The process of writing lesson plans at the beginning of one's teaching career can be very time-consuming (Arnett-Hartwick and Cannon, 2019); however, the development of sequenced lessons that result in effective learning must be organized and articulate, not done haphazardly. Designing a lesson through a written document can help a teacher see the pattern, flow, and implications of a lesson and how it will help all students; this can be especially true when considering the needs of exceptional and English or Exceptional Language Learners. Further, stakeholders within the school system (principal, curriculum director, department head, and district supervisor) may require written units and weekly or even daily lesson plans for the purposes of teacher evaluation, feedback, accountability, or in-service training. With the release of Standards for Technological and Engineering Literacy (STEL) by the International Technology and Engineering Educators Association (ITEEA) in 2020, curriculum developers have new tools to use when developing curriculum and lesson plans in technology and engineering contexts. The art of writing lessons and curricula has evolved over the years, with many educational theorists impacting the conversation around what, when, how, and why elements should, or should not, be included. One theorist, Charlotte Danielson, has contributed significantly and has been widely embraced in the curriculum professional development world of education (King and Watson, 2010). In this article Danielson's "Framework for Teaching" and the backwards design curriculum development model will provide both the structure and rationale for developing standards-based lesson plans with the newly released STEL.