection, explain how your differentiated instructional strategies integrate technology and incorporate student experiences, culture, and communities through real-world application.
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.
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 lessons 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.
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.
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
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
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
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:
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):
Time Needed
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
2019. Grand Canyon University. All Rights Reserved. Classroom and Student Factors/Grouping
10.0
Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.
Learning Standards and Target Objectives
10.0
History and arts standards are expertly identified and learning objectives are proficiently aligned to selected standards.
Academic Language
10.0
Academic language is listed along with innovative and engaging strategies for modeling the new terms.
Resources, Materials, Equipment, and Technology
10.0
Resources, materials, equipment, and are innovative and enhance the lesson. Technology would skillfully differentiate learning and support real-world application.
Lesson Plan: Multiple Means of Representation
10.0
The means of representation creatively presents content using a variety of developmentally-appropriate methods or tools. Thoughtfully addresses the needs of diverse learners outlined on the template.
Lesson Plan: Multiple Means of Engagement
15.0
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language within standards-based social studies instruction..
Lesson Plan: Multiple Means of Expression
15.0
Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and creatively enhance student learning within standards-based social studies instruction.
Rationale/Reflection
10.0
Includes thoughtful rationale explaining how differentiated instructional strategies integrate technology and incorporate student experiences, culture, and communities through real-world application.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Class Profile
Student Name
ELL/
Proficiency Level
Socioeconomic Status
Race/ Ethnicity
Native Language
Gender
IEP/
504
Other
Age
Reading Performance Level/Score*
Math Performance Level/Score*
Arturo
Yes – 4
Low
Mexican
Spanish
Male
No
Glasses
Grade level
One year below grade level/98
At grade level/151
Bertie
Yes – 5
Low
Vietnamese
Vietnamese
Female
No
None
Grade level
One year above grade level/210
At grade level/108
Beryl
No
Mid
White
English
Female
No
None
Grade level
Two years above grade level/268
At grade level/163
Brandie
Yes – 4
Low
Liberian
Liberian English
Female
No
None
Grade level
At grade level/178
One year below grade level/79
Dessie
Yes – 4
Mid
Russian
Russian
Female
No
None
Grade level
At grade level/113
One year below grade level/65
Diana
Yes – 4
Low
Mexican
Spanish
Female
No
None
Grade level
One year below grade level/79
At grade level/198
Donnie
No
Mid
African American
English
Female
Yes
Hearing Aids
Grade level
At grade level/150
At grade level/124
Eduardo
Yes – 5
Low
Puerto Riccan
Spanish
Male
No
Glasses
Grade level
One year below grade level/88
At grade level/101
Emma
No
Mid
White
English
Female
No
None
Grade level
At grade level/124
At grade level/135
Enrique
No
Low
Mexican
English
Male
ADHD
None
One year above grade level
One year below grade level/45
At grade level/163
Fatma
Yes – 5
Low
Mexican
Spanish
Female
No
Glasses
Grade level
One year below grade level/21
One year above grade level/289
Frances
No
Mid
Mexican
English
Female
No
Diabetic
Glasses
Grade level
At grade level/116
At grade level/114
Francesca
Yes – 5
Low
Mexican
Spanish
Female
No
None
Grade level
At grade level/162
At grade level/178
Fredrick
No
Low
White
English
Male
Learning Disabled
None
One year above grade level
Two years below grade level/285
Two years below grade level/15
Ines
Yes – 4
Low
Mexican
Spanish
Female
Learning Disabled
Glasses
Grade level
One year below grade level/50
One year below grade level/55
Jade
No
Mid
African American
English
Female
No
None
Grade level
At grade level/183
One year above grade level/224
Kent
No
High
White
English
Male
ADHD
Glasses
Grade level
At grade level/178
One year above grade level/208
Lolita
Yes 5
Low
Navajo
Navajo
Female
No
None
Grade level
At grade level/110
At grade level/141
Maria
No
Mid
Mexican
Spanish
Female
No
NOTE: School does not have gifted program
Grade level
At grade level/139
Two years above grade level/296
Mason
Yes – 4
Low
Vietnamese
Vietnamese
Male
Yes
High Func-tioning Autism
Grade level
At grade level/154
At grade level/138
Nick
No
Low
White
English
Male
No
None
Grade level
One year above grade level/205
At grade level/180
Noah
No
Low
African American
English
Male
No
Glasses
Grade level
At grade level/193
At grade level/177
Sharlene
No
Mid
White
English
Female
No
None
Grade level
One year above grade level/110
At grade level/125
Sophia
Yes – 5
Mid
Guatamalan
Spanish
Female
No
None
Grade level
At grade level/129
At grade level/152
Stuart
No
Mid
White
English
Male
No
Allergic to peanuts
Grade level
One year above grade level/231
At grade level/116
Terrence
No
Mid
African American
English
Male
No
None
Grade level
At grade level/189
At grade level/192
Wade
No
Mid
White
English
Male
No
Glasses
Grade level
At grade level/179
One year above grade level/223
Welington
Yes 3
Low
Cuban
Spanish
Male
Learning Disabled
Glasses
Grade level
One year below grade level/82
Two years below grade level/24
Wendell
Yes – 2
Low
Somalian Refugee
Somali
Male
No
None
Grade level
One year below grade level/51
Two years below grade level/45
Yung
Yes – 4
Low
Burmese
Burmese
Male
No
None
One year below grade level
One year below grade level/98
Two years below grade level/65
*Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99
2018. Grand Canyon University. All Rights Reserved.
