Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 1
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Candidate:
Date:
Course for which the Unit is developed:
Subject:
Grade Level(s):
Content (Topic):
Cumulative list of the Common Core or Illinois Learning Standard(s) to be met in the Unit: Specific Standards/Benchmarks will be listed
in each lesson.
Pre/Diagnostic Assessment: (What tools and procedures will be used to provide data about what students know about the central focus and can
do at the beginning of the Learning Segment?)
Summative Assessment: (What tools and procedure will be used to provide data to demonstrate that the students met the Central Focus and
objectives at the end of the Learning Segment?)
The Learning Segment consists of 3 to 5 lessons that build upon one another toward a central focus, with a clearly defined beginning and
end. Copy, paste, and complete the lesson plan template on pages 2, 3, and 4 for each Lesson in the Learning Segment.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 2
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Teacher Candidate:
Date:
Course for which the Lesson is developed:
Subject:
Central Focus: (Content of the lesson)
Grade Level(s):
Classroom Teacher:
Time allotted:
Standard(s)/Benchmark(s) to be met in the
Lesson: (ILS, Common Core, or Professional
Learning Standards) Each standard should
correspond to one or more objective.
Learning Objective(s):
What are the students expected to know
and/or do in the lesson?
Write out each specific objective to be
met by students in the lesson.
You must include an objective for
Academic Language demands
Assessment Tool(s) and Procedures:
What will provide evidence that students
meet objectives?
Every objective, including Academic
Language Demands, must be assessed.
Pacing
(minute
markers)
Instructional Sequence: (Label the following elements in your Instructional Sequence: questioning, scaffolding, formative assessment,
student interaction, academic language, differentiation)
A. Engage Students: (Diagnostic/Pre-Assessment may be included here.)
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):
C. Instructional Sequence
Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 3
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan Details
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 4
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Instructional Materials:
Selection and Use of Technology and/or Resources:
Safety in the Physical Environment:
Academic Language Demands – the Oral and Written Language used for Academic Purposes in Content Disciplines
Vocabulary
Tier 1:
Tier 2:
Tier 3:
Function: purpose for
which language is used –
an active verb (select
one)
Syntax (ways to organize
words) AND/OR Discourse
(talk, write, participate in
knowledge construction):
Explain how the Academic Language is scaffolded in
the Lesson using Sensory, Graphic and/or Interactive
supports.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment
is required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal)
Reflective: (Formal or Informal)
Summative: (Formal or Informal)
Differentiating Instruction
Identify the Element(s) of the Lesson that is Differentiated: Content Process Product
Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile
Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Theoretical Principles and/or Research–Based Best Practices in this Lesson
Why are the learning tasks for this lesson appropriate for your students? Cite a specific theorist and a brief explanation of the theory.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 5
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson
What are common errors or misunderstandings of students related to the central focus of this lesson?
How will you address them for this group of students?
.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 6
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Teacher Candidate:
Date:
Course for which the Lesson is developed:
Subject:
Central Focus: (Content of the lesson)
Grade Level(s):
Classroom Teacher:
Time allotted:
Standard(s)/Benchmark(s) to be met in the
Lesson: (ILS, Common Core, or Professional
Learning Standards) Each standard should
correspond to one or more objective.
Learning Objective(s):
What are the students expected to know
and/or do in the lesson?
Write out each specific objective to be
met by students in the lesson.
You must include an objective for
Academic Language demands
Assessment Tool(s) and Procedures:
What will provide evidence that students
meet objectives?
Every objective, including Academic
Language Demands, must be assessed.
Pacing
(minute
markers)
Instructional Sequence: (Label the following elements in your Instructional Sequence: questioning, scaffolding, formative assessment,
student interaction, academic language, differentiation)
D. Engage Students: (Diagnostic/Pre-Assessment may be included here.)
E. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):
F. Instructional Sequence
Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 7
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Lesson Plan Details
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 8
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Instructional Materials:
Selection and Use of Technology and/or Resources:
Safety in the Physical Environment:
Academic Language Demands – the Oral and Written Language used for Academic Purposes in Content Disciplines
Vocabulary
Tier 1:
Tier 2:
Tier 3:
Function: purpose for
which language is used –
an active verb (select
one)
Syntax (ways to organize
words) AND/OR Discourse
(talk, write, participate in
knowledge construction):
Explain how the Academic Language is scaffolded in
the Lesson using Sensory, Graphic and/or Interactive
supports.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment
is required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal)
Reflective: (Formal or Informal)
Summative: (Formal or Informal)
Differentiating Instruction
Identify the Element(s) of the Lesson that is Differentiated: Content Process Product
Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile
Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Theoretical Principles and/or Research–Based Best Practices in this Lesson
Why are the learning tasks for this lesson appropriate for your students? Cite a specific theorist and a brief explanation of the theory.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 9
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson
What are common errors or misunderstandings of students related to the central focus of this lesson?
How will you address them for this group of students?
.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 10
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Teacher Candidate:
Date:
Course for which the Lesson is developed:
Subject:
Central Focus: (Content of the lesson)
Grade Level(s):
Classroom Teacher:
Time allotted:
Standard(s)/Benchmark(s) to be met in the
Lesson: (ILS, Common Core, or Professional
Learning Standards) Each standard should
correspond to one or more objective.
Learning Objective(s):
What are the students expected to know
and/or do in the lesson?
Write out each specific objective to be
met by students in the lesson.
You must include an objective for
Academic Language demands
Assessment Tool(s) and Procedures:
What will provide evidence that students
meet objectives?
Every objective, including Academic
Language Demands, must be assessed.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 11
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Pacing
(minute
markers)
Instructional Sequence: (Label the following elements in your Instructional Sequence: questioning, scaffolding, formative assessment,
student interaction, academic language, differentiation)
G. Engage Students: (Diagnostic/Pre-Assessment may be included here.)
H. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):
I. Instructional Sequence
Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
Lesson Plan Details
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 12
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Instructional Materials:
Selection and Use of Technology and/or Resources:
Safety in the Physical Environment:
Academic Language Demands – the Oral and Written Language used for Academic Purposes in Content Disciplines
Vocabulary
Tier 1:
Tier 2:
Tier 3:
Function: purpose for
which language is used –
an active verb (select
one)
Syntax (ways to organize
words) AND/OR Discourse
(talk, write, participate in
knowledge construction):
Explain how the Academic Language is scaffolded in
the Lesson using Sensory, Graphic and/or Interactive
supports.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment
is required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Formative: (Formal or Informal)
Reflective: (Formal or Informal)
Summative: (Formal or Informal)
Differentiating Instruction
Identify the Element(s) of the Lesson that is Differentiated: Content Process Product
Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile
Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Theoretical Principles and/or Research–Based Best Practices in this Lesson
Why are the learning tasks for this lesson appropriate for your students? Cite a specific theorist and a brief explanation of the theory.
Concordia University Chicago College of Education Learning Segment/Unit Plan Design 2017 13
Implemented August 2013, revised 5-2017 and adopted by the College of Education.
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson
What are common errors or misunderstandings of students related to the central focus of this lesson?
How will you address them for this group of students?
.
