Standards-Aligned Lesson Plan Template

Multiple Subject
Graduate Program in Education

Subject(s): Language Arts Grade: 4

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

School: Harbor View ___ Lesson Time Allotment: 30 min ___ Date: 10/5/21

TPE Target Skills:

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 I – 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. Common Core Learning Standard(s) (CCSS) Addressed: (TPE: 3.1, 3.2, 3.3, 4.4)
Math, ELA, History/Social Science, Science, Physical Education, Visual and Performing Arts

English Language Arts

CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.

CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character's thoughts, words, or actions).

2. ELD Standard 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

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

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.

3. Learning Objective: 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 student will master the skill of reading a story and identify key concepts such as characters, setting, plot, and conflict.
The student will also be able to draw an inference based on the text that they read, The Secret Message.

Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson to your students in their

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 Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education

language: “Today, we are going to master the concept of…by creating…”)

Today, we are going to master the concept of …

Reading a story together and being able to look at some of the details in that story. You will be able to tell me where the
story took place, who the characters are, and what the problem is.

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5. Relevance/Rationale: Why is this the right lesson for your students to learn right now in your class based on prior
lessons and formative assessments that these students have already had? How are you specifically building on prior
learning? (TPE 1.3, 2.6, 3.2)

This is an introduction to folktales, and it also includes good cultural integration for the class. This is a good lesson
because in Social Studies they are learning about Native American culture. This is an extension of learning about another
culture.

This lesson is supporting prior knowledge and working on mastering the skills of inferring, describing details of a story,
and critical thinking.

Student-Friendly Translation: What have the students learned before that this lesson is connected to, and what can you
explain to help them connect the new lesson to what they already know?

Today we will be looking at a new kind of genre called a folktale. This folktale is going to introduce us to a new culture,
which we have also been talking about different cultures in Social Studies, and we will dive a little deeper into the story
together. We are going to be reading the story together, and we’ll pause a few times to discuss what we think will happen
next, based on what we have read so far.

6. Essential Questions: (TPE 1.5)

1) Tell me how the merchant delivered a secret message even though he did not know it.
2) Why do you think the merchant avoided the parrot after his return from India?
3) What are the hidden messages in folktales?

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

Longing: wishing, wanting

Enchanted: delighted or charmed
Exotic: foreign or unusual
Caravan: a group of people traveling across the desert

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 per students per level students per
level level
Beginning 7 Low 7 Emerging NA
Intermediate 11 Medium 12 Expanding NA
Advanced 8 High 6 Bridging NA
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
Special Ed services, preferential seating, additional time to
Ariana complete assignments
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Special Ed services, preferential seating, additional time to
Kinsley complete assignments
Special Ed services, preferential seating, additional time to
Moby complete assignments
Special Ed services, preferential seating, additional time to
Brooks complete assignments
Special Ed services, preferential seating, additional time to
Leo complete assignments

Five Identified Student Profiles

One identified special education student, one English language learner,
one special circumstance student, one high performing student, and one low performing student

Focus Student #1 (FS1): Special Need

Student Name: Leo
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
FS1 is on the spectrum Reading (circle one): low medium high
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 category of
high socioeconomic status. His first and only language is
English.
Health and/or Physical Considerations:
(and how these may influence instruction)
NA
FS1’s parents are recently divorced.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
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.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)

FS1 is interested in snakes and enjoys science. There was one

FS1 is a very hard-working student and is tenacious. He year where all he would write about and read about was
can also be described as resilient, as he always tries to snakes.
please and truly tries his best.

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

Student Name: Ariana
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

She is Indian, but her family is fully submerged in the
American culture. English is her first language as well
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She lives with her mother, father, and grandma. 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 what and she did the weekend prior
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Health and/or Physical Considerations:
(and how these may influence instruction)
NA
Assets/Funds of Knowledge:
(and how these may influence instruction)
She 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 quickly becomes distracted
and off topic so as it is good to let her share her
thoughts, she has to quickly be prompted back on
task/topic
Focus Student #3 (FS3): Special Circumstances Student
Student Name: Noa
Special Identifications (ELL, GATE, Special Need):
Emotional Struggles
Linguistic and/or Cultural Background:
(and how these may influence instruction)
She comes from a white family and comes from a high
socio-economic status. This means that she has a lot of
privileges that many children outside of Corona Del
Mar do not have.
Health and/or Physical Considerations:
(and how these may influence instruction)
NA
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with her family.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
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
discuss if she is prompted to stay on task.
Interests and Aspirations:
(and how these may influence instruction)
Her favorite animal is a unicorn, and she enjoys practicing
writing people’s names on her free time. She also seems to
prefer doing things on her own and enjoys doing backward
bends at recess.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
She is a twin and according to their past teachers, they compete
with one another a lot. Her parents are together.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
Socially, FS3 is very in tune with other people. She has a lot of
empathy for others. Also is very talkative during times that are
not appropriate during class instruction. This affects where FS3
is placed for seating.
FS3 can be easily distracted and sometimes has a hard time
focusing. Due to this, she gets lost in class which may contribute
to what appears to be her doubting her own abilities. After FS3
is prompted back on task, they take a long time to compete their
work. This requires the MT to continuously prompt her to pay
close attention. Due to the fact that she is so social, doing pair-
share with her may be a great strategy under the care of
someone prompting her to stay on task.
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Assets/Funds of Knowledge:
(and how these may influence instruction)
She is very kind and compassionate. She also seeks to
please others, but she is a lot smarter than she thinks.
She knows more than she thinks because with a little
scaffolding, FS3 understands and completes the
assignment on her own.
Focus Student #4 (FS4): Academically High Performing Student
Student Name: Ashton
Special Identifications (ELL, GATE, Special Need):
Linguistic and/or Cultural Background:
(and how these may influence instruction)
His family is from India, so he is bi-cultural. He is very
exposed to Indian culture.
Health and/or Physical Considerations:
(and how these may influence instruction)
He wears glasses, so he must be in a seat where he can
see.
Assets/Funds of Knowledge:
(and how these may influence instruction)
His parents value education therefore they support his
academic success and the school.
He also tries his best to please adults especially. Due to
this, he is very willing and compliant to do or help his
peers if he is asked to do so. When he is done with his
work very quickly and has nothing to do, I will often
encourage him or ask him to help the student that is
next to him who is not done yet. This not only helps
the student he is next to, but it can also help Ashton to
empathize with the other students who are not as
advanced as he is.
Focus Student #5 (FS5): Academically Struggling Student
Student Name: Ryan
Special Identifications (ELL, GATE, Special Need):
Academically Struggling Student
Linguistic and/or Cultural Background:
(and how these may influence instruction)
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Interests and Aspirations:
(and how these may influence instruction)
She is highly competitive so is motivated by competition. She
prefers to work with a partner because she is so social, however,
she seems to work more efficiently on her own.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
He is the oldest child out of two (his sibling is several years
younger than him).
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
Sometimes he has difficulty relating to his peers because he is
what you may consider the “golden child”. He has trouble
relating to students who have challenges.
Interests and Aspirations:
(and how these may influence instruction)
He is very well rounded in what he likes to learn. This means he
is equally engaged, regardless of the subject.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
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FS5 is Caucasian and his only language is English.
Health and/or Physical Considerations:
(and how these may influence instruction)
NA
Assets/Funds of Knowledge:
(and how these may influence instruction)
He is a twin and he has a younger sibling. According to his
teacher, his mother has a drinking problem and his father works
a lot. It seems that they are not given a lot of attention
academically. According to the MT, they 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 FS5 and
his brother were being homeschooled during the Covid crisis,
she did not really engage their learning or provide the necessary
support.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
FS5 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.
Interests and Aspirations:
(and how these may influence instruction)

He seeks to please and he is very social. He truly does
try his best. Due to this, he is very willing to do
something or take on a challenge when it is given to
him.
FS5 often plays golf with his twin brother. He is very social and
often seems to be seeking the approval of his peers. I have
observed significant improvement since the beginning of the
year, and I can tell that FS5 is working hard to be at the
academic level of his peers.

Other General Classroom Considerations

General cultural and linguistic background of students (home/family):

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 Ashton and Aya. Ashton comes
from and Indian background and Aya is middle eastern. Although, they were still born and raised in the United States, so
they are very Americanized but continue to offer funds of knowledge because of their cultural background.

Health considerations or physical development factors (if any)

ADHD (3), Developmental Delay (2), Autism (2), asthma (2), migraine headaches (1).

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area

NA

Interests and/or aspirations in the class (relevant to this academic area

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
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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)

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 as I see fit if it is needed throughout the lesson. 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.

Part III – Universal Access Lesson Adaptations

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
9. 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,

Leo: I will need to utilize the extra adult in the room to help monitor his progress.
Ashton: He can be used as a peer model for the other students.
Noa: I would need to monitor her progress and check that is staying focused as well.
Luke: I will need to monitor his progress and make sure that he is understanding the information.
Ariana: Utilize the extra adult in the room to help monitor her progress. Modify the work (short answers, only answer
some of the questions)

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

 What are at least three general SDIAE strategies you will engage?

1) Directed reading-thinking activity: students will predict what they think will happen in the story, they will read
the story, they will then determine if their predictions were correct or not.
2) In-text questions: The students will answer questions about the reading selection as we read the story, providing a
purpose for the reading.
3) Quick write: students quickly respond to a prompt without focusing on spelling or grammar. They are only
focusing on getting their ideas on the paper.

 How will you address the CA ELD Standards you identified at the beginning of this lesson plan?

Part 1:
The students will communicate with their partners and their class during discussion as we read and fill out the worksheets
in the Wonders packet.
Part 2:
The students will make inferences based on what they have read and write sentences to communicate their thoughts.
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Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
THIS IS ONLY FOR ONE SPECIAL NEED FOCUS STUDENT
During this lesson, we will be reading a story in their textbook and doing a lot of class discussion to organize the class
thoughts and ideas. Ariana has a lot of thoughts and at times may have a hard time organizing them in a way that is
productive and appropriate to 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 has to raise her hand before she speaks or contributes into the discussion. She will also only have to answer the second
box on page 2 in the Wonders packet.

Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

 Identify a specific SEL competency(ies) that you will focus on for the whole class (Self-awareness, Self-
management, Social awareness, Relationship Skills, Responsible Decision-making):
The specific SEL competency that I will focus on for the entire class is self-management. The students will have to follow
along and make sure that they are on task to fully complete the sheets that will be given to them, and actively engage in the
classroom discussion.
 Specific strategy that you will use to inculcate that competency:
The specific strategy that I will use to inculcate that competency is by letting the students know that I will be pulling the
popsicle sicks to call on people to answer the questions. I will not go based on the students that raise their hand because it
is always the same students. This will allow students to self-manage and get their work complete. I will also give the
students a time frame to complete their work. Giving them about 10-15 minutes to finish their worksheets and reminding
them to continue to be aware of how much time they have left. This will not only remind them that they have to complete
their work, but that they also have to do so in a timely manger and self-manage to get there.

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.
 Multiple Means of Representation:
I will present the students with a list of vocabulary words that they will be keeping an eye out for throughout the story that
we will be reading, called The Secret Message. I will provide the students with questions that will guide them to self-
monitor their progress and reflect on how they did throughout the lesson at the end.

 Multiple Means of Action and Expression:

The students will be able to express their learning by filling out worksheet one and three along with the entire class. They
will also have another opportunity to display and practice what they have learning in worksheet 2 in their Wonders packet.
And finally, we will all come together as a class and discuss the thoughts and ideas that some of the students had.

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? (Remember, Understand, Apply, Analyze, Evaluate, Create) (TPE: 1.4,
4.4)

The three levels that I will be addressing in this level are

Understand: The students will understand the details of The Secret Message and answer the questions of who, what, when,
where, why, and how.
Analyze: The students will answer questions that are based on their opinions and the conclusions that they draw on their
own, but they will need to have evidence and reasoning to back it up. They will answer questions such as:
“Why do you think the parrots fell to the ground, unmoving?” And “How does the merchant feel about the parrot? Give
text details in your answer.”
Evaluate: The students will evaluate whether their predictions/inferences were correct or not based on the ending of the
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story. They will also evaluate the difference and diversity between the two cultures through class discussion.

10. 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 and How will technology be incorporated How will the students be provided
describe how each will be observed into the lesson? (TPE 1.2, 1.4, 3.6, with opportunities to access the
during the lesson (TPE 1.5, 3.3, 4.7) 3.7, 3.8, 4.4, 4.8 4.9, 5.4) curriculum by incorporating the visual
and performing arts? (TPE 1.4, 1.7,
Communication NA 3.3, 3.6, 4.4)
The students will communicate with
the entire class their thoughts and NA
inferences with the story. 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.
Creativity
NA
Critical Thinking
Critical thinking can be observed
during the class discussion about the
story. I will be able to hear some of the
insights that some of the students have,
but I am also aware that not everyone
will be able to speak during this time.
Due to this, I will also be able to
analyze this through their work. I will
ask myself, “Am I able to see their
thought process on their paper and
their reasoning?”

Part IV – Assessment of Student Learning

TPE 1.5,1.8, 4.4, 5.1, 5.3, 5.5
11. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives
identified above have been successfully met?

Formative Assessments: At least two formative assessments total, at least one with a rubric (attach rubric to this template)
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(TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1:
I will walk around and see if the students have any questions or see if there is a reoccurring blank on all of their papers.
This can indicate that they are all confused about one of the questions on their sheets of paper. If this is the case, I will go
over that question with the class. If I walk around and see no obvious issue then I will ask the class if they have any
specific questions. I will then ask them how they feel about it 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.

Formative Assessment 2:

I will base the assessment on one of the worksheets that the students completed during the lesson.
See rubric at the end

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? Must include a rubric for either self-assessment
or team assessment that is based on achieving the objectives of the lesson, not the student’s feelings about how they did
(TPE 1.5, 5.3).

The students will be able to completely fill out page 2 in their Wonders packet. Based on their answers they will know if
they fully understood the story or not.

Part V – 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
12. 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

13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:

The students have read stories in their Wonders textbook and have filled out sheets that are similar to the ones in their
Wonders packet this week. Students know what setting and characters are because it has been discussed before as well.

14. Resources / Materials: What texts, digital resources and materials will be used in this lesson?

- Wonders Textbook pgs. 90-103

- Wonders Packet Unit 2 Week 1; pages 1-3

15. 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)

I will communicate the lesson objective before we begin reading the story, The Secret Message, together by
explaining one of the worksheets we will be completing. The worksheet is page 3 in their Wonders packet, where we
will be answering the where, what, how, when, who, and why of the story line. I will also remind them about the
ongoing theme we are having of learning about different cultures as we have been in Social Studies. Doing this will
allow me to tap into prior knowledge and making a connection between the two subject matters. I will
communicate my expectations that I have for them by giving them instructions of what the lesson will look like,
which will consist of them following along as I read aloud the story with them. they will then think aloud with the
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class in discussion to answer each of the questions in the worksheets that we will be completing.

I will be establishing a positive and safe learning environment throughout my lesson by reassuring my students that
their input in the discussion is valuable and appreciated by saying things such as, “That is a great perspective!
Thank you for sharing.” I will also create this by attentively listening to what they have to say and maintaining eye
contact as they speak.

Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest

I will ask the class: Do you remember learning about the Native Americans in Social Studies? Did they have the same
culture as us, or was it different?

The class would then remember that it was different, and I will then introduce that we will be reading about another
culture that is different from ours.
As an introduction for the Indian culture, I will show a brief YouTube video to the class that describes the Indian culture.

https://www.youtube.com/watch?v=lK3oqU2WNY0

or search Introduction to Indian Culture Heritage- Indian Culture and Tradition

Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8)

1. Perceived objective and purpose I will ask the students to pull out their Wonders textbook and turn to page 90.
Instruct them to pull out their Wonders packet and have it turned to page 1 in the packet.
 Let them know that we will be referring to the packet back and forth as we are reading the story, so they have to
be listening carefully.
 Setting expectations: “We will be reading this story and I will be pulling on sticks to call on people to read next.
So, you must be following along to know where we are reading, and to help us answer the questions on pages 1
and 3.”
a. After reading page 91, refer to the Wonders packet page 1. Ask the class to raise their hand to describe what the
merchant’s shop at the bazaar was like. Give details. After the class discusses the details, write down some of the
answers they gave in the appropriate box. Make sure that the students can see your paper on the overhead, so they
can follow along. (It is important to follow along with the students in your own packet so they don’t get confused.
This is modeling for the students)

2. Input: Continue to read the story and stop at the pages indicated on the Wonders packet page 1. After reading
those pages, answer the question that corresponds to the box. (Pages 95, 97, and 98). Continue to ask for student
input for each question provided and try to guide them to think about what you want them to understand. If the
student gives an answer that is not correct, give them positive feedback, but redirect them as well such as, “That’s
a great though, but what do you think about… “It is important to not give them the answers directly. This also
helps create a positive and safe learning environment for the student. They gave their input and should not feel
put down if they did not answer it correctly, let them know you are proud that they participated with a “Thank
you for sharing!”
a. You will continue to go back and forth between page 1 and 3 in the Wonders Packet. Every time you answer
a question on page one, check page 3 and see if you can answer a question (these questions ask WHO,
WHAT, WHEN, WHERE, HOW, and WHY)
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3. Modeling: Continue to model what you are writing on the overhead projector and scan the room frequently to see
if the students are on task. Be especially aware of your target students.
4. Checking for understanding: Walk around the room and utilize the extra adults in the classroom as help to check
that the students are understanding and following along with the rest of the class.
5. Guided practice: During the lesson, the majority will be guided practice. You will follow along with the students
and write down the things that they say. Help the students think about deeper detail and ask stimulating questions
such as
- Why does the merchant avoid the parrot wen he returns from India? Go back to the text to find the answer.
- Why does the parrot feel “more alive than ever”?
- How doo you think the merchant delivered a secret message even though he did not know it?
- What does this folktale teach about the importance of freedom?
Be sure to keep your paper on the overhead, so they may follow along.
6. Independent practice: After finishing the story and completing pages 1 and 3 in the Wonders packet, prompt the
students to answer the two questions on page two. Read the two questions along with them and then let them go
to work quietly and independently.
a. After giving them a few minutes to think and write down their ideas, evaluate how the class is doing. Are
they working efficiently because they understand what is being asked? Or are they taking some time because
they are lost and confused?
b. If only a select few are confused, then you have the class go into think-pair-share with the partner that is right
next to them.
c. If most of the class is confused, read the questions once again and guide them in discussion to get them
thinking about what is being asked. Be clear that there is not right or wrong answer, it is what they think
because they are inferring. They are also drawing their own conclusion based on what they read, they just
must have evidence and reasoning to back up their claim.

Close –
We will go over the two questions on page 2 of their Wonders Packet as a class. I will ask for volunteers to give their input
and what they wrote down. We will then briefly discuss the details of the story and then put the packet away.

Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
I will remind the students that this story will be revisited once again the next day. I will let them know that they will be
working on the next sheet, page four, in their packet. They will once again practice the skill of looking for evidence in the
text that they are reading in order to accurately complete the assignment.

Part VI – 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:

Students ranged in the zone of 7-9 points out of 9 possible points.

There was about two that were missing their packets.

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

Explain areas of successful achievement –
The students were able to give clear reasons for each of the boxes that they did fill out. Their boxes gave enough evidence
to gain the full points on boxes that were filled. It was a success because the students were able to follow along and see
what was going on in the story to give details shown in their worksheet.

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Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
For the majority of the class, the spelling and grammar was an issue. Most of them lost one to two points because of that
reason.

Ryan specifically got 7/9 points on the assignment because of the grammar. Everything else showed well thought out
reasoning.

Ariana had to be assessed in another worksheet that she completed. This is part of the modifications put in place for her.
She did a very good job on the page that she did fill out.

Ashton did a great job with giving reasoning and using appropriate grammar

Noa did a great job as well.

Leo did not turn in the packet. This is very common for Leo because he often loses his things by the second day of the
week or by the end of the week. He most likely was unable to find it. This is the reality of the school work that is turned in,
so I decided to include it.

How did learning deeply about your students’ assets and learning needs
a. inform and/or shape your lesson plan for the whole class?

I was aware of checking in on my specific focus students and also making them aware that they did not have to complete
everything that the others were completing. I was also making them aware of the time frame that they would be doing the
task in to help them self-manage.
b. support student access to and engagement with the content?

I walked around and interacted with them to ensure that they were aware of what was going on in the class. I helped guide
them with leading questions so they can verbally process their thoughts and then write them down.

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?

I think what really helped was the discussion that the whole class had together thinking through the different connections.
It allowed the students to talk about different ideas that they had, predictions, and reasonings about the story. This later led
to students getting further ideas that bounced off one another. Ultimately leading to them making correct inferences about
the story.

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 lesson went very well, but I would like to improve on doing faster assessments in the moment to better guide
the entire class. I choose this goal because I understand how important it is to further lead the class into a successful
lesson.

3. 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)

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 don’t think that I had to make any in the moment changes for this specific lesson. The students were working very well
with that was being asked of them and they were all very engaged in the discussion.

b. Did your instructional approach support learning for the whole class and for each of your focus students to achieve the
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 Standards-Aligned Lesson Plan Template / Multiple Subject
content-specific learning goal(s)?
I think my instructional approach did an adequate job for each of my focus students. I tried my best to keep them engaged
by calling on them and asking thought provoking questions to the entire class. I also asked for a lot of feedback as well,
and the students seemed to really understand the main points I was aiming for.

4. 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 changes that I can make is maybe focusing more on the spelling and grammar when writing. I noticed that a lot of the
mistakes that were made were around this because the details from the story were there. Many students misspelled words
such as elephant, parrot, killed, and colorful.

c. 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 that I would want to focus more on the SPED students without disregarding the rest of the class. I think I would
specifically give them instructions for only them and make sure that they understand what is expected from them.

5. 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?
I think that if this lesson would have to be retaught, it can be with done with more visuals. I think being able to infer has to
do with being able to picture what is going on in the story to make a later prediction.

a. Do you need to reteach any part of the lesson? Explain why or why not.
I don’t think that it would be necessary for the class, simply because it seemed that they all got a good grasp and
understanding of what was going on in the story. They understood the main events and details enough to make accurate
inferences about the characters.

b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?
Based on what the whole class learned from this content, I would next teach another kind of genre. This story was a
folktale, and the students understood it to a great extent. Next, I would want to move onto an expository text or a narrative.

6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?

What I learned about myself as a teacher is to not be afraid of finding or using my teacher voice. There is no room to be
insecure or shy in the classroom when you oversee 25 or more students. I want to teach in the future with confidence and
in a way that allows the students to have fun after they complete their work.

Part VII – Student Samples

Make copies or take clear pictures of student work for each level (high, middle, low, ELL and special needs students).
Write comments on the copies. Include scores according to the formative assessment rubric that you created. Also include
information about how and what was communicated to the students regarding their work.

Attached to the submission in a different file.

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 Standards-Aligned Lesson Plan Template / Multiple Subject

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 Standards-Aligned Lesson Plan Template / Multiple Subject

Graduate Education Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Failure to align Inadequate choices Adequate choices Strong choices and Excellent choices and
standards and and alignment of and alignment of alignment of standards alignment of
Goals and objective and a lack standards and standards and and objective with standards and
Standards of rationale and objective with poor objective with basic clear, robust rationale objective with clear,
essential questions. rationale and rationale and and essential insightfully robust
essential questions. essential questions. questions. rationale and
essential questions.
Part 2: Failure to develop Minimally helpful Moderately Good demographic Robust demographic
demographic profile demographic profile appropriate profile and adaptations profile and
Demo- and adaptations that and adaptations that demographic profile that will potentially adaptations that will
graphic provoke diversified will not likely and adaptations that provoke significant, potentially excel at
Profile learning or engage provoke significant, will likely provoke diversified learning provoking
and 21st Century diversified learning significant, that engage 21st significant,
Learning, the Arts, and only vaguely diversified learning Century Learning, the diversified learning
Lesson and/or technology. engage 21st Century that engage 21st Arts, and/or that engage 21st
Adaptatio Learning, the Arts, Century Learning, technology. Century Learning,
ns for and/or technology. the Arts, and/or the Arts, and/or
specific technology. technology.
students
Part 3: Failure to provide Inadequate Adequate Strong demonstration Excellent, robust
Universal Design demonstration of demonstration of of multiple means of demonstration of
Universal for Learning. multiple means of multiple means of instruction that are multiple means of
Design for instruction that are instruction that are likely to provide instruction that are
Learning not likely to provide somewhat likely to engaging Universal highly likely to
engaging Universal provide engaging Access for all learners. provide engaging
Access for most Universal Access Universal Access for
learners. for most learners. all learners.
Part 4: Minimally useful Minimally useful Moderately useful Very clear, useful Outstanding,
formative formative formative formative assessments powerfully useful
Assessmen assessments and assessments and assessments and and purposeful rubric formative
t Plan rubric that will not rubric that will not purposeful rubric that will enable assessments and
enable some enable some that will enable meaningful assessment purposeful rubric that
meaningful meaningful some meaningful for every student. will enable
assessment for most assessment for most assessment, but not meaningful
students. students. likely for every assessment for every
student. student.
Part 5: Failure to create a Poor plan that will Adequate plan that Strong plan that will Excellent plan that
meaningful student do little to empower will empower empower students to will empower
Peer and self-assessment students to students to reflect critically reflect on students to critically
Student genuinely reflect on on their learning their learning and gain reflect on their
Self- their learning or and gain some good insights learning and gain
Assessmen gain personal insights significant insights
insight
t Plan
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 thought- adequately realistic, realistic, and well strong, realistic, and
Instructio out plans without and well thought thought out plans with well thought out
nal potential to create a out plans with potential to create a plans with potential
Procedure well- structured potential to create a, thriving, well- to create a thriving,
classroom well-structured structured classroom well- structured
classroom where where students classroom where
students might understand the students understand
understand the boundaries and can the boundaries and
boundaries work well within them. can work well within
them.
Point Final Score:
Chart:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
below:
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Failed
 Standards-Aligned Lesson Plan Template / Multiple Subject

All Components Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent 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 three Submission of five Submission of five
student samples on to three samples to five samples samples representing samples representing
Work a meaningful level little diversity in some diversity in ample diversity in a wide range of
Sample abilities and needs abilities and needs abilities and needs with diverse abilities and
Submission and/or lacking with appropriate strong, useful comments needs with excellent,
appropriate comments and and grades clarifying comments
comments and grades and grades
grades

Lesson
Observatio
n Protocol The LOP was submitted to Canvas in a timely manner and in readable form.
(LOP) (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this assignment
Submission and may affect being allowed to go on to the next stage of the Grad Ed Program).
14.9 and below 15-17.4 17.5-19.9 20-22.4 22.5-25
Teaching Failed to reflect on Minimal reflection Adequate reflection Strong reflection on Superb reflection on
the lesson in a on lesson and on lesson and lesson and specific lesson and specific
Candidate pedagogically specific assessments specific assessments assessments showing assessments showing
Reflection meaningful way showing poor showing some good analysis into the robust analysis into
on Lesson analysis into the analysis into the strengths and the strengths and
strengths and strengths and weaknesses of the weaknesses of the
weaknesses of the weaknesses of the instructional method instructional method
instructional instructional and process, and process,
method and process, method and process, adaptations, and levels adaptations, and
adaptations, and adaptations, and of inclusion and levels of inclusion
levels of inclusion levels of inclusion engagement for both the and engagement for
and engagement for and engagement for whole class and both the whole class
both the whole class both the whole class individual needs with and individual needs
and individual and individual sound consideration of with excellent
needs with needs with next steps consideration of next
inadequate satisfactory steps
consideration of consideration of
next steps next steps
Point Final Score:
Chart:
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 / Multiple Subject
Formative Assessment 2:

Poor Satisfactory Excellent Total

(1) (2) (3)
Completeness The student only The student The student
completed two out completed three out completed all four
of the four boxes on of the four boxes on of the boxes in
the work sheet. the work sheet. their worksheets.
Grammar and The student did a The student did an The student did an
punctuation poor job with adequate job at excellent job at
accurately spelling spelling most of the accurately spelling
the words in their words accurately. and using the
sentences. Overall, There were only 2-4 correct
there were more minor errors with punctuation for
than 6 errors in punctuation and every sentence.
punctuation and spelling.
spelling in their
sentences.
Accuracy The student did a The student did an The student did an
poor job with adequate job with excellent job the
showing evidence the accuracy of accuracy of their
and displaying their evidence. evidence in the
reasoning in 2 or Three out of the story. Their
more of their boxes. four boxes show thought process is
detail and clear evident in the
thought process. sentences that they
provided.

Total:

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 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/13/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/13/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/13/21
 Standards-Aligned Lesson Plan Template / Multiple Subject

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