Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Subject(s): Geometry Grade: 10th

Teacher(s): Russell Gardner Master Teacher: Stevie Bowden

School: Costa Mesa High School Lesson Time Allotment: 45 minutes ___ Date: April 4th, 2022

TPE Target Skills:

2.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of
academic language within learning activities to promote the subject matter knowledge of all students,
including the full range of English learners, Standard English learners, students with disabilities, and
students with other learning needs in the least restrictive environment.
4.7 Plan instruction that promotes a range of communication strategies and activity modes between
teacher and student and among students that encourage student participation 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)
G-GMD 5: Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each
❑
by 𝑘 , 𝑘2, 𝑘3, respectively; determine length, area and volume measures using scale factors.

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 be able to understand the differing effects that a scale factor has on length, area, and volume.

Students will be able to use their knowledge of scale factors to figure out the new volume of an object with a given scale
factor.

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 a working knowledge of 3D objects and how to solve problems using volume. Further, students have utilized
scale factors in terms of how they relate to an increase in area in a previous lesson. Because of this, it will be necessary to
reinforce the idea of how scale factors affect area in this lesson, and then build upon this concept to explain how scale factors
affect volume, in accordance with students’ newly found understanding of 3D objects.

B. Cite specific evidence from prior student learning that supports your rationale:

Prior student learning in the form of worksheets and quiz results from the lesson on scaling area suggests that students

1
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

understand this concept relatively well, but mistakes in terms of simply multiplying the scale factor to the area rather than
squaring this scale factor first suggest that students will need some reinforcement in this area, and that students can take the
concepts from area and apply it to scaling volume.

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

A.1 Exchanging information and ideas with others through oral collaborative discussion on a range of social and academic
topics

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

C.6 Connecting Ideas

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 exchange information and ideas with others through oral collaborative discussion in order to
understand that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by
2 3
𝑘 ,𝑘 , 𝑎𝑛𝑑 𝑘 respectively.

Students will be able to connect ideas between the effect of a scale factor on area, and the effect of a scale factor on volume.

6. Academic Vocabulary: (Please chose content-specific vocabulary terms) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
2 3
𝑘 ,𝑘 , 𝑎𝑛𝑑 𝑘
Volume, area, length, scaling, scale factor, initial, final

Part 2 – Demographic Profile has been completed in previous lessons.

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,
I anticipate that one of the areas which may prove challenging for students will be consistently cubing the scale factor in
order to find a final volume. Further, I think students may struggle to solve less conventional problems, where they are
given the initial and final volumes, and must find the scale factor. In order to combat this, I will attempt to carefully model
these problems for my students in order for them to visually see for each type of problem how to solve. Further, I will give
them scaffolding in the form of a structured equation that they can use for each type of problem, where the initial volume
times the scale factor cubed equals the final volume. Students will be able to use this equation to substitute into the equation
their values from the given problem in order to help them solve.

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.
-Tapping prior knowledge
-collaborative problem solving/think-pair-share
-Modeling

2
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

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

Differentiation will occur in two main ways. First, students will be allowed a variety of types of problems to solve, allowing
for multiple points of accessibility for students. Basic and complex problems will allow students to use a variety of skills
and allow every student a chance to demonstrate knowledge in the learning activities. Further, students will be given a
variety of ways to interact with the learning goals. Students will be able to work individually and in small groups, which
will allow for individual thought, written knowledge, and collaborative discussion. Further, the nature of the informal think-
pair-share assessment for this lesson will allow students to participate in an engaging activity that simulated a real-life
environment. This will help with students in my class who, for example, may struggle to engage with learning for
prolonged periods of time due to ADHD. This activity is designed to help students be engaged in the learning process by
not viewing the material as isolated numbers with no meaning, but rather as having practical application for them.

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.

Multiple means of representation will be provided by carefully modeling the nature of scaling and its effect on area and
volume in multiple ways. This will be represented visually through the help of an applet that allows students to visually see
the effect of a scale factor. It will also be represented through written work in the form of a structured, written table for
students to fill out in order to understand way in which a scale factor affects volume through looking at quantifiable values.

Multiple means of engagement will be provided in the informal assessment through having students engage with the
activity individually and in a group context. Students will be able to think an problem solve on their own, and then also
have the opportunity to think in the form of collaborative discourse. This will allow access to the learning goals for students
who excel at processing on their own, as well as students who prefer verbal processing. Multiple means of engagement will
further be provided in this activity through the means of allowing students the opportunity to write out their answers, and to
verbally explain their understanding in the form of table-group discussion and class-wide discussion.

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 be able to engage in the higher order thinking skills of analysis and evaluation in the informal assessment of
this lesson. During this assessment, students will be asked to imagine they are in a furniture store and need to scale their
furniture models to fit their customers’ needs. In order to do this, students must examine and assess each customer’s needs,
and select a method for scaling which will obtain the desired result. Students must be able to defend the methodology they
used in obtaining their final volume of each piece of furniture. Students will also be encouraged to use the skill of creating
with the last question of the worksheet given to them, which will require them to create a method and scale factor for two
pieces of furniture that will fit within an alotted space.

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: Please provide at least one formative assessment (Include rubric or other form of assessment)
(TPE 1.8, 2.5, 5.1, 5.5)

3
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Students will be given an informal formative assessment in the form of a think-pair-share activity where students will have
to imagine they are in a furniture store dealing with various customers. Given the different requests of each customer,
students will have to us a method of scaling volume to create a scaled version of the smaller models of each piece of
furniture represented in the store so that they can fit the needs of each customer. Students will be able to work on this
individually, and then eventually collaborate with their table groups and compare their examples and methodologies.

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)

Students will be able to assess their own work for the think-pair-share activity listed above. I will provide students a version
of the rubric for the informal assessment that they will use to assess their own learning and their ability to approach the
objectives of the lesson listed above.

Beginning Emerging Sufficient Advanced/

1 2 3 Proficient
4
Understanding I am in the I somewhat I mostly understand I completely
scale factor beginning stages of understand how to how to find a scale understand how to
understanding how find a scale factor factor for find a scale factor
to find a scale for length/width/heigh for
factor for length/width/heigh t, area, or volume length/width/heigh
length/width/heigh t, area, or volume when an initial and t, area, or volume
t, area, or volume when an initial and final measurement when an initial and
when an initial and final measurement is given, and does final measurement
final measurement is given, doing so so while making 1-2 is given, and does
is given, doing so while producing 3-4 errors. so without errors,
with more than 4 errors. or with 1 small
errors. error.

Differentiating I am beginning to I somewhat I mostly understand I completely

between scale understand the understand the the difference understand the
factors for difference between difference between between the scale difference between
length/width/heigh the scale factors for the scale factors for factors for the scale factors for
t, area, and volume length/width/heigh length/width/heigh length/width/heigh length/width/heigh
t, area, and volume, t, area, and volume, t, area, and volume, t, area, and volume,
struggling to but may struggle to and differentiate and differentiate
differentiate differentiate between these between these
between these between these scale factors to scale factors to
scale factors to scale factors to solve problems with solve problems
solve problems, or solve problems, or 1-2 errors. without errors, or
doing so with more does so with 3-4 with 1 small error.
than 4 errors. errors.

Solving for I am beginning to I somewhat I mostly I completely

2 3 understand and understand and am understands and understand and am
𝑘 ,𝑘 , 𝑎𝑛𝑑 𝑘 usin
g squaring, cubing, use either able to use either am able to use able to use either
2 3 2 3 either 2 3
𝑘 ,𝑘 ,𝑜𝑟 𝑘 to 𝑘 ,𝑘 ,𝑜𝑟 𝑘 to 𝑘 ,𝑘 ,𝑜𝑟 𝑘 to
4
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

find another scale find another scale 2 3 find another scale

square roots, or 𝑘 ,𝑘 ,𝑜𝑟 𝑘 to
cube roots factor value by factor value by find another scale factor value by
cubing, squaring, cubing, squaring, factor value by cubing, squaring,
cube rooting, or cube rooting, or cubing, squaring, cube rooting, or
square rooting their square rooting their cube rooting, or square rooting their
given value, though given value, making square rooting their given value,
making more than 4 3-4 errors. given value, making without errors, or
errors. 1-2 errors. with 1 small error.

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:

Students have learned about basic 3D shapes and their corresponding volume formulas in a previous lesson. Further, students
have already learned about how a scale factor affects the area of a shape. They know that they must square the scale factor
before multiplying it by an initial area. This will be a helpful concept because the relationship between a scale factor and
volume is founded on this idea. Further, students have interest in ways of learning that require problem solving abilities or
that incorporates practical knowledge and skills, which will work well with the informal assessment planned.

3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
-Kendall Hunt Illustrative Mathematics textbook/workbook and corresponding slides
-Self-Made worksheet

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)

I will begin the lesson with an opening question to establish a safe and positive learning environment, and to help students to
converse with one another. Then, I will explain to students that though we are learning a new lesson, it is rooted in concepts
they have already learned in previous lessons. This will help establish a sense of familiarity for my students.

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

Students will first be reminded of the previous lessons in which scaling of area was discussed. An example will be
drawn on the board of a basic 2-dimensional square, so that students can visualize how the scale factor for
increasing the length and width of the square must be squared in order to arrive at the proper scaled value of area.

Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
5
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Independent Practice (TPE 1.8)

After this example, students will engage in an activity utilizing their previous knowledge of volume formulas to
discover how the scale factor relates to volume. In this explorative activity, the students will be presented with a
1x1x1 cube, and asked to notice the scale factor of this shape, the surface area, and the volume. After this, the
students will be asked to do the same for a 2x2x2 cube, followed by a 3x3x3 cube, a 4x4x4 cube, and a 5x5x5
cube. Through this activity, students will come up with resulting values for the scale factor, surface area, and
volume for each stage of the cube’s dimensions. After this, they will be asked to compare the results between the
scale factor for each stage, the surface area, and the volume, in order to notice any similarities or patterns that
might emerge. From here, it will be discovered that the resulting volume for each stage is always found by cubing
the initial scale factor, just as the resulting surface area is found by taking the initial surface area multiplied by the
square of the initial scale factor. After this discovery is made, this point will be synthesized through a class-wide
discussion, where I will be able to demonstrate this principle to the students to reinforce the concept they
discovered. From this activity, students will be able to learn and understand the idea that for the scale factor of
length k, the volume can be found by multiplying the initial volume by 𝑘3. This activity will be supported through
student engagement with one another, class discussion, a projector to project the activity at the front of the class,
and paper copies of the activity for the students to utilize.

Following this, students will engage in the informal assessment, where they will use this principle of multiplying
by 𝑘3, applying their knowledge in a simulated setting, engaging in understanding and application, and also
engaging in moments of higher order thinking with analysis, evaluation, and creation. Students will be asked to
imagine that they are working in a furniture shop with models of the furniture they wish to sell, all of which must
be scaled to fit the allotted space for a given customer’s house. This will require students to read and understand
each customer’s request, and apply their knowledge to create a scaled version of the modeled furniture to fit the
customer’s request, in line with the learning objective for this lesson. Further, there will be several questions
asking the students to explain the logic behind their answers, requiring a defense of each answer provided, and a
question asking students to design a method to scale two models to fit the needs of a customer. This activity will
allow me to observe student interaction with the worksheet and with one another, in order to see if students are
able to understand and apply the topics of the lesson.

Close –

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

It will be communicated to students that they have now mastered most of the main concepts revolving around 3D objects, and
that in the coming lessons, they will be asked to combine their knowledge of volume formulas and scaling to demonstrate a
comprehensive knowledge of the learning for the unit.

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

6
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

1. Student achievement of the lesson objectives:

a. Explain areas of successful achievement –

Students were successful at utilizing a modeled formula given to them to solve problems. Further, students were successful at
finding the proper values to substitute into their equation. I think students did well to understand that volume scales
differently than length or area with any given scale factor. For the most part, I think students did well to solve basic problems.
Further, I was impressed by the abilities of some students to solve more complex problems that required an element of
creation and deeper learning. I think students did well to take their knowledge and apply it in new and deeper ways.

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

Overwhelmingly the main area of unsuccessful achievement was remembering to take the scale factor and cube this value in
order to find the new volume. This is for several reasons. First, it is very easy to simply forget this step, even if the student did
this step in other problems. Second, because cubing a number is not a practice used too often in this geometry course, students
at times require extra help to get them to this step, or to remember this practice. I think that students set up their problems
relatively well, but forgot to cube their scale factor, or cube root the factor in some cases, in order to arrive at a proper answer.

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

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

Understanding my students’ assets has helped me to realize that students are far more capable when they are engaged with the
learning activities in a practical manner, or when they are able to collaborate and communicate with those around them. Given
the proper amount of stimulus, my students do well to understand learning concepts and even take their learning to deeper
levels.

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

Understanding the need for students to be engaged in learning allowed me to plan an activity that required them to collaborate
and compare answers with their classmates, and to solve practical problems in a simulated environment. By providing a
balance of activities and multiple ways for students to be engaged, I was able to help students to maintain their engagement in
the learning activities and maximize their ability to internalize concepts from the lesson. Students were able to put their best
effort forth in order to show their true capabilities, which is ideal given that during the long school day, it is quite possible for
students to not reach their full capabilities simply because of a sense of tiredness from their full day, or because the activity is
not able to properly engage them in learning.

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?

I think the most effective part of the lesson was the class-wide discussion following the informal assessment.
Given the nature of the activity, several questions had multiple correct responses, which allowed for students to
share their unique perspective and methodology. This provided the benefit of allowing students to be validated in
their unique approach, and allowing students to hear from the perspective of their fellow students. I also think this
activity helped English learners to achieve the learning goals for the lesson by encouraging collaboration and
comparison between classmates, and fostering in-class discussion which was fruitful and academic in nature.

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.

7
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

For all of the student samples below, students were not held accountable for number 2, due to time constraints on the lesson.

1. This is an example from my student who is an English Learner. This student received a 4/4/4 on the rubric, as all the
completed problems were done well. The only notable mistake for this student is that she put an “x” through her
work on number 3, but her work was fine to solve the problem. She may not have been confident that her work
would have worked, because it seems like she may have realized the volume of both objects together need to be
between 60 and 220, but by having each object at 61 and 64 cubic feet respectively she would still have a total
volume of 125, well within the values needed to complete the problem. Her use of division and cube rooting in the
problem is accurate, and in number 1 part b, she does a good job of differentiating between 1D measurements and
3D measurements.

8
Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

9
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

This is a student sample from a student with an IEP. This student received a 4/2/2 on the rubric.
He is able to solve for the final volume and scale factor relatively well in number 1. However, his
response to part c is lacking in its description, which is probably a result of a lack of effort. The
student does well in the initial problems, and even does well at setting up number 3, as his two
equations would lead him to a proper methodology to solve the problem. However, he is unable to
complete the problem for number 3, though he could presumably follow similar steps from
number 1. Additional follow up will be necessary to ensure that this student has the tools and
understanding to take his knowledge just that small step further in order to understand how to
solve problems effectively and completely.

10
Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

11
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

This is an example from my special circumstances student. They receive a 3/4/4 on the rubric.
Their only main issue in solving came in number 1a, where the scale factor was given units in cubic
feet. However, scale factors do not have units. Therefore, it will be important to reinforce the
difference between a scale factor and the volume, so that students may understand that the scale
factor is not a measurement with units. This student did well for the challenge problem on the back
page, testing scale factors that would work, and using the scale factor of 5 to scale their two
volumes. This was done very well, and the student showed a good understanding of the learning
goals for the lesson.

12
Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

13
Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

14
Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

15
 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Graduate Education Lesson Plan Rubric

Beginning Emerging Proficient Highly Proficient
Part 1: Goals Does not yet align standards Some alignment of standards Proficient alignment of Strong alignment of standards
and learning goals and/or and learning goals with limited standards and learning goals and learning goals with clear,
and Standards does not yet provide clear rationale and essential with basic rationale and essential robust rationale and essential
rationale and essential questions. questions. questions.
questions.
Part 2: Does not yet provide Provides somewhat helpful Provides proficient demographic Provides strong demographic
demographic profile and demographic profile and profile and adaptations, with profile and adaptations, with
Demographic adaptations that facilitate adaptations, but with unclear clear significance for diversified insightful significance for
Profile and diversified learning or significance for diversified learning and integrates 21st diversified learning and
Lesson engage 21st Century learning and only preliminarily Century Learning, the Arts, integrates 21st Century
Adaptations Learning, the Arts, and/or integrates 21st Century and/or technology. Learning, the Arts, and/or
technology. Learning, the Arts, and/or technology.
for specific technology.
students
Part 3: Does not yet include Some integration of multiple Proficient demonstration of Strong demonstration of
multiple means of means of instruction, but multiple means of instruction multiple means of instruction
Universal instruction that are likely to unclear about providing that are likely to provide that are likely to provide
Design for provide engaging Universal engaging Universal Access for engaging Universal Access for engaging Universal Access
Learning Access for most learners. most learners. most learners. for all learners.

Part 4: Does not yet provide Provides some formative Provides proficient formative Provides strong formative
formative assessments and assessments and rubric, but assessments and purposeful assessments and purposeful
Assessment rubric that will enable unclear how they will enable rubric that will enable some rubric that will clearly enable
Plan (and meaningful assessment for meaningful assessment for meaningful assessment for every meaningful assessment for
Peer and most students. Does not yet most students. Provides some student. Provides proficient plan every student. Provides strong
Student Self- provide for meaningful ideas for meaningful student for student self-assessment that student self-assessment plan
Assessment student self-assessment. self-assessment, but not yet will likely empower students to that will empower students to
Plan) fully developed reflect on their learning and gain critically reflect on their
some insights learning and gain meaningful
insights

Part 5: Does not yet provide a well Provides an instructional plan
thought out plan that is not yet fully developed
Instructional so as to assure a coherent,
Procedure effective learning experience
for students
Part 6: Does not yet reflect on the Provides some reflection on
Teaching lesson in a pedagogically lesson and specific
meaningful way assessments showing
Candidate preliminary analysis of the
Reflection on strengths and weaknesses of
Lesson the instructional method and
process, adaptations, and
levels of inclusion and
engagement for both the
whole class and individual
needs with inadequate
consideration of next steps
Provides a well-thought out,
realistic instructional plan that is
likely to assure a coherent,
effective learning experience for
students
Provides proficient reflection
on lesson and specific
assessments showing some
analysis of the strengths and
weaknesses of the
instructional method and
process, adaptations, and
levels of inclusion and
engagement for both the
whole class and individual
needs with satisfactory
consideration of next steps
Provides a strong, cohesive,
well-thought out, realistic
instructional plan that is
likely to assure a coherent,
effective learning experience
for every student
Provides strong reflection
on lesson and specific
assessments showing good
analysis of the strengths
and weaknesses of the
instructional method and
process, adaptations, and
levels of inclusion and
engagement for both the
whole class and individual
needs with sound
consideration of next steps

Part 7: Does not yet include Includes some samples, but Includes proficient and sufficient Includes strong and
relevant student samples may lack diversity in abilities selection of samples, illuminating selection of
Student
and needs and/or demonstrating diversity in samples, demonstrating
Samples appropriate comments and abilities and needs and diversity in abilities and
grades appropriate comments and needs and appropriate
grades comments and grades

Master The Master Teacher Lesson Observation Protocol (LOP) was submitted to Canvas in a timely manner and in readable form.
Teacher LOP This lesson plan cannot be graded until the LOP is submitted.

16
Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

17