GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Darius Washington Grade Level: 8th grade Date: August, 15,2019 Unit/Subject: ENGLISH Instructional Plan Title: Lesson plan for English learning for 8th graders 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 lesson shall entail guiding students on the correct use of language structures, application of concepts and academic vocabulary. The lesson shall be very keen on paying attention on students’ abilities to understand and internalize specific academic vocabularies and structures. 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. The classroom shall entail 5-6 students from varying abilities and races between the ages of 17 and 18 years. The group of students entails IEPs, ELLS and students with behavioral issues. These factors shall require an individualized instructional strategy based on cultural and learning abilities. 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. The Common Core State standards for 8th grade require application of conventions of standard English, language knowledge, learning and use of vocabulary. These lessons’ learning objectives perfectly align with the standard’s initiatives and performance indicators. The NCTE/IRA Standards require that students acquire language skills, literacy skills, innovation, creativity and of students through availing resources, opportunities and instruction to guide them. This lesson plan outlines the differentiated activities and materials which shall engage the students to improve their learning abilities, innovation and creativity. 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 learnin ...

1. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Darius Washington
Grade Level:
8th grade
Date:
August, 15,2019
Unit/Subject:
ENGLISH
Instructional Plan Title:
Lesson plan for English learning for 8th graders
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 lesson shall entail guiding students on the correct use of
language structures, application of concepts and academic
vocabulary. The lesson shall be very keen on paying attention
on students’ abilities to understand and internalize specific
academic vocabularies and structures.

2. 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.
The classroom shall entail 5-6 students from varying abilities
and races between the ages of 17 and 18 years. The group of
students entails IEPs, ELLS and students with behavioral issues.
These factors shall require an individualized instructional
strategy based on cultural and learning abilities.
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.
The Common Core State standards for 8th grade require
application of conventions of standard English, language
knowledge, learning and use of vocabulary. These lessons’
learning objectives perfectly align with the standard’s
initiatives and performance indicators.
The NCTE/IRA Standards require that students acquire
language skills, literacy skills, innovation, creativity and of
students through availing resources, opportunities and

3. instruction to guide them. This lesson plan outlines the
differentiated activities and materials which shall engage the
students to improve their learning abilities, innovation and
creativity.
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.
The students shall be given exercises with sentences applying
Subject-verb-Object and will be able to practice and compare
with their own cultural language structure
The students shall be given plays to act out and be able to
identify use of grammatical structures and uses as well as
vocabulary

4. 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.
· Tolerance
· Integration
· Epiphany
· Supercilious
These terms shall be taught inform of various activities students
will undertake. The students shall engage based on their
learning needs in games, puzzles, matching of flash cards and
singing of songs where all the activities shall integrate the
above terms to promote context understanding.
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.
I will use flashcards, word walls, YouTube and special videos,
printable worksheets, games and puzzles (see links below).
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

5. 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.
· I will use word walls consist of frequently used terms and
vocabularies
· I will keep adding in new words discovered during the
classroom and ask students to spell out as I write on a word
wall.
Time Needed
24 hours
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.

6. 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):
I will use printable flashcards which list the relevant language
structures and vocabulary words. This will allow the students to
learn by repeating the words for practice and memory
improvement.
· Students with special needs:
I will use a playlist of songs which students will sing along.
The songs shall integrate key vocabularies and language
structures which will be easy for students to internalize.
· Students with gifted abilities
I will use a number of virtual and manual games for students to
play
I shall model a reward system where students will be
encouraged to achieve higher levels in the games to receive a
star
· Early finishers (those students who finish early and may need
additional resources/support):
I will allocate some poetry books including narratives which
have a story line plot
The students shall asked to write down the themes, characters,
setting, and styles used
The students shall be required to write a 200-word essay of the

7. poem summary
Time Needed
48 hours
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):

8. I will allocate flashcards both entailing questions and answers
for matching activity
I will divide the students into two groups where one group will
ask questions and the other shall match the answers on the
flashcards
· Students with special needs:
I will provide a specific number of songs for taking turns
I will ask the students in two groups each to rate each other’s’
rhythms and pronunciation of words in the songs
· Students with gifted abilities:
I will use a word for word classroom games chosen what is
allocated for the lessons
The students shall be asked to match or identify words with
similar pronunciation but different meanings and words spelled
differently but with similar meanings.
· Early finishers (those students who finish early and may need
additional resources/support):
They shall be engaged puzzle activity entailing tough words and
required to solve them
I shall model questions on the white board and have the students
complete word puzzles as answers
Time Needed
48 hours
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

9. 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):

10. The students shall be required to write personal scenarios that
connect to the classroom content. The scenarios must be
reflective of what they have learned and must integrate proper
grammatical spelling, intonations, capitalization and relevant
vocabulary.
· Students with special needs:
The students shall undertake a self-assessment exercise in
which they shall rate their abilities and skills against the set
rubric for the lessons. The idea is to test the students’ ability to
self-assess and be aware of their weaknesses and strengths. The
teachers shall create a safe zone to promote accurate self-
assessment.
· Students with gifted abilities:
The students shall develop graphic organizers which link ideas
taught in the classroom. They will be expected to show ability
to show flow of ideas, integration of imagery and coordination.
· Early finishers (those students who finish early and may need
additional resources/support):
The students shall be engaged to develop their own learning
rubric in which they shall rate themselves from weak to
excellent in terms of comprehension, applicability and
identification of the vocabularies and language structures
taught. They shall use the teacher’s grading and feedback of
their work for reference.
Time Needed
72 hours
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.

11. As required by your instructor, attach any copies of homework
at the end of this template.
Extension activities shall entail, creating songs about family
history while at home and developing skits in their free time.
These activities must integrate and apply the terms,
vocabularies and language structures taught.
Time Needed
72 hours
Links for online resources:
FluentU.(2019). Make your job easier with these 9 ESL
resources for high school teachers. Retrieved from
https://www.fluentu.com/blog/educator-english/
Teachaway.(2019).13 free resources for ESL lesson planning I
couldn’t teach without. Retrieved
https://www.teachaway.com/blog/13-free-resources-esl-lesson
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