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EDU540 Week 6 Assignment Guide and Example: Three Lesson Plans With Technology
The EDU540 Week 6 assignment is where your unit becomes teachable. In the Week 4 activity, you defined the content of a three-lesson unit, described your audience, and chose your first modality. In Week 6, you write a detailed lesson plan for each of the three lessons in the course’s Lesson Plan Templates, choose a technology for each one, predict what could go wrong with it, and align every lesson to the outcomes you set in Week 4.
EDU 540 appears in Strayer University’s catalog as Designing, Developing and Evaluating Educational Technology, a course in which students “learn how to design and evaluate new technologies for learning environments” (Strayer University, 2025). Most students in it are working teachers, corporate trainers, or career changers writing lesson plans in the evenings. This guide is written for them. It explains every template row, shows how to keep three lessons aligned, gives a practical way to predict technology challenges, and ends with a complete three-lesson example for a fictitious organization.
EDU540 Week 6 Assignment
Overview
In the Week 4 activity, you defined the basic content of your three-lesson unit, described your intended audience, and chose your first modality.
Now in the Week 6 assignment, you develop detailed, comprehensive lesson plans for all three lessons in your unit. You need to consider how technology can be used to enrich each lesson and what challenges you may need to overcome to effectively use that technology. You also need to align each of the three lessons to one or more of the outcomes defined in the Week 4 activity.
By completing this assignment, you develop your skills in creating effective lesson plans and integrating technology into your teaching, and you also gain valuable experience in considering potential challenges and aligning your lessons with specific learning outcomes. These are important skills for a future educator to have and help prepare you for success in your career.
Instructions
Download the Lesson Plan Templates Download Lesson Plan Templates use for this assignment.
Develop three detailed, comprehensive lesson plans in the provided templates, filling in the blank cells with details about each lesson in your unit. Incorporate relevant technologies that enrich the learning experience and predict what specific challenges you might have to overcome to effectively use that technology.
Each template should include the following:
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Identify the lesson title, topic, audience, and modality.
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Define the lesson goal and objectives.
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Describe the lesson introduction.
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Outline specific actions that engage students with the material.
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Determine a method of consolidation.
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Select a technology to incorporate into the lesson, describe how it enriches the lesson, and what challenges might you have to overcome to effectively use that technology.
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Describe how learners’ understanding or skills are assessed and graded.
What the EDU540 Week 6 Assignment Asks You to Do
You complete three Lesson Plan Templates, one per lesson. Each template must include:
| Template element | What you deliver |
|---|---|
| Lesson identity | Title, topic, audience, and modality |
| Goal and objectives | One lesson goal and its objectives |
| Introduction | How the lesson opens |
| Engagement | Specific actions that engage learners with the material |
| Consolidation | How learners pull the lesson together |
| Technology | The tool, how it enriches the lesson, and the challenges you’d need to overcome |
| Assessment | How learners’ understanding or skills are assessed and graded |
The overview adds one more requirement: each lesson must align to one or more of the outcomes you defined in Week 4. That alignment isn’t a row in the bullet list, but it’s what connects your three plans into one unit, so make it visible in each template.
Before You Start: Pull Forward Your Week 4 Work
Open your Week 4 activity and copy four things onto a single page:
- Your unit content, split into three lessons
- Your audience, with any details that affect how they learn, such as age, experience, or access to devices
- Your first modality, and any others you plan to use
- Your outcomes, numbered so you can refer to them in each lesson
If your instructor commented on Week 4, address that feedback now. A weak outcome in Week 4 makes alignment harder in Week 6.
Writing Each Template Row
Lesson identity
Be precise. “Adults” is an audience; “new employees aged 20 to 60 with mixed comfort with technology” is an audience you can design for. Name the modality exactly, such as asynchronous online, live virtual, in person, or hybrid, because your technology choice depends on it.
Goal and objectives
The goal is the broad purpose of the lesson. The objectives are what learners will be able to do by the end, written with measurable verbs such as identify, explain, demonstrate, or compare. “Understand” and “learn about” can’t be observed, so they’re hard to assess.
Vague objective: “Learners will understand phishing.”
Specific objective: “Learners will correctly label at least eight of ten sample messages as phishing or legitimate.”
Introduction
Open with something that connects to your audience and the lesson goal: a short scenario, a question, a quick poll, or a real example. Describe what the instructor does and what learners do, and keep it brief.
Engagement
This is the core of the lesson. List the specific actions in order, as numbered steps, so a substitute instructor could run the lesson from your plan. Each step should move learners toward an objective.
Consolidation
Consolidation is how learners bring the lesson together before it ends: summarizing in their own words, applying the skill once more, an exit ticket, or a quick review. It’s different from assessment. Consolidation helps learners retain the lesson; assessment measures whether they met the objectives.
Technology: tool, enrichment, and challenges
This row has three parts, and many plans cover only the first:
- The tool: name it and say how it’s used in this lesson.
- How it enriches the lesson: what it makes possible that wouldn’t happen without it, such as immediate feedback, collaboration across locations, or practice in a realistic setting.
- The challenges: what could stop it from working, and your plan for each.
Assessment and grading
Say how understanding or skills are assessed, such as a quiz, a performance task, or a checklist, and how it’s graded, such as points, a passing score, or criteria. Make sure the assessment measures the objective you wrote. If the objective is to report a simulated message within two minutes, the assessment should measure exactly that.
Keeping the Three Lessons Aligned
Build a quick alignment check before you write the details:
| Lesson | Week 4 outcome | Objective | Assessment |
|---|---|---|---|
| 1 | Outcome _ | ||
| 2 | Outcome _ | ||
| 3 | Outcome _ |
Read each row across. If the assessment doesn’t measure the objective, or the objective doesn’t serve the outcome, fix it before moving on. Each lesson can align to more than one outcome, but every outcome you set in Week 4 should be covered somewhere in the unit.
Predicting Technology Challenges
The directions ask you to “predict what specific challenges you might have to overcome.” Specific is the key word. Work through these categories for each tool and keep the ones that apply to your audience:
| Category | Questions to ask | Example plan |
|---|---|---|
| Access | Do all learners have a device and a reliable connection? | Provide a device or a lower bandwidth option |
| Accessibility | Can learners with disabilities use it? Does video have captions? | Turn on captions and provide transcripts |
| Familiarity | Have learners used this tool before? | Add a short practice activity at the start |
| Setup | Do learners need accounts or logins? | Create accounts or guest access in advance |
| Restrictions | Will a school or employer network block it? | Test it on the actual network beforehand |
These aren’t hypothetical. The 2024 National Educational Technology Plan describes a “digital access divide,” defined as “inequitable access to connectivity, devices, and digital content,” alongside gaps in how technology is used and in the support teachers receive (Office of Educational Technology, 2024). Accessibility standards also call for captions on prerecorded audio in video content (World Wide Web Consortium, 2024). Naming a challenge like this and your plan for it is what makes the technology row specific.
Your Week 6 Assignment Teaching Plan Across Modalities
If your unit uses more than one modality, let the technology follow it. An asynchronous lesson needs tools that give feedback without an instructor, such as a quiz that scores itself. A live virtual lesson can use breakout rooms and polls. An in-person lesson might use a shared display or a collaborative whiteboard. Varying the tool with the modality shows you chose each technology for a reason, rather than repeating one tool three times.
EDU540 Week 6 Example: Three Lesson Plans
Our EDU540 Week 6 example is a complete three-lesson unit, laid out in the same elements as the course template, for Riverbend Community Credit Union, a fictitious organization training new member service representatives to recognize and report phishing. It includes:
- A unit overview restating the audience, modalities, and three Week 4 outcomes
- Three lesson plans, each in a different modality: asynchronous online, live virtual, and in person
- Measurable objectives, a numbered engagement sequence, and a consolidation step for each lesson
- A technology row in each lesson with the tool, how it enriches the lesson, and specific challenges with a plan
- Assessments that match each objective, with grading criteria
- Comments explaining what each part demonstrates
Here’s the technology row from Lesson 2:
Challenges: Uneven internet connections at some branches, an example of what the 2024 National Educational Technology Plan calls the digital access divide (Office of Educational Technology, 2024), and learners who are new to breakout rooms. Plan: Learners join from branch training stations with wired connections, and the facilitator opens the session with a 60-second practice joining a breakout room.
The example’s organization, learners, and outcomes are fictitious, so it can’t be used for your submission. Your lesson plans must build on your own Week 4 unit, in the course templates.
Download the EDU540 Week 6 example (.docx)
Plan It Around Your Work Week
Weekly assignment 6 is three full lesson plans, so spread it over the week rather than one long night:
- Evening one (about 1 hour): Pull forward your Week 4 work and complete the alignment table.
- Evening two (about 1.5 hours): Write Lesson 1 in full.
- Evening three (about 1.5 hours): Write Lesson 2, choosing a technology suited to its modality.
- Evening four (about 1.5 hours): Write Lesson 3, then reread all three technology rows for specific challenges and plans.
Where Lesson Plans Most Often Fall Short
- Objectives use “understand” or “learn about” instead of measurable verbs
- The technology row names a tool but not how it enriches the lesson
- Challenges are general, such as “technical issues,” with no plan
- Consolidation and assessment are the same activity
- The assessment doesn’t measure the stated objective
- A lesson doesn’t say which Week 4 outcome it supports
- All three lessons use the same tool for the same purpose
Pre-Submission Checklist
- Three completed Lesson Plan Templates, one per lesson
- Each lesson has a title, topic, audience, and modality
- Each lesson has one goal and measurable objectives
- Introduction, engagement, and consolidation are described specifically
- Each technology row covers the tool, enrichment, and specific challenges
- Each assessment says how learning is assessed and graded
- Each lesson is aligned to one or more Week 4 outcomes, and every outcome is covered
Related EDU540 Resources
Browse all of our EDU540 guides for the other weeks of the course.
Frequently Asked Questions
What is the EDU540 Week 6 assignment?
You write three detailed lesson plans, one for each lesson in the unit you defined in Week 4, using the course’s Lesson Plan Templates. Each plan includes a technology, how it enriches the lesson, the challenges you might face, and how learning is assessed and graded.
Do my lessons have to match my Week 4 activity?
Yes. Week 6 builds directly on the unit, audience, modality, and outcomes from Week 4, and each lesson must align to one or more of those outcomes.
What’s the difference between consolidation and assessment?
Consolidation helps learners pull the lesson together, such as summarizing or one final practice. Assessment measures whether they met the objectives, and the template asks how it’s graded.
How specific should the technology challenges be?
Specific to your audience and setting. “Technical issues” is too general. “Two learners work remotely without reliable internet, so the session includes an option to join by phone” is specific.
Can I use the same technology in all three lessons?
The directions don’t forbid it, but each lesson asks how the technology enriches that lesson. Choosing tools suited to each modality makes those explanations stronger.
Can I submit the EDU540 Week 6 example on this page?
No. It uses a fictitious organization, learners, and outcomes. It’s for illustration only.
Want a Second Look Before You Submit?
If you’re teaching or training full time and want structured assignment support aligning your three lessons to your Week 4 outcomes, choosing technology for each modality, or tightening your challenges and assessments, message Gradevia on WhatsApp at +1 564 544 6924 or email Support@gradevia.com.
Sources
Office of Educational Technology. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. U.S. Department of Education. https://planipolis.iiep.unesco.org/sites/default/files/ressources/NETP24.pdf
Strayer University. (2025). EDU 540: Designing, developing and evaluating educational technology [Course description]. In 2025–2026 catalog. https://strayer.smartcatalogiq.com/en/2025-2026/catalog/courses/edu-education/500/edu-540
World Wide Web Consortium. (2024, December 12). Web content accessibility guidelines (WCAG) 2.2. https://www.w3.org/TR/WCAG22/