Standards-Aligned Lesson Plan Template

Multiple Subject
Graduate Program in Education

Subject(s): ELA Grade: Kindergarten

Teacher(s): Kayla Darm Master Teacher: Manisha Fish

School: Esencia Lesson Time Allotment:45min Date: 3/25

1. 1.3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support
student motivation, and allow students to extend their learning.

2. 1.8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in
learning.

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.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or preference about the topic or book

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 demonstrate their mastery of opinion writing by writing about why they are” lucky” in life.
Students will demonstrate their ability to use lowercase letters and capital letters correctly.

3. Relevance/Rationale:
A. 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)

Students have been working on writing all year. We just finished our opinion writing unit and have transitioned to informative
writing. We still use opinion writing to keep our skills sharp at least once a week.
B. Cite specific evidence from prior student learning that supports your rationale:
Students need continual practice with opinion writing. Some students have mastered this, but others need continued support.
Students help with their capitalization. Students are still using capital letters in the middle of their words.

4. 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
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
 Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education

1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no and wh-
questions and responding using gestures, words, and simple phrases.

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas

1. Understanding text structure Apply understanding of how text types are organized t to comprehending and
composing texts in shared language activities guided by the teacher, with peers, and sometimes interpedently.

Continue to identify how you will support your students in mastering these ELD Standards below in Part 3 – Universal
Access Lesson Adaptations
5. 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)

Students will be able to participate in a shared language activity by contributing their opinions.

6. Academic Vocabulary: (Please chose content-specific vocabulary terms) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

Opinion writing
Sight words
Capital letters
Punctuation
Lucky

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
 Standards-Aligned Graduate Education Lesson Plan Template

Part 2 – 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,

Students will be able to copy directly from the shared circle map. This will support any students who need extra help.

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

What are at least three general SDIAE strategies you will engage? These should be distinct from your UDL strategies.
-A think-pair-share will be used to help students feel comfortable sharing out.
-Sentence frames will be provided.
-A class circle map will be created which will allow students to directly copy the language.

2. Differentiation for Special Needs: Tie it to the specific needs at least one of your SPED students. (TPE 3.5, 4.4)

FS1’s aide will work directly with him to support him as he works to meet the learning goals and his IEP goal of being able
to focus with minimal prompting.

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

(TPE 1.4, 4.4, 4.7) Please identify 2-3 multiple means of learning that you will use in addition to the main teaching strategy
you will be using for this lesson.

Engagement: By activating background knowledge of the word “lucky,” this will help prepare my students to engage with
the lesson.
Representation: Students will see the language visually on the circle map, with a picture to support it, and audibly as it is
sounded out.
Action and Expression: Students will be able to display their mastery over opinion writing by sharing during the shared
circle map, their individual circle map, and on their activity.

4. Higher Order Thinking Strategy (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E. Strategies,
Graphic Organizers, etc.). What is one level of higher order thinking from Bloom’s will you address in this lesson to
enhance the depth and complexity with which your students will engage the lesson objective? (Analyze, Evaluate, Create)
(TPE: 1.4, 4.4) Please make sure to briefly explain how the category will be incorporated into the lesson.

Students will analyze what they feel makes them lucky. They will create their own circle map that will allow them to think
deeply.

Part 3 – 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: Please provide at least one formative assessment (No rubric required) (TPE 1.8, 2.5, 5.1,
5.5)
Students will create their own circle map and write 4 things they feel “lucky” about. This will demonstrate their ability to
use capitalization correctly and demonstrate their mastery over opinion writing.

2. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and
progress? (Use a rubric or another assessment strategy) (TPE 1.5, 5.3)

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
 Standards-Aligned Graduate Education Lesson Plan Template

Students will be asked throughout the lesson to check if they have capitalized correctly.

Part 4 – 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:

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

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

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

Close –

Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?

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

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
 Standards-Aligned Graduate Education Lesson Plan Template

1. Student achievement of the lesson objectives:

a. Explain areas of successful achievement –

b. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –

2. How does understanding your students’ assets and learning needs:

a. inform and/or shape your lesson plan for the whole class?

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

3. 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 less effective about your teaching or assessment?

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.

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
 Standards-Aligned Graduate Education Lesson Plan Template
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 of Strong alignment of
standards and needed to align standards and standards and standards and objective
Goals and objective and/or does standards and objective with limited objective with basic with clear, robust
Standards not yet provide clear objective and/or rationale and essential rationale and essential rationale and essential
rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Part 2: Does not yet provide Demographic Provides somewhat Provides proficient Provides strong
demographic profile profile and helpful demographic demographic profile demographic profile and
Demo- and adaptations that adaptations that profile and and adaptations, with adaptations, with
graphic facilitate diversified facilitate diversified adaptations, but with clear significance for insightful significance
Profile and learning or engage learning or engage unclear significance diversified learning for diversified learning
Lesson 21st Century 21st Century for diversified learning and integrates 21st and integrates 21st
Learning, the Arts, Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Adaptation and/or technology. and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
s for Learning, the Arts, technology.
specific and/or technology.
students
Part 3: Does not yet include Minimal multiple Some integration of Proficient Strong demonstration of
multiple means of means of instruction multiple means of demonstration of multiple means of
Universal instruction that are that are likely to instruction, but unclear multiple means of instruction that are
Design for likely to provide provide engaging about providing instruction that are likely to provide
Learning engaging Universal Universal Access engaging Universal likely to provide engaging Universal
Access for most for most learners. Access for most engaging Universal Access for all learners.
learners. learners. Access for most
learners.

Part 4: Does not yet provide Minimal formative Provides some Provides proficient Provides strong
formative assessments and formative assessments formative assessments formative assessments
Assessment assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Plan rubric that will enable meaningful how they will enable that will enable some that will clearly enable
enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Part 5: Does not yet provide Provides minimal Provides a self- Provides a well- Provides a strong, well-
a well thought out self-assessment or assessment or peer- developed self- developed self-
Peer and plan for self- or peer- peer-assessment for assessment for assessment or peer- assessment or peer-
Student assessment students that is not students that has a assessment for assessment for students
Self- likely to support chance of supporting students that is likely that is highly likely to
Assessment metacognitive some metacognitive to support support significant
reflection and reflection and metacognitive metacognitive reflection
Plan learning. learning. reflection and learning. and learning.
59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Part 6: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
Instruction out plans without thought out plans with thought out plans with well thought out plans
al potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Final
Chart: Score
180-200 A :
160-179 B
140-159 C
120-139 D
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
119 and
below: Not
yet!
 Standards-Aligned Graduate Education Lesson Plan Template

All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
7.4 and 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
below
Student Work Failure to Submission of two to Submission of three to Submission of five Submission of five
include three samples little five samples some samples representing samples representing
Sample Submission student diversity in abilities and diversity in abilities and ample diversity in a wide range of
samples needs and/or lacking needs with appropriate abilities and needs diverse abilities and
on a appropriate comments comments and grades with strong, useful needs with excellent,
meaningf and grades comments and grades clarifying comments
ul level and grades

Lesson
Observation
Protocol The LOP was submitted to Canvas in a timely manner and in readable form.
(LOP) Submission (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 and may affect being allowed to go on to the next stage of the Grad Ed Program).
14.9 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Teaching Failed to Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
reflect on lesson and specific lesson and specific lesson and specific lesson and specific
Candidate the lesson assessments showing assessments showing assessments showing assessments showing
Reflection on in a poor analysis into the some analysis into the good analysis into the robust analysis into
Lesson pedagogic strengths and strengths and weaknesses strengths and the strengths and
ally weaknesses of the of the instructional weaknesses of the weaknesses of the
meaningf instructional method method and process, instructional method instructional method
ul way and process, adaptations, and levels of and process, and process,
adaptations, and levels inclusion and engagement adaptations, and adaptations, and
of inclusion and for both the whole class levels of inclusion levels of inclusion
engagement for both the and individual needs with and engagement for and engagement for
whole class and satisfactory consideration both the whole class both the whole class
individual needs with of next steps and individual needs and individual needs
inadequate with sound with excellent
consideration of next consideration of next consideration of next
steps steps steps
Point Chart: Final
45-50 A Score:
40-44.5 B
35-39.9 C
30-34.5 D
29 and below:
NOT YET

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22