1. Chapter 7: Managing students at work DUE DATE 16
1. Individually or in teams, describe what you would do to
control at least two of the following: tattling, procrastination,
messiness, irresponsibility, cheating, lying or stealing,
swearing, temper tantrums, or bullying.
2. Discuss the best ways to get students’ attention
3. Agree or disagree with the statement: teachers of young
children should arrange activities to keep children quiet and
still for approximately 45 minutes at a time.
4. What are some purposes of assigning students homework?
DUE DATE 21
Chapter 8: Managing special groups
1. How do you see speech differences associated with cultural
backgrounds and regional dialects? Are these differences
considered to be communication disorders?

2. 2. Discuss the importance of using Response to Intervention
(RTI) in an inclusion classroom.
3. Do you agree that because the school success of “second
language learners” is so tied up with English, students in
primary grades should abandon their native language in favor of
English?
4. You have two students who are struggling. Describe how the
RTI process will be used to determine whether they require
special education services.
Chapter 9: Managing student behavior DUE 23
1. Explain why the Wongs believe that teachers who are more
effective spend most of the first two weeks of school teaching
students to follow class procedures.
2. Discuss the importance of instructional time.
3. Do you agree with Marshall’s statement that responsibili ty
refers to an internal motivation to do the right thing?
4. Discuss Coloroso’s three levels of misbehavior, which she
calls: mistakes, mischief, and murder.
5. Virtually all elementary students will agree that they would
like to learn. Why then do they so often misbehave and make no
effort to do what teachers ask of them?
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom
Guidance Curriculum
with Understanding by Design. Professional Counselor,
9(2), 80-90.
Evertson, C. & Emmer, T. (2017). Classroom Management for
Elementary Teachers
(10th ed.). USA: Pearson Education, Inc.

3. Required Text:
Charles, C. & Senter, G. (2016). Elementary Classroom
Management (6th ed.). Upper
Saddle River, NJ: Pearson
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
Day 4
Day 5
National/State Learning Standards

4. 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

5. Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
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

6. · 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.

7. Multiple Means of Expression 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 resources/support)
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.
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved