Grad Ed Lesson Plan3 Language Arts

Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Subject(s): Language Arts Grade: 4th grade
Teacher(s): Miss. Yesi Master Teacher: Mrs. Green
School: Harbor View Elementary__ Lesson Time Allotment: 45 min ___ Date: 3/3/22
TPE Target Skills:
1. 1._ 1.8 Monitor student learning and adjust instruction while teaching so that students continue to be
actively engaged in learning
2. 2.2. Create learning environments (i.e., traditional, blended, and online) that promote productive
student learning, encourage positive interactions among students, reflect diversity and multiple
perspectives, and are culturally responsive
3. 5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of
assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and
performance) to design and administer classroom assessments, including use of scoring rubrics
Part 1 – Goals and Standards

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
2. Learning Goal(s): What will students have mastered in terms of knowledge and/or skill as a
result of this lesson? (TPE 2.2, 2.6, 3.2)
Students will master the skill of reading an expository text and translate that information by writing
an informative/explanatory text that states details and facts.
Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson
to your students in their language: “Today, we are going to master the concept of…by creating…”)
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.eduGraduate Education / Academic / Handbook – BH 01/06/22
Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Today we will master the skill of taking the information/facts from Why Does the Moon Change
Shape and using those facts in our writing to explain what we see in the sky.
Standards-Aligned Graduate Education Lesson Plan Template
2. Relevance/Rationale: Based on prior lessons and assessments of your students, why is this the
right lesson for your students to learn right now in your class? (TPE 1.3, 2.6, 3.2)
Based on prior lessons, the students have been circulating through different genres. This week is an
expository text. Earlier this week they read Why Does the Moon Change Shape?, and they will now use
the information that they read and apply it into their writing.
This lesson is supporting prior knowledge and works on mastering skills of referring to the text and
finding evidence/details that supports main ideas. The students will be familiar with the pages shown
in their Wonders Packet because they closely reflect the pages they have completed the week
before. This lesson closely resembles last weeks because we are working on getting the students to
master the skill of finding text evidence that supports the main ideas or point of views in the story, as
well as knowing how to summarize.
Student-Friendly Translation:
Today we are going to be looking at a genre that we have seen before called expository text. In the
story, Why Does the Moon Change Shape?,there are many facts throughout the text. We are going to
take those facts to help explain what are the different things that we see in the sky.
3. ELD Standards Addressed: All Content Areas (TPE 1.1, 1.6, 3.5, 4.4)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive
CA CCSS for ELA/Literacy: L.4.1, 3, 6
1. Exchanging information and ideas via oral communication and conversations. Contribute to class,
group, and partner discussions by listening attentively, following turn-taking rules, and asking and
following questions.
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas
CA CCSS for ELA/Literacy: L.4.1, 3, 6 Connecting ideas: Combine clauses in a wide variety of ways to
make connections between and join ideas, for example, to express cause/effect, make a
concession, or to link two ideas that happen at the same time.
Continue to identify how you will support your students in mastering these ELD Standards below in
Part 3 – Universal Access Lesson Adaptations
4. ELD Learning Goal(s): What will students have mastered in terms of knowledge and/or skill as a
result of this lesson? (TPE 2.2, 2.6, 3.2)
The students will be able to communicate via oral communication and conversation in class and
partner discussion. Students will also be able to connect the information read in the story to
express cause/effect or make a concession.
Student-Friendly Translation:
Today we are going to read an expository text and be able to take the facts stated to support our
writing. We will be using the facts to help explain what we see in the sky.
5. Essential Questions: (TPE 1.5)
How do you explain what you see in the sky?
6. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
telescope, phases, rotates, astronomer
Part 2: Demographic Profile: Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )
Number of Students in Class Male: 15 Female: 11 Total: 26
English Language Arts (ELA) Mathematics English Language Learners (ELL)

Level (Circle) Number of Level (Circle) Number of Level (Circle) Number of
students students per students per
per level level level
Beginning 7 Beginning 7 Emerging NA
Intermediate 11 Intermediate 12 Expanding NA
Advanced 8 Advanced 6 Bridging NA
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
Autism Goals:
- Maintain a topic of conversation with a partner for three
conversational turns in 80% of opportunities.
- Appropriately answer conversational questions with a
communicative partner in 70% of opportunities.
- Identify how another person may be feeling and why in
80% of opportunities.
- Describe characters, settings, and major events in a story,
using key details with 70% accuracy.
- Will answer such questions as who, what, where, when,
and why with 70% accuracy in 3 out of 5 trials.
- Orally read with fluency at a rate of 70 words correct per
minute, with 95% accuracy.
- Retell stories, including key details, and demonstrate
understanding of their central message with 70%
accuracy.
- Given 5 problems, involving single-digits, interpret 5x7

as a total number of objects in 5 groups with 7 objects in
each by using arrays, pictures, and skip counting with
70% accuracy.
- Given 10 subtraction problems within 100 with
regrouping, solve with 70% accuracy.
- Demonstrate whole body attending
- Complete multi step activities of up to 4 steps, and cross
off as each step is completed. Complete in 4 out of 5
opportunities.
- Sustain attention by answering questions related to the
immediate environment in 70% of opportunities.
Classroom Accommodations:
- Priming/Front loading for expectations/activities
- Provide check-in or attention/comprehension every
10-15 minutes.
- Priming for social opportunities (ex. Group work, recess,
lunch)
- Visual schedule and task list (as needed)
- Breaks as needed
- Provide written and/ or visual agenda/directions for tasks
as needed to promote independence
- Extra time on assignments up to 100% of original
assignment
- Preferential seating-near instruction
- Multi-sensory approach
- Provide pre-teaching of new concepts
- Provide overlearning/review and repetition of new
concepts
- When giving directions for a task or assignment, ensure
directions are understood; have her paraphrase
directions.
- Reference her peers first when she isn’t sure what to do
to reduce adult prompting
- Differentiated instruction
- Reduce length of assignments as needed
- Lunch bunch style group for social interaction
opportunities (post COVID)
ADHD Student 1 Special Ed services, preferential seating, additional time to
complete assignments
Goals:
- Use correct irregular plural when asked to provide
simple sentence completions with 80% accuracy
- Follow three-step unrelated directions using paper and
pencil or objects with 80% accuracy.
- Answer simple inferential questions (e.g., Why was the
girl upset?) after listening to a 6-8 sentence passage with

80% accuracy.
- Determine the main idea of a text and explain how it is
supported by key details and summarize with 70%
accuracy.
- Independently compose a paragraph with less than 5
errors in punctuation and capitalization.
- Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons with 70% accuracy.
- Remain on task with minimal disruption to self/others,
asking relevant questions until task is completed as
directed
- Accurately compare numbers to 1000 with use of >< =
signs, with 80% accuracy
- Given 5 math problems requiring both single and
multi-step solutions, using +, -, x, student will be able to
determine the correct operation and solve with 75%
accuracy.
- Access to a graphic organizer
- Extra time on assignments up to 100% or original
assignment
- Use of visual supports in conjunction with oral directions
- Frequent checks for understanding
- Reduced workload
- Breaks as needed
Dyslexic Special Ed services, preferential seating, additional time to
complete assignments
Goals:
- Decode multisyllabic words with 80% accuracy
- Spell words with common vowel terms and affixes with
80% accuracy.
- Write narrative accounts that include a short sequence of
events, and/or informational text that includes a topic,
details, and a concluding statement with 70% accuracy
- Decode words with common prefixes and suffixes with
80% accuracy.
- Identify when to use a capital letter, commas, and
quotation marks with an average of 70% accuracy.
- When completing a math assignment/worksheet does not
display any number reversals with 80% consistency
- Access to graphic organizer
- Extra tie of assignments up to 100% of original
assignment

- Real Aloud or Text to Speech as needed to access
instruction/assessment
- Speech to Text (need to determine by teacher/SAI)
- Take tests is SAI room as needed for extra time/read
aloud
- Breaks as needed
- Specialized/separate seating
- Simplified test directions
Speech or Language Impairment Goals:
- Produce correct irregular past tense verbs in sentences,
conversations, and narrative texts with 80% accuracy.
- Produce the voice and unvoiced /th/ sound in all word
positions during conversation with 80% accuracy.
- Correctly decode words with 80% accuracy
- Independently complete a graphic organizer/flow map to
organize thoughts.
- Ask questions to demonstrate understanding of a text.
- Generalize learned spelling patterns when writing words
with common long and other vowel patterns, digraphs,
and inflected endings with 75% accuracy.
- Use self-regulation/coping strategies such as taking a
break, deep breathing, and going to a quiet space.
- When showing signs of frustration or being
overwhelmed, will use an “I statement” with no more
than one prompt from an adult
- Use multiplication and/or division to solve problems in
situations involving equal groups.
assignment
- Provide written agenda/directions for tasks (with more
than two steps)
(provide examples of finished products and sample math
problems as models) as needed to aid comprehension and
attention to directions
- Reduced number of problems to show mastery
- Access to math resources
- Alternative response options as needed to allow students
to demonstrate knowledge/understanding
- Reduced number of answer choices on multiple choice
tests
- Breaks as needed
Specific Learning Disability Goals:

(Reading) - Produce voiced and voiceless /th/ sounds correctly with
80% accuracy
- Demonstrate learned fluency strategies (ie. Slow rate,
stretchy speech) when responding open-ended questions
in 80% of opportunities
- Label parts of the speech mechanism (tongue, brain, lips,
teeth, etc.) and tell what role each has in the speech
production.
- Correctly manipulate the word to form new words with
80% accuracy. (/f/-an to /c/- can)
- Given a list of 20 multisyllabic words that contain
closed, open, vowel teams, and vowel-consonant e
syllable types, correctly decode the word with 80%
accuracy.
- Given a list of 25 spelling words with long/short vowels
or common long vowel teams, will spell the work with
80% accuracy
- Complete classwork 70% of the time each week.
Adjustments to assignment lengths may be considered to
show mastery.
assignment
- Provide written agenda/directions for tasks
- Access to computer for writing assignments
- Text-to-speech or real aloud
- Differentiated instruction
- Extra practice
- Gain attention prior to instruction
- Repetition
- Small group instruction
- Wait time to process directions
- Visual supports
- Adaptive seating and movement breaks as needed
- Use of writing frame or sentence starters for writing
assignments and math
ADHD Student 2 Goals:
- Generalize learned spelling patterns with 75% accuracy
- Correctly decode words with 80% accuracy.
- Will ask questions to demonstrate understanding of text.
- Independently complete assignment/task with 80%
accuracy. Ask for help if needed.
- Stay independently organized with 80% accuracy.
- Use multiplication and division within 100 using

drawings and equations.
- Determine the answer to equations such as 8 x ?=48 with
75% accuracy.
- Preferential seating near instruction and away from as
many distractions as possible
- Prompts to remain on task
- Visual models whenever possible
- Breaks as needed to reduce anxiety and increase
attention to task
- Help with organization/management of classroom
materials
- 1x per month check in with school psychologist, and
check ins as needed with psychologist
Three Focus Student Profiles

One identified special education student, one English language learner,
and one special circumstance student
Focus Student #1 (FS1): English Learner

Student Name: FS1
Special Identifications (ELL, GATE, Special Need): Math (circle one): Beginning Intermediate
Advanced
Reading (circle one): Beginning Intermediate
Advanced
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)
FS1 is Caucasian, and his family falls into the According to my Mentor teacher, FS1’s parents are
category of high socioeconomic status. His first recently divorced.
and only language is English.
Health and/or Physical Considerations: Social-emotional Learning Considerations/Social
(and how these may influence instruction) Development Factors:
How these may influence instruction:

NA
Your SEL goal for this lesson for this specific student:
FS1 gets pulled out for support, special needs
support.
Also gets preferential seating and extra time to finish
work.
FS1 also has an IEP due to the fact that he is on the

spectrum
SEL Goal: Self-Management
Student will be able to monitor and sustain progress
toward goal achievement.
- The student can be given a reminder to place
his papers where they need to go.
- We can begin with an incentive to be more
organized.
- If he is organized, he can get a green ticket.
Assets/Funds of Knowledge: (TPE 1.1 Interests and Aspirations:

FS1 is a very hard-working student and is FS1 is interested in snakes and enjoys science. There
tenacious. He can also be described as resilient, was one year where all he would write about and
as he always tries to please and truly tries his read about was snakes.
best.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Student Name: FS2
Advanced
Reading (circle one): Beginning Intermediate
Advanced
FS2 lives with her father, mother, and

grandmother. She seems to have a good
relationship with her parents according to some
of the conversations that we have had. She
speaks about being excited for the weekend and
what she did the weekend prior with her family.
NA How these may influence instruction:
Your SEL goal for this lesson for this specific

student:
FS2 seems to have a hard time engaging with
the other children at times. She rarely joins the
class to play a game outside and prefers to sit
out and be on her own. I believe that this is part
of being on the spectrum. FS2 also has trouble
organizing her thoughts and says anything that
she is thinking in the middle of class. I’m sure FS2
can contribute great input during class
discussion if she is prompted to stay on task. SEL
Goal: Relationship Skills
Student will be able to share one’s thoughts and
feelings appropriately. - A journal or goal tracker
- Student check-ins on organization and
neatness.
Assets/Funds of Knowledge: Interests and Aspirations:

FS2 has a lot of great thoughts that are part of
the topic the class is speaking. This means she
has a lot of input to add to discussion. She FS2’s favorite animal is a unicorn, and she enjoys
quickly becomes distracted and off topic so as practicing writing people’s names in her free
it is good to let her share her thoughts, she has time. She also seems to prefer doing things on
to quickly be prompted back on task/topic her own and enjoys doing backward bends at
recess.
Focus Student #3 (FS3): Special Circumstances Student

Student Name: FS3
Advanced
Academically Struggling Student Reading (circle one): Beginning Intermediate
Advanced
FS3 is Caucasian and his only language is He is a twin, and he has a younger sibling.
English. According to his teacher, his mother has a
drinking problem, and his father works a lot. It
seems that they may not be given a lot of

attention academically. According to the MT, the
student was homeschooled along with his twin
brother for the 3rd grade. Entering the 4th grade,
they were significantly behind the other students
in the class. The mother reported that when the
FS3 and his brother were being homeschooled
during the Covid crisis, she did not really engage
their learning or provide the necessary support.
NA How these may influence instruction:
Your SEL goal for this lesson for this specific

student:
FS3 seems to be a little upset or angry. One day

they were asked to write how they were feeling
that morning, and his responses were negative
and angry feelings. It seems that this is all an
internal conflict because he is a very kind and
respectful student. SEL Goal: Self-awarenessThe
student will be able to express confidence
(where appropriate) that they can handle both
daily tasks and challenges effectively and
maintain optimism about their future.
- We can keep a little note on his table that
reminds him that he is able.
- I can focus a little more on him and ask him to
share more in class or give.
Assets/Funds of Knowledge: Interests and Aspirations:

FS3 seeks to please and he is very social. He
truly does try his best. Due to this, he is very FS3 often plays golf with his twin brother. He is
willing to do something or take on a challenge very social and often seems to be seeking the
when it is given to him. approval of his peers. I have observed significant
improvement since the beginning of the year,
and I can tell that FS3 is working hard to be at the
academic level of his peers.
Other General Classroom Observations

Assets and Funds of Knowledge found in the classroom (Including general cultural and linguistic
background of students’ home and family) (TPE 1.1)
All the students in the classroom come from an economically affluent family background. Most of
the parents of the children are professionals. They all have English as their first language as well, so
there are no ELL students in the classroom. Most of the classroom is made up of Caucasian
students, with the exception of one student who comes from a middle eastern background.
Although, due to the fact that she was born and raised in the United States, her family has
embraced the American culture and way of life. Nevertheless, this student offers funds of
knowledge because of her cultural background and travel history. This student has encountered
what her culture is and her parents have been intentional to show what hard work looks like in their
country. According to this student’s teacher, her parents have taken my student, along with her
older brothers, to encounter what hard outdoor labor is. Some additional assets of the class are
that they all support one another and enjoy seeing each other succeed. Since the students have
this asset, it is never hard for a student to find someone who is willing to explain or help their peers. I
really like to highlight this asset through pair-share because I know the students are more than
capable of supporting one another throughout the lesson. This is beneficial to both parties that are
asking and giving help. The student who is asking for help will learn that it is appropriate to ask
others when needed and communicate their needs. As for the student giving the help, when they
explain the information their understanding becomes deeper. They are also a class that is very
interactive and likes to constantly communicate with one another, so they often do a wonderful job
at communicating when it is about a specific subject that sparks their interest, such as spiders.
More than likely, the additional needs of the other students are met through collaborating and
working closely with their peers. If this seems to not be successful, the additional adult in the
classroom and I are also around to answer any other questions that the students are not certain
about.
Health considerations or physical development factors (if any)
ADHD (3), Developmental Delay (2), Autism (2), asthma (2), migraine headaches (1).
Social-emotional developmental (SEL) factors that may influence instruction in this academic area
or that could be addressed in this academic area (TPE 2.1)
The students really enjoy sharing what they are doing with their time when they are not at school. I
like to have a time before starting the lesson where I ask them what they are excited about or
looking forward to for the week. The students enjoy hearing from their friends as well. This also helps
me get a better view of what my students like to do outside of school and learn more about them.
Interests and/or aspirations in the class (relevant to this academic area) (TPE 1.3)
The classroom is very motivated by competition with one another. They like to play educational
games on Kahoot together and enjoy when learning is tied with playing games.
Opportunities to address challenges (such as misunderstandings or misconceptions) related to

the learning objective and lesson (using Growth Mindset Language): This section is the bridge
between the concerns for individual students identified in Section 7 and how this will play out in the
context of the actual classroom setting and the lesson plans you are currently preparing. Based on
the information above, what difficulties may students have with the content? Specify anticipated
difficulties for English language learners, students with special needs, or students with unique
needs. Work to connect your information based on the student’s IEP, behavioral plan, and/or
observations by the teacher and teaching candidate. (TPE 1.4, 1.6, 2.1, 3.5, 4.4)
Throughout the lesson I will need to be repeating the directions multiple times and use visuals such
as holding up the book when I ask them to pull it out. I will also need to model throughout the lesson
what we will be doing and do the work along with them as well. This would also be correlated to
doing something similar to modeled talk. This also means that as we are going through the activity,
my paper will be on the projector for the students to follow along and know where to exactly write
what we are discussing. I will also use partners and peer support throughout the lesson to support
and help both FS1, FS2 and FS3. It will be very important for me to be monitoring the progress and
adjust the pace of the lesson based on how the students are responding to the information. I would
be able to speed it up or slow down the pace in which we are going. There are no EL students in my
class, but a challenge that my FS1 student may have with this lesson is decoding words accurately
and working on self-regulation/management.
Part 3 – Universal Access Lesson Adaptations

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
Modifications / Accommodations: What specific modifications/accommodations will be made
based on the anticipated challenges for this set of students for this specific lesson? (TPE 1.4,
1. ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

What are at least three general SDIAE strategies you will engage?
1) In-text questions: The students will answer questions about the reading selection as we read the
story, providing a purpose for the reading. As well as using simple language to communicate.
2) Students will be engaged and connect what they are reading in the story to the pictures in the
textbook. This provides visual aids.
3) Demonstrating and modeling: I will be providing students with the visual model on the projector. I
will be following along as the students complete a graphic organizer to organize thoughts and
ideas they can use in their writing.
How will you specifically address each the CA ELD Standards you identified at the beginning of this
lesson plan to ensure your students will master your Learning Outcomes?
Students will refer to what they have read and find text evidence to support their claims, write
sentences, and communicate their thoughts. I will know if the ELD standard is being met if the
student is able to communicate their understanding via orally or in their writing.
The graphic organizer helps the students organize the details visually.
2. Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
During this lesson, students will have a graphic organizer, which we will have completed together, to
help organize their thoughts and ideas.
FS2 has a lot of thoughts and at times may have a hard time organizing them in a way that is
appropriate for the class. To accommodate her, a card that indicates that it is quiet time while we
are reading the story will be used. The extra adult in the room will also be there to support her
during discussion, reminding her that she must raise her hand before she speaks or contributes into
the discussion. They will also be receiving additional time to complete their work, which will also be
reduced.
3. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)
Identify one or more specific SEL competencies that you will focus on for the whole class (Self-
awareness, Self-management, Social awareness, Relationship Skills, Responsible Decision-making):
Specific strategy that you will use to inculcate that competency:

At the beginning of the lesson, students will be engaging in a class discussion where they can share
anything that they would like. They can share something they are excited about, how they are
feeling. It is a time to share what is on their mind. This helps me connect further with my students
and have a time where my students feel heard.
4. Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

(TPE 1.4, 4.4, 4.7)
Multiple Means of Engagement:

To keep students engaged, I will make sure that they are all aware of what they should be doing. If
they need help or are confused about something, I will provide help and scaffold with them. If they
feel confused or overwhelmed, I will guide them through trying to explain and understand which
part it is that they are having trouble with. By doing this, students will be more likely to self-regulate
and self-assess their level of understanding with the material. I can also restate the goal of the
lesson at different times throughout the lesson, so the students can self-assess if they have met the
goal yet or not. Visuals will also be incorporated into the lesson through a graphic organizer/flow
chart.
Multiple Means of Representation:

Students will have a list of vocabulary words that will be found in their activity packet to go along
with the story that we have read. Students will be given many facts about what we see in the sky to
support their writing. This will also be presented to them through a graphic organizer.
Multiple Means of Action and Expression:

The students will have an opportunity to express their learning through their writing. Students will be
using details from the text and the graphic organizer to create an expository piece of writing.
5. Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E.
Strategies, Graphic Organizers, etc.). What three levels of Bloom’s will you address in this lesson to
enhance the depth with which your students will engage the lesson objective? At least one of them
must be from one of the top three levels of higher order thinking. (Remember, Understand, Apply,
Analyze, Evaluate, Create) (TPE: 1.4, 4.4)
Remember: The students will be able to recall and remember what they have read in the text. They
will be allowed to look back at the text to accurately support their claims. They will have to
remember where to look to find the supporting evidence.
Apply: The students will be able to apply the new knowledge/information that they have read in the
text to write their expository essay.
Create: Students will create their own work by writing an expository text.
6. Implementation of Strategies for Enhancing Lessons:

(Please address each of these only if you plan to use them, they are NOT mandatory)
21st Century Skills: Technology: Visual and Performing Arts:

Circle all that are applicable How will technology be How will the students be
and describe how each will be incorporated into the lesson? provided with opportunities to
observed during the lesson (TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4, 4.8 access the curriculum by
(TPE 1.5, 3.3, 4.7) 4.9, 5.4) incorporating the visual and
performing arts? (TPE 1.4, 1.7, 3.3,
Communication 3.6, 4.4)
The students will communicate Students will be watching an
with the entire class their educational video about space
thoughts and the evidence at the start of the lesson.
that they found within the text.
Not every student will have the
chance to say something
during the class, so this will
also be observed during think-
pair-share.
Collaboration
There will be a time of class
discussion and a time for
Think-Pair-Share. I will be able
to see if the students are
collaborating with one another
during think-pair-share. I will
observe and listen in on some

of the discussions during this
time as I walk around. I will
listen in and observe if
students are accurately using
text evidence.
Creativity
Critical Thinking
Students will have to apply
what they have learned to
create their expository essay.
They will be able to provide
details and facts in their writing
by using their graphic
organizer.
Part 4 – Assessment of Student Learning

TPE 1.5,1.8, 4.4, 5.1, 5.3, 5.5
Assessment Criteria for Success: How will the teacher and the student know if each of the specific
objectives identified above have been successfully met?
1. Formative Assessments: At least two formative assessments total, at least one with a rubric
(copy or attach rubric to this template) (TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1:
To demonstrate achievement of content during the lesson, students will have to be engaged by
actively participating in class discussion as we complete the graphic organizer toegther. I will also
periodically walk around the class to observe the progress students have made in their graphic
organizer. I will quickly analyze if their responses contain specific evidence found in the text, and if
the students are using the vocabulary words appropriately in their responses. I will then ask them
how they feel about them completing their work with a thumbs up, thumbs down, or thumb to the
side. This can also indicate whether they will need more time to work on it or not. The direction of
the discussion will also be a major indicator of whether the students have obtained the information
necessary.
Formative Assessment 2:
Students will be graded based on the informational writing rubric found at the bottom of the
document. This will be applied to the essay that they write.
2. Self-Assessment: How will all students be involved in self-assessment and reflection on their
learning goals and progress? If working in teams, how will they peer-assess each other and the
group? A rubric is required for the students to use in either self-assessment or team assessment
(TPE 1.5, 5.3)
Students will grade themselves using the same rubric that I will use to grade them. They will go
through every section and give themselves a score they find appropriate.
Part 5 – Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning
2. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
The students have read stories that cover a variety of genres, such as folktales, narratives, and epics,
in their Wonders textbook. Students have also participated in higher-order thinking activities, such as
completing graphic organizers. The graphic organizers that students have been working with are
sequencing maps and brace maps to help organize information found in the text. Students have also
mastered the skill of identifying main characters, characteristics, setting, main ideas, conflict, and
resolution in a story. This has been assessed through prior content specific testing.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
- Wonders Textbook pages 336-349
- Projector
- Pencils
- Graphic organizer
- Expository writing grading rubric
4. Procedure: Provide a detailed procedure that includes estimated times and intended questions.
Lesson Explanation: How will the lesson objectives be explained to the students? How will you
communicate how it relates to prior learning? How will you communicate your expectations for
learning and behavior? How will you establish a positive and safe learning environment? (TPE 2.2, 2.3,
2.5, 2.6, 3.1, 3.2, 3.3)
Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest
The story pertains to the topic of space, which the students have been very interested in learning
about. To further spark interest, I will show a video to them that goes into more detail.
https://www.youtube.com/watch?v=BU9IOXjJogQ
Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for
Understanding, Guided Practice, Independent Practice (TPE 1.8)
- We will recap what we have been learning in the week based on the information that we read
in the story.
- I will then introduce the graphic organizer that we will be completing. I will state that the
reason for this graphic organizer is that they will be able to use it to support and aid them as
they write their essays.
- I will give them an example of what I am looking for on the projector. This reflects modeling my
expectations for my students.
- I will be giving them time to collaborate with their table partner after I see that they fully
understand the instructions.
- I will be walking around to ensure that the students are on task and cooperating with one
another.
- I will call them back into the full class discussion to see what they have come up with. I may
add a few details that I want to make sure they write on their graphic organizer as well.
- After this, I will explain how they can use their graphic organizer to answer the writing prompt.
Close –
Next Steps: How will next steps be communicated to the students about continuing to learn this topic
after the lesson?
- Students will then have time to complete their writing. They will also be given a writing rubric
so they can make sure they are doing the kind of work that is expected.
- After the students finish their essay and complete grading themselves on the rubric, they will
turn it into the back of the classroom.
- This is the last activity that has to be completed for the week, so they may turn in the rest of
the packet into a basket as well, after they have ensured that the pages are complete.
Part 6 – Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, review and reflect on student work related to the lesson
1. Include rubric data here:
After I went through the rubrics, I realized that the students are a lot harder on themselves. They
grade themselves on a harder scale than I grade them. In an overall view, the students are meeting
grade level standards and criteria in their writing. The sentences are a lot more complex, use
vocabulary in their sentences and use facts to support their informative writing. Only two students
received a score below 35 and the highest score they are able to receive is 45.
2. Student achievement of the lesson objective according to the data analysis:

a. Explain areas of successful achievement –
The areas of successful achievement was in group collaboration. I had the students go into teams
and work together to research a specific topic. Their task was to find five facts about their given topic.
I had predetermined the groups prior to beginning the lesson so this also helped me move along the
lesson with ease.
b. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
I think that I could have explained the lesson or instructions a little more before releasing the students
to work. I could have given more instructions when I was explaining to avoid further questions later on
in the lesson. For example, I had forgotten to give them the rubric to grade their own essay before
they started, so I had to interrupt their writing to explain and give it to them. Due to this interruption,
not all of the students heard and had more questions. I also should have gove over the rubric along
with them to explain further questions.
3. How did learning deeply about your students’ assets and learning needs:
a. inform and/or shape your lesson plan for the whole class?
Knowing the needs and assets of my students helped me know how to place them into groups. I
strategically chose the groups to be heterogeneous. I placed students that I know would be great
with each other because of the support they offer one another. I placed one of my top students with
my student who has special needs, and a wonderful moment of inclusion occurred during the
instruction. My student went out of her way to include the student who has special needs into the
class discussion.
b. support student access to and engagement with the content?

Knowing their needs and knowledge I also understood that not only do they enjoy working together in
groups, they also enjoy looking things up in their chrome books. I thought it would be a lot more
interactive to have the students find the facts on a website that was given to them.
4. Think about your teaching practice during the learning segment and what you learned from your
analysis of multiple types of assessment about your students’ understanding of content and/or ELD
learning goal(s).
a. What was most effective about your teaching or assessment in helping students achieve the
content and/or ELD learning goal(s) of the segment?
What was effective about my self-assessment was that I allowed my students to see how they would
be graded and grade themselves using the exact same rubric that I use to grade them as well. This
allows the students to be completely aware of my expectations.
b. b. What was less effective about your teaching or assessment? What do you want to set as an area
for growth to increase your effectiveness as a teacher? Explain why you have chosen this
professional learning goal.
I think the least effective part about my teaching was the lack of explaining beforehand as I stated
before. I failed to give all the instructions such as making students aware of the rubric that they will
be using to grade themselves.
5. What instructional strategies were used to help students achieve the lesson objective? Which
subject-specific pedagogical skills were used to help students be successful? (reference TPE SSP 1-7
Part 2: Subject-Specific Pedagogy)
I modeled to the students how to complete the tree map on my projector. As I was doing this, the
entire class was focused on writing what I was writing as well. I saw that it was a successful activity
because I went around one by one per group and they were ready and prepared to share.
a. Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to
incorporate specific instructional, in-the-moment adaptations for particular students? Why or why
not?
I had to do some in-the-moment adaptations such as continuously changing the amount of time
that we were working on the writing activity because I saw that the students were so engaged. I did
not see it to be worth it to stop their brains and writing to move onto another activity that could wait.
This turned out to be very successful because their writing reflected deep thinking.
b. Did your instructional approach support learning for the whole class and for each of your focus
students to achieve the content-specific learning goal(s)?
My instructional approach was able to support all of my students because it allowed my students to
have appropriate support. It also allowed all my students to feel included into the classroom
environment. When the students broke into their independent work to write, my focus students had a
smaller group to support them.
6. According to the data analysis, what changes could be made to the lesson and why? Please use
specific examples from your student samples or note other specific evidence.
The frame of my entire lesson was changed last minute. I think that my lesson went very well, but I
almost felt a little rushed to finish until I pushed back my lesson to take up more time. I saw that
my students were overall doing a lot better in their writing using correct punctuation and
grammar.
If you were to develop and teach this lesson again, what would you do the same or differently to
improve deep learning of content and academic language for the whole class of students and
why?
I think overall, my lesson was successful. The groups worked very well together and worked
diligently. I really liked the end results so I do not think I would change this lesson if I was to teach
it again.
7. What should be done next to teach the students who were not successful in grasping the lesson?
Explain what you would do next to advance the learning of the whole class of students. How could
it be re-taught if given the opportunity?
a. Do you need to reteach any part of the lesson? Explain why or why not.
I do not need to reteach any part of this lesson because the students were able to include plenty
of facts in their writing while also applying grammar rules to write their sentences appropriately.
The students were interested and engaged in the different things we see in the sky such as the
sun, comets, asteroids, and the moon.
b. Based on what the whole class of students learned about the content you were teaching, what
will you teach next?
The next lesson that we will go into will be a section on poetry. The class will move into a unit that
speaks about different poems, details in poems, tone, and mood.
8. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in
the future?
I learned that I have found my teacher's voice and that students respect my authority now. It was
really nice to hear feedback from my supervisor and have it all be positive things that I did well. I
hope that my future classroom will allow me to enjoy teaching as much as I do now.
Part 7 – Student Samples

Make copies or take clear pictures of student work for each level (ELL, and special needs students,
and special circumstance students). Write comments on the copies. Include scores according to the
formative assessment rubric categories. Also include information about how and what was
communicated to the students regarding their work.
Graduate Education Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Does not yet align More work is Some alignment of Proficient alignment Strong alignment of
standards and needed to align standards and of standards and standards and
Goals and
objective and/or standards and objective with objective with basic objective with clear,
Standards does not yet provide objective and/or limited rationale and rationale and robust rationale and
clear rationale and does not yet essential questions. essential questions. essential questions.
essential questions. provide clear
rationale and
essential
questions.
Part 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile
Demo-
demographic profile adaptations that profile and and adaptations, with and adaptations, with
graphic and adaptations facilitate adaptations, but with clear significance for insightful significance
Profile and that facilitate diversified unclear significance diversified learning for diversified learning
Lesson diversified learning learning or engage for diversified and integrates 21st and integrates 21st
or engage 21st 21st Century learning and only Century Learning, the Century Learning, the
Adaptations
Century Learning, Learning, the Arts, preliminarily Arts, and/or Arts, and/or
for specific the Arts, and/or and/or technology. integrates 21st technology. technology.
students technology. Century Learning, the
Arts, and/or
technology.
Part 3: Does not yet include Minimal multiple Some integration of Proficient Strong demonstration
multiple means of means of multiple means of demonstration of of multiple means of
Universal
instruction that are instruction that instruction, but multiple means of instruction that are
Design for likely to provide are likely to unclear about instruction that are likely to provide
Learning engaging Universal provide engaging providing engaging likely to provide engaging Universal
Access for most Universal Access Universal Access for engaging Universal Access for all learners.
learners. for most learners. most learners. Access for most
learners.
Part 4: Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative formative formative assessments
Assessment
assessments and rubric that will assessments and assessments and and purposeful rubric
Plan rubric that will enable meaningful rubric, but unclear purposeful rubric that will clearly enable
enable meaningful assessment for how they will enable that will enable some meaningful
assessment for most most students. meaningful meaningful assessment for every
students. Does not Does not yet assessment for most assessment for every student. Provides
yet provide for provide for students. Provides student. Provides strong student self-
meaningful student meaningful some ideas for proficient plan for assessment plan that
self-assessment. student self- meaningful student student self- will empower students
assessment. self-assessment, but assessment that will to critically reflect on
not yet fully likely empower their learning and gain
developed students to reflect on meaningful insights
their learning and
gain some insights
Part 5: Does not yet Provides minimal Provides a self- Provides a well- Provides a strong,
provide a well self-assessment or assessment or peer- developed self- well-developed self-
Peer and
thought out plan for peer-assessment assessment for assessment or peer- assessment or peer-
Student self- or peer- for students that is students that has a assessment for assessment for
Self- assessment not likely to chance of supporting students that is likely students that is highly
support some metacognitive to support likely to support
Assessment
metacognitive reflection and metacognitive significant
Plan reflection and learning. reflection and metacognitive
learning. learning. reflection and
learning.
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Part 6: Failed to create Developed Developed Developed strong, Developed extremely

meaningful plans minimally adequately realistic, realistic, and well strong, realistic, and
Instruction
thought-out plans and well thought out thought out plans well thought out plans
al without potential plans with potential with potential to with potential to
Procedure to create a well- to create a, well- create a thriving, create a thriving, well-
structured structured classroom well- structured structured classroom
classroom where students classroom where where students
might understand the students understand understand the
boundaries the boundaries and boundaries and can
can work well within work well within them.
them.
Point Chart: Final
180-200 A Score
160-179 B :
140-159 C
120-139 D
119 and
below: Not
yet!
All Components Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient Total
7.4 and below 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
Student Failure to include Submission of two Submission of Submission of five Submission of five
student samples to three samples three to five samples representing samples
Work
on a meaningful little diversity in samples some ample diversity in representing a wide
Sample level abilities and needs diversity in abilities and needs range of diverse
Submission and/or lacking abilities and needs with strong, useful abilities and needs
appropriate with appropriate comments and grades with excellent,
comments and comments and clarifying comments
grades grades and grades
Lesson
Observatio
The LOP was submitted to Canvas in a timely manner and in readable form.
n Protocol (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this
(LOP) assignment and may affect being allowed to go on to the next stage of the Grad Ed Program).
Submission
14.9 and 15-17.4 17.5-19.9 20-22.4 22.5-25
below
Teaching Failed to reflect on Minimal reflection Adequate Strong reflection on Superb reflection on
the lesson in a on lesson and reflection on lesson and specific lesson and specific
Candidate
pedagogically specific lesson and specific assessments showing assessments
Reflection meaningful way assessments assessments good analysis into the showing robust
on Lesson showing poor showing some strengths and analysis into the
analysis into the analysis into the weaknesses of the strengths and
strengths and strengths and instructional method weaknesses of the
weaknesses of the weaknesses of the and process, instructional
instructional instructional adaptations, and levels method and
method and method and of inclusion and process,
process, process, engagement for both adaptations, and
adaptations, and adaptations, and the whole class and levels of inclusion
levels of inclusion levels of inclusion individual needs with and engagement for
and engagement and engagement sound consideration of both the whole class
for both the whole for both the whole next steps and individual
class and class and needs with excellent
individual needs individual needs consideration of
with inadequate with satisfactory next steps
consideration of consideration of
next steps next steps
Point Chart: Final Score:
45-50 A
40-44.5 B
35-39.9 C
30-34.5 D
29 and
below: NOT
YET

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Standards-Aligned Lesson Plan Template

Subject(s): Language Arts Grade: 4th grade

Teacher(s): Miss. Yesi Master Teacher: Mrs. Green

Part 1 – Goals and Standards

6. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

telescope, phases, rotates, astronomer

Part 2: Demographic Profile: Class and Individual Student Information

English Language Arts (ELA) Mathematics English Language Learners (ELL)

- Given 5 problems, involving single-digits, interpret 5x7

girl upset?) after listening to a 6-8 sentence passage with

- Use of visual supports in conjunction with oral directions

Specific Learning Disability Goals:

- Use multiplication and division within 100 using

Three Focus Student Profiles

Focus Student #1 (FS1): English Learner

How these may influence instruction:

FS1 also has an IEP due to the fact that he is on the

Assets/Funds of Knowledge: (TPE 1.1 Interests and Aspirations:

Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

FS2 lives with her father, mother, and

NA How these may influence instruction:

Your SEL goal for this lesson for this specific

Assets/Funds of Knowledge: Interests and Aspirations:

Focus Student #3 (FS3): Special Circumstances Student

seems that they may not be given a lot of

NA How these may influence instruction:

Your SEL goal for this lesson for this specific

FS3 seems to be a little upset or angry. One day

Assets/Funds of Knowledge: Interests and Aspirations:

Other General Classroom Observations

Opportunities to address challenges (such as misunderstandings or misconceptions) related to

Part 3 – Universal Access Lesson Adaptations

1. ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

Specific strategy that you will use to inculcate that competency:

4. Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

Multiple Means of Engagement:

Multiple Means of Representation:

Multiple Means of Action and Expression:

6. Implementation of Strategies for Enhancing Lessons:

21st Century Skills: Technology: Visual and Performing Arts:

observe and listen in on some

Part 4 – Assessment of Student Learning

Part 5 – Instructional Procedure

2. Student achievement of the lesson objective according to the data analysis:

b. support student access to and engagement with the content?

Part 7 – Student Samples

Graduate Education Lesson Plan Rubric

Part 6: Failed to create Developed Developed Developed strong, Developed extremely

All Components Lesson Plan Rubric

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