The NCTE standards guide the principles and stipulations that indicate the guidelines for the English language arts. These guidelines help all stakeholders in this sector to make accurate steps in the betterment of the language standards and hence improve professionalism in the field. The level of professionalism in this field is dependent upon the practices that the stakeholders partake as well as the perceptions that they hold with regard to ethics and ethical practices. The guidelines thus indicate the equality of opportunities for all students to enable their language development as well as the pursuit for life goals and resulting participation in societal activities. The stakeholders are thus expected to develop an informed approach and hence promote equity and accountability. The standards take the approach which introduces various assumptions such as the belief of children education before school. These educations are based on experience as well as experimentation and activities which are literal. From these guidelines, curriculum as well as instruction development is encouraged. The ample teaching and learning conditions are enhanced by these conditions.

Students would be required to express this standard through activity presentation. The activity which is presented is through the organization of pre-school learning activities. Through these activities the students can thus show their prowess in strict adherence to these standards. This involves the rather rigorous process of setting up the pre school stations. At these stations, learners can exploit their creative, exploratory as well as experimental talents. Through these talents, the quality of guidance of the instructors will be evaluated based on the success rates of the pre-school leaners.In higher education, having each faculty member develop their own syllabus alone is a practice of the past. Now, faculty are expected to collaborate with instructional designers, curriculum developers, college administration, and other faculty in order to create a curriculum that is more centralized and, often, that can be delivered in multiple modalities.
In your CLC, develop a lesson plan collaboratively. Using the “COE Lesson Plan Template,” assign each CLC member a part of the lesson plan to complete. Your team will need to agree on a hypothetical course and topic for this lesson plan. Be sure to use a standard from the SPA for that content area and make sure that your standard, objective, and assessment align.
Your lesson plan needs to include at least one research-based pedagogical practice. Each team member should submit their part of the lesson plan, and a paragraph on what he or she learned by working collaboratively to develop the lesson in their CLC forum. As a CLC, you will work to compile each piece of the lesson plan into one template, and to combine each paragraph so that you have a 350-400 word reflection on the pros and cons of developing curriculum collaboratively.
Submit your lesson plan and reflection as one deliverable.

Please use template and the attached file as reference

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.