Date: 6/19/22 Candidate: Clarissa Williams

Context/Grade Level: Summarize contextual information about your students, such as English language proficiency, cultural background, funds
of knowledge, interests, reading levels, developmental learning, social emotional, and/or behavioral needs.

This lesson is crafted for a 2nd grade class of 22 students that have been enrolled in summer school for intervention purposes.
This class encompasses approximately 82% of Hispanic students with approximately 41% of those students being Multilingual
Learners. The native languages of the Multilingual Learners are Spanish and Arabic. The students vary in English language
proficiency, many of the students are highly proficient in English with few who switch from English to their native language when
they speak. Many of the students vary in reading level, with most students reading at levels below their reading level. Reading
levels vary from Pre-K to 2nd grade. Two students have an IEP that seek additional assistance for reading, writing, and speech.
With times now being more technologically demanding and students being prepared to make the switch to virtual instruction at any
time, they have become well diverse in their knowledge surrounding technology. Although they are quite young, their knowledge
surrounding technology is very high and they can navigate online applications with little to no assistance. Many of the students
enjoy outside activities and love participating in games such as 4 corners, silent ball, and Red Light, Green Light.

Standards: copy and paste from: California Content Standards

History, Grade 2
● People Who Make A Difference | 5. Students understand the importance of individual action and character and
explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert
Einstein, Golda Meir, Jackie Robinson, Sally Ride).
English Language Arts, Grade 2
● Reading: Informational Text | 10. By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

ELD Standards: Lambie's ELD Standards & Resources Hyperdoc

English Language Development, Grade 2

● Part I: Interacting in Meaningful Ways | A. Collaborative 1: Exchanging information and ideas with others through
oral collaborative conversations on a range of social and academic topics.

ELD Goal: Define target outcome(s) based on ELD standards to refine the academic use of English, and provide students access to subject area
knowledge, skills, and abilities. (Consider terms like understand, learn, analyze, solve)
 Multilingual students will be able to engage in social and academic discussions in a whole group and pair setting.
Students will be provided with sentence frames to guide their discussions as they closely read an excerpt from a Sally
Ride speech. For example, “I think an astronaut is ______.” This will help support students in their academic discussions
with their peers and help them begin generating ideas as to who can be an astronaut and what an astronaut is. It will also
work as a foundation as they understand the importance of Sally Ride’s role in the field of science for women and girls.
By working collaboratively with their peers throughout the entirety of the lesson and by being provided with instructional
support methods, will help these students engage in a variety of social and academic discussion when analyzing the
excerpt from Sally Ride’s speech.

Content-Specific Objective: State what students will know and/or be able to do by the end of the lesson, how they will demonstrate the
knowledge or skills, and at what level of mastery.

Students will be able to analyze an excerpt from a speech given by Sally Ride as they understand the importance of her role in the
field of science.

Academic Vocabulary: Identify specific words or phrases students will need to know, so they can engage, practice or evaluate target content.
Include both high utility or process words, such as analyze, function, or navigate and academic content words, such as acute, ecosystem, or
metaphor.

Students will need to know the following terms: analyze, describe, discuss, excerpt, and define.

Observation Focus: If this lesson will be observed, please identify which TPE Support Elements will be the focus.

TPE Support Elements

4-4a: Provides opportunities for students to support each other in learning.
1-5: Promotes students’ creative thinking and analysis through inquiry, problem solving, and reflection.
3-3a Designs and implements cross-curricular learning segments
How I plan to use the TPE Support Elements:
4-4a: Students will be provided with several opportunities to support each other as they engage in turn and talk opportunities. They
will be provided with several opportunities to communicate with their peers as they understand the importance of Sally Ride. They
may share their ideas and form an opinion about the topic, this may also help their peers to form an opinion of their own.
1-5: Students will have to engage in a process of inquiry as they engage in a close reading of the excerpt of a speech given by
 Sally Ride. They will discuss a variety of questions and be encouraged to ask questions as well. During the closing of the lesson,
students will have to reflect on the whole group and paired discussions to answer a series of questions. This will allow me to
assess student understanding and for students to assess their own understanding of the topic.
3-3a: Students will be able to apply reading strategies commonly used in ELA to a historic speech. Students will also be able to
engage in discussion about science and their knowledge about astronauts. This allows for students to engage in cross-curricular
learning segments with a focus in history, ELA, and science.

Optional Video: If you have a video you’ve uploaded to your Google Drive, please paste the link here.

CalstateTEACH 3.0 Lesson Frame

ENGAGE PRACTICE CLOSE

Procedures How will you use students’ prior knowledge How will you provide learning experiences for How will you provide opportunities for
to engage their interest in the target students to explore and develop their students to reflect on their learning, connect
content? understanding of the target content? it to the world and/or other content areas?

Students will begin the lesson by
viewing a video of a space shuttle
launching into space. The link to the
video is located here. After students
have finished viewing the video,
students will be asked the following
question, “What is an astronaut?”
Students will be provided with the
sentence frame to guide their
discussions. The sentence frame is,
“I think an astronaut is _____.”
During this time, students will be
engaged in a turn and talk activity.
After students have shared their
answers with their partner, they will
then share their answers with the
whole class. After students finish
sharing with the whole class, they
will then read the student friendly
Students will now engage in a close
reading of an excerpt from a speech
given by Sally Ride. Students will
utilize the following teacher crafted
worksheet. Students will read the
excerpt and highlight any unknown
words. During this time, I will be
encouraging students to apply
context clues. I will also switch the
word with a synonym students
already know to help them bridge
that connection of what the word
means. If needed, I will share
examples of unknown words in a
different context and ask students to
share examples as well. During this
time I will be asking students a series
of questions:
● Discuss why you think Sally
After students have completed the
close reading, students will now
answer a series of questions on the
back paper. They will be answering 2
questions, in which they will be
provided with sentence frames. The
questions include, “Why is Sally Ride
an important person in history?” and
“What is one thing you want to learn
more about astronauts?” The
sentence frames will be located on
the worksheet and students will
rewrite the sentence frame as they
write their ideas. This will be used to
assess students ' learning, and for
students to assess their own
understanding of the topic. Also,
during this time, I will be utilizing an
assessment tool. The assessment
 objective. The objective is,
“Historians will be able to
understand the importance of Sally
Ride as they read an excerpt from
her speech.” After students have
read the student friendly objective, I
will then briefly explain the
importance of Sally Ride as she is
the first American woman
astronaut.
Anchor What anchor competencies and teacher
Competencies moves will be used? Describe how.
(link) Anchor Competencies:
Promote Collaborative Learning:
In this portion, students will engage
in a turn and talk activity with a
partner. They will discuss the
question, “What is an astronaut?”.
Before students answer the
question in their turn and talk, they
will watch a video displaying a
space shuttle taking off and the
astronauts journey as they enter
space. As students engage in their
turn and talk, students will practice
reflective listening. They will have to
listen to what their partners state
and see if they agree or disagree
with the statement of their partner.
Ride was important for
women in science.
○ “Sally Ride was
important for women
in science because
_____.”
● Discuss how women and girls
may feel after seeing Sally
Ride fly in the space shuttle.
○ “Women and girls
may have felt ____
after seeing Sally
Ride take flight.”
● What seems to be important
here? Why?
○ “I think what is
important is _____
because _____.”
What anchor competencies and teacher
moves will be used? Describe how
Anchor Competencies:
Foster Growth Mindset:
Again, students will be connecting
learning to the brain, this will be done
through engaging in a whole class
discussion. During this time,
students will be able to engage in a
close reading of an excerpt from a
speech given by Sally Ride. They will
be discussing the importance of Sally
Ride’s role in the field of science.
This will require them to make sense
of the excerpt as they analyze the
context as well as diction utilized.
Students will also be able to work
with their peers, as they will be
provided with several turn and talk
tool that I have decided to use is the
“Conversation Observation and
Analysis Tool'' or “COAT”. This will
be used to assess students'
communication skills with their peers
and as they engage in a whole group
discussion as they share their ideas.
This will be a summative assessment
of students' communication about
the text.
What anchor competencies and teacher
moves will be used? Describe how
Anchor Competencies:
Foster Growth Mindset:
Students will be connecting learning
to the brain, as students work to
complete the two questions on the
back of the excerpt. They will apply
what has been discussed to the
problems. If students have any
difficulty they may reach out to a
partner to discuss the questions in
depth and support each other as
they understand the importance of
the text.
Cultivate Perseverance:
Students may struggle to answer the
series of questions and to write out
their ideas. Students are provided
 This will require them to make an
informed opinion and respond with
information they know about the
topic. They will have to access
information they learned about the
topic and apply it to their
conversation.
Foster Growth Mindset:
During this time, students will be
connecting learning to the brain.
They will have to apply information
they know to their partner
discussions. They will need to recall
information they learned, which
requires them to make an informed
opinion and apply it to social
situations.
Create Community:
Students will create a culture of
engagement. This will be done
through communicating with each
other and discussing previous
information they know related to the
topic through the turn and talk
activity. By engaging in this type of
conversation will encourage
students to engage with the lesson
and want to continue to stay
engaged as they partake in
discussions with their peers.
Adaptations What differentiated content and/or
opportunities, to share ideas about with sentence frames to help support
the excerpt. and guide their ideas. Students may
Cultivate Perseverance: also work together with their peers
Students may struggle in defining as they reflect on the significance of
unknown words and the importance the excerpt. With their peers,
of the excerpt. When students students can embrace productive
engage in a whole group discussion, struggles together. Working together
they will embrace productive will encourage them to apply what
struggles. Together students may they know and engage in academic
face difficulty, but where students discussions where they work to
struggle, they will be able to understand the importance of the
understand what they can do to text.
better understand the unknown
words and importance of the excerpt.
Where students struggle, I will also
be able to provide asset-based
formative feedback. I will give
students feedback in areas where
they struggle so they can understand
the unknown words and importance
of the text. I will also be able to ask
students questions that lead them to
solving their own questions.
Promote Collaborative Learning:
Students will be engaging in a whole
group discussion, where they will
engage in academic social
conversations. These conversations
are essential in coming together to
work through the collective struggles
students face. It will also allow
students to discuss what they know,
what they don’t know, and discuss
together what actions that can be
taken to understand the significance
of the text.
What differentiated process activities will What differentiated product will specific
 alternate pathway will specific students or
groups of students need to access the
target content?
Emergent Multilingual (Spanish):
This student will be paired with
another EL Spanish speaking
student. They will work with them
as they can communicate in their
turn and talk activity in English and
Spanish. Since most of the EL’s in
the class are at different proficiency
levels, having students who are at a
lower proficiency level work with
those who are at a higher
proficiency level will help them
understand the target content.
Students will have a sentence
frame to utilize during this portion of
the lesson to help guide their
discussion, and to ensure they use
complete sentences in their
discussion. The sentence frame: “I
think an astronaut is _______.”
Students will also be provided with
visuals to bridge their
understanding of the topic.
Emergent Multilingual (Arabic):
Since there's only one student that
is EL that speaks Arabic as a first
language, they will be working in
pairs. This will help them
communicate with their partner in a
more relaxed environment. It will
not put as much stress on them,
because they only have one other
person to communicate with. This
student will have a sentence frame
to utilize during this portion of the
specific students or groups of students need
to make sense of and/or process the target
content?
Emergent Multilingual (Spanish):
When we engage in a whole group
discussion, I will encourage these
students to discuss the topic with
their peers. When they work to
communicate with peers who are
also EL Spanish speaking students
at different proficiency levels, it will
allow for them to internalize the
content. Students will also be
provided with sentence frames they
can utilize to communicate in
complete sentences. The sentence
frames provided are, “Sally Ride was
important for women in science
because _____.” and “I think what is
important is _____ because _____.”
Students will also be provided with
visuals to bridge their understanding
of the topic.
Emergent Multilingual (Arabic):
Since there's only one student that is
EL that speaks Arabic as a first
language, they can discuss the topic
with a partner during periodic breaks
in the whole group discussion. This
will help them grasp the concept as
they continue to discuss the topic
with a peer. This student will also be
provided with sentence frames, so
they can utilize complete sentences.
The sentence frames provided are,
“Sally Ride was important for women
in science because _____.” and “I
think what is important is _____
students or groups of students need to
demonstrate their learning of target content?
Emergent Multilingual (Spanish):
Students will be encouraged to
complete a series of questions
pertaining to the text independently.
However, if needed, these students
may have the opportunity to discuss
the questions with a peer. To support
students in writing and
communicating in full sentences
when answering these questions,
students will be provided with
sentence frames. The sentence
frames include, “Sally Ride is an
important person in history because
________.” and “One thing that I
want to learn more about astronauts
is ________.” This will be
information students have already
discussed, but to help with recalling
the information, communicating with
their peers is always an option.
Emergent Multilingual (Arabic):
This student will be encouraged to
complete a series of questions
pertaining to the text independently.
However, if needed, this student may
have the opportunity to discuss the
questions with a peer. To support this
student in writing and communicating
in full sentences when answering
these questions, students will be
provided with sentence frames. The
sentence frames include, “Sally Ride
is an important person in history
because ________.” and “One thing
 lesson to help guide their
discussion, and to ensure they use
complete sentences in their
discussion. The sentence frame: “I
think an astronaut is _______.” This
student will also be provided with
visuals to bridge their
understanding of the topic.
Students with an IEP:
The students with an IEP struggle
with speech, writing, and reading.
These students will be provided
with more time to share their
thoughts and ideas, it will help
prevent stressful situations for them
and provide a relaxed environment
for them when they discuss the
topic. These students will have a
sentence frame to utilize during this
portion of the lesson to help guide
their discussion, and to ensure they
use complete sentences in their
discussion. The sentence frame:“I
think an astronaut is _______.” It
will allow them to communicate
much easier with their peers.
Technology How will you and your students use
technology to engage with the content?
In this portion, I will have a
presentation uploaded on the
screen. I will have students watch a
video of a space shuttle launch.
This will provide students with
insight as to what astronauts do
and to simply see a space shuttle
launch. Students will then engage
in a turn and talk about the video.
because _____.” This student will
also be provided with visuals to
bridge their understanding of the
topic.
Students with an IEP:
The students with an IEP struggle
with speech, writing, and reading.
With this in mind, they will be
provided with time to also discuss
the topic with a partner. Students will
also be provided with sentence
frames, so they can utilize complete
sentences. The sentence frames
provided are, “Sally Ride was
important for women in science
because _____.” and “I think what is
important is _____ because _____.”
Students will also be provided with
visuals to bridge their understanding
of the topic. This will help ensure
they understand the content and are
able to process the information.
How will you and your students use
technology to interact with and process the
content?
Technology will be utilized in this
portion of the lesson to display the
worksheet using a projector. This will
allow for students to mimic how I
read and annotate the text as I
conduct a close read. I will also have
questions displayed along with
sentence frames to support students
in engaging in academic discussions
that I want to learn more about
astronauts is ________.” This will be
information students have already
discussed previously, but to help with
recalling the information,
communicating with their peers is
always an option.
Students with an IEP:
The students with an IEP struggle
with speech, writing, and reading.
They will be provided with
one-on-one support from me during
this time. They may have difficulty in
writing complete sentences and in
applying sentence frames. The
sentence frames include, “Sally Ride
is an important person in history
because ________.” and “One thing
that I want to learn more about
astronauts is ________.” So, to help
aid them in applying and writing the
sentence frames, I will work with
these students in a one-on-one
setting to support their academic
development.
How will you and your students use
technology to evaluate understanding of
content?
Students will not need to utilize any
technological resources for this
portion of the lesson. If needed, I can
utilize the projector to share notes
we made as a class and/or to
highlight the sentence frames
students can utilize. However,
technology will not be really needed
for this portion of the lesson.
 They will be provided with a
sentence frame that is located on
the TV. The sentence frame is, “I
think an astronaut is ____.” In the
presentation, I will have the
objective displayed and ready for
students to echo read. Students will
echo read the objective to make the
connection of the topic of
discussion and the focus of the
lesson. The presentation will be
displayed throughout this entire
portion of the lesson for students to
visually access.
Assessment Pre-Assessment
How will you assess your students’ prior
knowledge and how might they self-assess
their own prior knowledge?
I will assess prior knowledge based
on students' communication
between each other. They will be
engaging in a turn and talk activity
about what they think an astronaut
is and who they can be. This
encourages students to reflect on
their own experiences regarding
astronauts and how that pertains to
an academic and social context.
They will be answering the
question, ”What is an astronaut?”.
Based on their discussions, it will
provide me with insight as to their
knowledge about the topic. It will
also let them self-assess what they
know and what they want to learn
more about, as we progress
and to utilize complete sentences.
Visuals with written information will
all be located on the online
presentation and presented in front
of the class. This allows for
information to be readily available,
and if I need to go back to display
any information, it will be easily
accessible to bring forward the
information.
Formative Assessment as Progress
Monitoring
How will you gather data about what students
are learning as you teach? How might
students measure their own progress toward
their objective?
I will gather data based off of the
whole group discussion as students
participate and share their ideas with
the class. When students engage in
paired discussions, I will circulate the
classroom and assess students'
understanding of the text. If students
are actively helping me throughout
the whole group discussion, asking
questions, and showing they
understand is how I will collect data.
Through our class discussion and
their interactions with their peers,
they will be able to demonstrate their
understanding of the topic.
Ultimately, the class conversation
and peer interactions between
students is how I will gather my
Formative or Summative Assessment
How will you determine if your students met
the target objective? How might your
students self-assess their outcomes?
I will determine that students have
met the target objective based on
their communication and
participation. If they are showing that
they are working collaboratively and
applying the sentence frames to
complete the questions, will be how I
conduct a formative assessment. If
students show perseverance and a
strong willingness to complete the
series of questions, they will be
meeting my objective. Students may
self-assess themselves if they are
still needing extra support from their
peers or myself. This will be done as
they complete the series of questions
on the worksheet.
 through the lesson. assessment results. Students may
be able to measure their own
progress towards the objective if they
are needing to seek more guidance
or not. If they are recognizing that
they are needing more guidance,
then they still need more support in
working towards meeting the
objective.

Reflection After teaching the lesson, reflect on whether or not your students met the lesson objective. What was most effective? What was least
effective? Use evidence to describe how you know.

The objective of the lesson was that students will be able to understand the impact Sally Ride had in science. Students were
able to demonstrate their understanding verbally and in writing. Students were really able to engage with the lesson as we
watched a video of a space shuttle launching into space. They engaged in a variety of turn and talk opportunities. However, I
do think that there is definitely room for improvement. Students had engaged in side conversations and had verbal outbursts,
instead of redirecting focusing on the negative, I should have highlighted the positive I saw in the classroom. After an incident
in the classroom, where a student had vomited, it was a bit difficult to engage them in the lesson again. There are some
distractions in the classroom that make it sometimes hard for them to engage. However, I do want to highlight that I could have
implemented more strategies to support students in learning. Instead of breaking the text apart as we read, I should have had
students listen to the text aloud and have them highlight any words that were confusing. We could have then reviewed those
words to help with student understanding. In the future, I plan to implement this more frequently in the classroom.

Application Thinking about your students’ performance in this lesson, what will you include in the next lesson to support your students’ learning based
on what you observed and learned from this lesson?

In Lesson 3b, I will conduct a close reading in a small group setting. This should help support students in internalizing and
understanding the content. I will have students view an image and closely “read” the picture. We will focus on a current event
relating to water pollution and the effects on sea turtles. Students will engage in a lot of turn and talk opportunities as they
discuss the image including small group discussions. Students will analyze the image by partaking in a “I Notice and I Wonder”
activity. This will be a great way to get students to start thinking about and analyzing the image. In this lesson, I will also focus
on highlighting the positive aspects that I see students doing. This will avoid any negative comments I may make regarding
students actions and encourage students to mimic the behavior of those being praised.

Link to presentation used: https://docs.google.com/presentation/d/1_fvbUVzm5eA7uokj_mZmIbSBcMlyFPf4j5bt3Hknzd8/edit?usp=sharing