Ilp Tech

Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)

Revised 6.1.17
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as
needed. When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Lynne Camp lynne@ccyl.church Language Arts 8
Mentor Email School/District Date
Amy Zazuetta amy@ccyl.church Private 10/9/19
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. Use most recent CSTP Assessment for
Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection problems, reflect, and communicate understandings based on in
comprehension and critical thinking in single lessons or a sequence of
depth analysis of content learning.
lessons.
Sets clear goals and expectations by

Establishing and
giving clear verbal and written Uses a variety technology to achieve
articulating goals
4.2 Applying instructions and guidelines. Uses a Integrating student goals and understanding of
for student
rubric to articulate assessment concepts being taught.
learning.
guidelines expectations.
Using available
technologies to
Uses technology for assessing
assist in
students’ work and also to Uses technology to develop and plan
assessment,
5.6 Applying communicate with students and Integrating assessments and communication with
analysis, and
families for grading and general students.
communication of
communication via email.
student learning.
.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
in terms of students (e.g., what impact will performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
strategy X have on student performance as percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance? actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions + questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
student problem generation problem generation) have on student performance class and successfully completed the
as measured by chapter exam? worksheet.
To what degree were students be able to use Canva

Make adjustments if necessary, differentiate Students will create a poster with required
to clearly explain their understanding of “theme” Worksheet
instruction for those who need it. elements listed on a rubric.
from reading their novel.
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please
identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Student 3: Kelly will work within
Student 2: Billy will stay
expected guidelines and expectations.
focused on the assignment and
This student is an overachiever and
Student 1: Gabby will work on using not get distracted while
perfectionist who doesn’t settle for
proper grammar and sentence working. He is a student that
anything less than absolute
structure. I have chosen this student wants to do well, but has a hard
perfection. She puts added pressure
because she is bright and capable, time staying on track while
Performance Data on herself which causes her to lose
however because of her language doing class assignments. He is
sight of the end goal. Her work often
barrier she has difficulty with subject fidgety becomes frustrated
gets turned in late and she loses
verb agreement and formulating easily. He takes a longer time
points. She overthinks and tends to
sentences properly. than others to complete in class
fall apart because she is afraid of
work which leads to a negative
failing, which in her terms is anything
attitude in class.
less than %100.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 13
He will complete the She will compete the project in the
assignment, but I will need to time frame given; I will monitor her
She will be able to construct sentences
monitor his progress to make and keep her focused on the
that show subject/verb agreement.
sure he stays on task doesn’t assignment. I will encourage her to
Expected Results She will be able to use her canva
get frustrated. He may need to stay calm and not worry about the
project to show proper sentence
take mini breaks while working small details which tend to stress her
structure .
if he becomes frustrated or out and hold her back from
overwhelmed . completing the assignment.
Inquiry Lesson Implementation Plan
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities. October 28,
October 21, 2019 October 22, 2019 October 25, 2019 October 25, 2019
2019
Students will learn how to identify theme in a novel. Students will fill out a worksheet that shows their
understanding of theme and give examples of specific themes from their novel, with support from the
Provide 1-2 sentence summary of
your lesson plan.
text. They will then create poster using Canva to identify several examples of themes found in their
outside reading novel, cite evidence, and give examples. Students will also learn how to highlight and
annotate novels downloaded on their devices.
This lesson will begin with me teaching a about themes found in short stories and novels. “Students will
be able to determine theme or a central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting and plot”. (CCSS.ELA-Literacy.RL 8.2)
We will then read short story together on our devices and discuss the theme of the story together as a
class. Students will highlight words, phrases, and sentences that show theme. Students will learn how to
highlight and annotate on their devices at this time.
Next, students will research evidence from their own book, highlight words, phrases and sentences
that show theme from the novel they are reading. Students will annotate in the book that has been
downloaded on their device. This information will be recorded on a worksheet that will serve as first
draft for their final project. Students will choose themes such as friendship, survival, family and choose
a quote from the book that gives an example of each theme, and then write one or two sentences to
support their evidence. I will go over the worksheet individually with each student to check for
accuracy before they begin working on their online project. I can then determine which students need
additional support and which students are ready to begin the Canva assignment.
Summarize process for

The worksheet will have lines labeled theme, quote, and support sentences for students to fill in. It will
administering and analyzing pre-
and post-assessments. look something like this, but will repeated 3 times
Theme____________________________
Quote from the book “_____________________________________” ( )
Support sentences ________________________________________________________________
Students will use their worksheet as a guideline and use Canva, a simplified graphic design website, to
create a poster that shows what they have learned about theme, then share on google docs for
grading. The poster will include the title of the book, author, and student’s name. It will also include a
heading for 3 themes, followed by a citation from the book, and follow up sentences to support the
evidence from the book.
After all Canva posters are completed and graded, students will share their posters to the class with an
oral presentation. I will display each student’s poster on the TV screen in the classroom through my
laptop and they will share what they have learned about the theme in their novel.
In addition to verbal and written instructions, students will have a rubric which will show them what the
requirements are for the Canva poster and for the oral presentation. For visual learners, I will also
have an example so students will have an idea of what the poster should look like.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
https://education.cu-portland.edu/blog/classroom-resources/using- https://www.canva.com/learn/10-ways-to-take-your-lessons-to-
classroom-technology/ the-next-level-with-canva/
This article was extremely helpful. It gave tips on how to set up the I learned that not only can I use Canva for students to create
classroom so that the teacher can easily see all, or most screens while posters, but students can also create their own portfolios
students are working. There were also tips on establishing classroom that showcase their work. I can also find other lesson plans
rules and guidelines regarding technology usage. I also learned that on Canva and design my own lesson plans. The cite is user
it’s a good idea to begin by teaching mini lessons prior to giving friendly and students can navigate through it easily.
students access to their devices helps eliminate distraction. Finally, I
learned that it is important for students to have “check ins” with the
teacher while they are working. Since technology based learning is
often individualized, it is important for the student and teacher to
communicate while students are working to ensure the assignment is
being completed correctly.
This article was helpful and informative. I recommend it for all
teachers who integrate technology in their classrooms.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade Level: 1st-8th
Subject: Computers
Our math teacher is tech savvy, ( She has a degree in engineering and
Grade Level: Junior High
another degree in computer science) She has established some of
Subject: Science
these same guidelines outlined in the article in her classroom. She
Our science teacher introduced me to Canva. She uses it
has been extremely helpful in guiding me through technology issues. I
often in her classroom. She advised me to have the students
observed her teach a 5th grade class and appreciated how she taught
send their posters vial email or on share on google
for about 15 minutes before the students even opened their laptops.
classroom rather than print them to save on ink costs. She
This was exactly what the article said to do to reduce distractions and
chooses a select few assignments throughout the year to
it really works. She is also good at monitoring each student while they
print for Open House to showcase students’ work.
work to make sure they are following directions and completing the
assignment properly. Because I have older students, (junior high), I
tend to allow them to work individually , but will more conscientious
about checking in with students as they work to check for accuracy.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Student will use their device and refer to their downloaded
book to research theme in the novel. Students will learn
how to annotate and highlight on their devices for this
purpose. Students will then use canva, an online tool for
creating posters and documents, to create a poster to show
This lesson focuses on integrating technology and literature. I will
that they have mastered theme in the class novel.
share this lesson in a way that engages and motivates students.
ISTE Standard # 3C: I curate information from digital
I will be monitoring my special focus students to make sure they are
resources using a variety of methods and tools to create
completing the lesson properly and will adjust if needed.
collections of artifacts that demonstrate meaningful
connections or conclusions. I will be teaching students how
I will be focusing the following standards:
to use Canva, on online digital tool. I will differentiate
ISTE Standard #3, Knowledge Constructor .
instruction when needed to meet the needs of diverse
NBPTS Core Proposition# 1, Teachers are committed to students and
students.
their learning.
NBPTS Core Proposition #1: I will always work hard to be
committed to my students by creating useful, beneficial,
creative, yet challenging lessons.
Section 5: Results and Reflection

Directions: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post
Assessment Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
The biggest challenge was with focus student #3, the
The whole class did well on this assignment . The most challenging perfectionist. She was not satisfied with how her poster was
part was using technology. The Canva website was not accessible to coming out, so she kept starting over. I had to set time limits
some students’ devices. One student couldn’t find her project the and sit with her as she worked.
following day, even thought he assignment had been saved. Some
students had trouble navigating through the Canva website which The other two focus students did as expected. Focus student
made it difficult at first, but then as the students continued working, it #1 worked alongside a friend to help with grammar and
became easier. spelling. Focus student #2 did well because he was engaged
with this project.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and reflection Students created their own math problems. in complex problem. How could you extend lesson into
PBL?
Establishing and
Teacher provided oral and written Be sure to use a variety of ways
articulating
expectations including a rubric. to communicate clearly,
4.2 goals for Applying Integrating
Teacher also provided an example especially for ELL and IEP
student
of expected results. students.
learning.
Using available
technologies to
Be sure to grade quickly so
assist in Teacher used gradelink to
students get results and
assessment, communicate students’ grades,
feedback right away; especially
5.6 analysis, and Applying Integrating students received communication
on pre assessment. Students
communication on their assessment via gradelink
will know how to improve or
of student and on rubric.
make changes for final project.
learning.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
ISTE Standard for Educators 5c: Explore and apply instructional design
principles to create innovative digital learning environments that
engage and support learning
Action Items
For curriculum design, lesson

planning, assessment planning
I will have more examples for students to look at.
I will slow down when explaining the lesson. I need to be sure each student understands al the
For classroom practice
directions before they begin an assignment.
For teaching English learners,
students with special needs, and I will communicate expectations clearly using verbal and written directions. I will also have a variety of
students with other instructional examples for students to look at for visual learners.
challenges
For future professional
development
I will keep current with trends in education, especially technology which is always progessing.
For future inquiry/ILP I will try to make instructions as clear as possible.
The more detailed and explicit instructions are for students, the easier it is for them to complete the
For next POP cycle
assignment. I will be sure to communicate expectations clearly.
Other
Other Notes
Pre-/Post- Assessment Data Table follows this document.
Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.


Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Lynne Camp lynne@ccyl.church. Language Arts 8

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Corrected grammar and spelling errors to
1. Focus Student: EL 87 94
receive a higher grade on final project.
Stayed focused during class worktime and did
2. Focus Student: 504/IEP 90 92
well with this assignment.
Perfectionist who settles for nothing less than
3. Focus Student: Teacher Choice 100 100 %100. Worked on project at home which was
not required.
4. A 87 90
5. B 85 87
6. C 85 85
7. D 94 98
Didn’t follow instructions turned in final
8. E 70 73
assignment late.
Numerous grammatical and spelling errors;
9. F 68 70
didn’t make may corrections.
10. G 74 76
11. H 95 97
12. I 98 98
13. J 100 100
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516
hgkdsjhldlj
Name_________________

Theme Worksheet for Canva Project
Before going on canva to create your poster, fill out this worksheet identifying theme, citing
evidence from the book, with author’s last name and page number in parentheses, and one or two
sentences to support your evidence.

Once approved by teacher, go on canva to create a poster including book title, author’s name and
our three examples of theme.

You must have a background picture related to your book and will be assessed on proper
punctuation, spelling, and grammar usage. See attached rubric for details.

Book Title:___________________________
Author:_____________________________
Definition of theme in literature:
_________________________________________________________________________________________________________________
___________________________________________

Theme :____________________________
Evidence from the book:
“___________________________________________________________________________________
_____________________________________________” ( )
Support sentences:
____________________________________________________________________________________
________________________________________________________________________
Theme:____________________________
“___________________________________________________________________________________
_____________________________________________” ( )
Support sentences:
____________________________________________________________________________________
________________________________________________________________________
Theme:____________________________
“___________________________________________________________________________________
_____________________________________________” ( )
Support sentences:
____________________________________________________________________________________
________________________________________________________________________
3rd Semester Lesson Plan /Technology
Unit: Themes and Central Ideas
Lesson: Themes in Literature. This lesson will take place over 3 days, each class is one hour long.
Content Standard: CCSS: Literacy RL8 Determine an theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the character, setting, and plot; provide an objective
summary of the text.
Lesson Objective: Students will be able to identify the theme(s)in a novel. Students will use the online graphic
arts tool, Canva, to show their understanding of theme.
Instructional Materials/ Entry Level : Brainpop youtube video, The Dot book, theme flashcard, theme
worksheet, student novel, Canva website, Prezi website.
Lesson Plan Opener: (Day One) I will begin the lesson by showing a short Brainpop video explaining theme.
Next, I will define theme using a flashcard with the word theme and the definition that will be posted on
the white board. Students will be asked to explain theme in their own words, then I will read the children’s
book The Dot, by Peter H. Reynolds out loud and ask students to identify themes in the story. I will write
their answers on the board and then we will brainstorm themes in their novel and list them on the board.
(15 Minutes)
Body: Next, students will research evidence from their own book, highlight words, phrases and sentences
that show theme from the novel they are reading. (Students will have already annotated in their book.)
This information will be recorded on a worksheet that will serve as first draft and pre- assessment for
their final project. I will be walking around the room to be sure each student is doing the assignment
correctly, paying special attention to my focus students. Students will choose themes such as friendship,
survival, family, etc., and choose a quote from the book that gives an example of each theme, and then
write one or two sentences to support their evidence. I will go over the worksheet individually with each
student to check for accuracy before they begin working on their online project. I can then determine
which students need additional support and which students are ready to begin the Canva assignment (30
minutes)
Closure: I will close the lesson by reviewing theme with the students and reminding them that they will
begin their canva project the following day. Students will be reminded of school rules on using their
devices or laptops in the classroom (10 minutes)
Assessments: (Day Two), after each student has completed the worksheet correctly, they will then begin
working on their canva project. I will be progress monitoring by walking around during class time to
be sure each student is completing the assignment correctly. (The canva website can get a little glitchy, so I
will problem solve with students if problems occur.) This will take one class period. When students
complete the project the will email or airdrop it to me. (50 minutes)

(Day Three) Students will present their project to the class. Each Canva project will be projected on the
TV screen and students will explain the 3 themes they chose and how their sentences supported each
citation from the book. (50 minutes)

The posters and presentations will be graded using a rubric.
Differentiating: I will differentiate by using a visuals, and pairing students together who need help. I will
also direct students to the board where they can review the definition of theme and examples of various
themes. I will sit with focus students if necessary to help them.
I will make sure each student clearly understands theme and how to identify various themes in the novel
they are reading.



Ilp Tech

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ilp Tech

Uploaded by

Copyright:

Available Formats

Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Sets clear goals and expectations by

To what degree were students be able to use Canva

Summarize process for

Section 5: Results and Reflection

For curriculum design, lesson

For future inquiry/ILP I will try to make instructions as clear as possible.

Lynne Camp lynne@ccyl.church. Language Arts 8

PRE-/POST- ASSESSMENT DATA TABLE

Unit: Themes and Central Ideas

You might also like