Department of Learning and

Teaching
Lesson Plan

Teacher Candidate: Paige Higham

Date: October 10th, 2022
Subject Area: English Language Arts
Grade: 9-12th Grade
Cooperating Teacher: Kathy Tinker
University Supervisor: Nancy Schreiber
School Name: Westlake High School
Section 1: Context for Learning:
Describe your class in detail to reflect how the class description has influenced the lesson design. Your description should include (but not be limited to); number
of students, number and levels of English Learners; students with IEP or 504; health considerations; cultural considerations; student interest, discipline, and
management issues.

My class has 10-11 students at a time depending on the period. All of the students have IEPs and are in a special day class 80% of their day. They are all on certificate
track to graduation and use modified curriculum. None of the students in my classroom are categorized as Els, although all students have language needs which
are identified in the service section of their IEPs. Most of the student’s present levels are between pre-k and 2 nd grade, therefore the curriculum used in the
classroom focuses on foundational and vocational skills. 8 of the 11 students communicate verbally, 2 of the 11 use assistive technology and prompting, and 1 student
communicates through body language and cues. 2 of the students have health plans and considerations, requiring help with feeding and changing. Many of the
students are interested in topics such as Disney, movies, sports, and art. They also like to play games and do work on their iPads. The students exhibit a vast array of
behaviors that we work on daily: listening, waiting for your turn to speak, emotional regulation, patience, and quiet hands/bodies. We embed social and
emotional lessons and practice into our daily curriculum throughout our school days.
Section 2: Planned Supports (Elements listed below should also appear in section 9)
Universal Access/ Universal Design for Learning (UDL)
CA Teaching Commission identifies Universal Access as ”equity for all students” (based on the Universal Design for Learning – link below). Participating teachers
protect and support all students by designing and implementing equitable and inclusive learning environments.
http://www.udlcenter.org/aboutudl/whatisudl and udlguidelines.cast.org
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Based on your class needs, what Universal Access principles would you incorporate in this lesson? Why? Include technology supports as appropriate.
Representation – Present information and content in different ways
Throughout this lesson I will be providing multiple forms to display information. I will have visual representations through my slide
deck. It will include sight words, pictures, and videos to deliver instruction. I will also be sharing the information verbally with the
students and participating in classroom exchanges and discussions, clarifying sight words and information when needed. For example, I
will have each of the students help me come up with words that begin with the consonant digraph sound Ch-. This lesson provides both
visual, verbal, and kinesthetic opportunities for learning.

Rationale: Knowing my student population, it is important to provide multiple means of delivery when sharing information, because what will work for one
student does not always work for another. Providing multiple opportunities for comprehension will also maximize student retentiveness and learning
throughout the activity, aiding in academic success.

Engagement – Stimulate interest and motivation

My lesson begins by highlighting the goals that should be achieved by the end of the lesson. This gives students a clear expectation to
optimize intrinsic motivation throughout their learning. My lesson also uses colorful pictures, images, and animations to keep the
students engaged and interested. There is a craft activity embedded into the instruction, which many of my students will find appealing.
My students enjoy art, and this particular activity allows them to be creative while also applying instructional material. Throughout the
lesson there is also opportunities for the students to engage and collaborate with one another as well as the teacher.

Rationale: I used these means of engagement to pique the interest of students and minimize distraction. My students have interest in arts and crafts and respond
well to visuals. Also, by explicating stating goals my students will understand their expectations and optimize intrinsic motivation.

Action and Expression – Varying ways students can respond

Students will be asked to respond in a variety of methods. During the slide students will have opportunities to respond verbally through
class discussion. Some students will use verbal language while others will respond using assistive technology (iPad) or attentiveness (eye
gaze). Also, students will respond through their spider phonic craft activity where they will write, providing measurable data on
comprehension. Based on student need the appropriate communication resources will be provided to ensure success in understanding.

Rationale: By using multiple means of expression, every student will have the ability to be successful throughout the lesson. Verbal, visual and kinesthetic tools

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 and opportunities are provided frequently to measure students’ comprehension as well as provide appropriate goal setting.

Section 3: Focus Students

Select two students from the following options:

1. A student identified as an English learner (if there are no identified English learners in your classroom, select a student who was redesignated recently or
select a student who needs support for his or her language development).
2. Exceptional Learner: A student identified by the district/school with an IEP or a 504 plan or a student identified for GATE.
3. A student from an underserved population: students needing greater challenge or support, students who struggle with reading, underperforming students,
or those with gaps in academic knowledge).

Provide a rationale for each adaptation (accommodations or modifications) listed. Remember to use asset-based language.

*Elements listed below should also appear in section 9

Description of focus student #1 (English Learner):

Differentiation Strategy:

Description of focus student #2 (Exceptional Learner): Focus student #2 is a student with an IEP who requires assistive technology to be
successful in the learning environment. This student is non-verbal and uses and iPad with images to communicate various language and
words. This student has a one-on-one paraeducator who helps him complete activities using the necessary accommodations.

Accommodations: This student will use assistive technology to respond and participate in the activities.
Rationale: By giving this student assistive technology, he will be able to participate in the activities and classroom discussion.

and/or
Modifications: This student will be provided breaks throughout the activity and alternative assignments If need be. This student will have a one-on-one para who
helps him write the information on his worksheet. He will show participation through eye gazing, body language, selecting pictures that correspond with the
correct answer.
Rational: This student will be provided modified curriculum as well as means of expression to allow him to be successful throughout the lesson. Without these

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modifications, the student would not be able to attain the goals stated for this lesson.

Description of focus student #3 (Underserved Population): Focus student #3 has an IEP which indicates low performance in reading and
writing comprehension. He is an emergent reader and needs help reading instructions and various sight words. He currently receives speech
and language services weekly.

Differentiation Strategy: Throughout this lesson this student will be placed next to a teacher or paraeducator, so they can help him read instructions and answer
questions effectively. He will also be provided visuals as well to help define unknown words.

Rationale: By providing student #3 with the necessary resources, he will be able to achieve the lesson goals. Without these accommodations, this student would
not be able to be successful in the learning environment.

Section 4: Central Focus and Content Standards

A. What is the purpose of this lesson? Is this linked to a unit of study? What connections are there to other subject areas, the students’ lives, or contemporary
society?

The purpose of this lesson is to break down phonetic concepts and skills to benefit the students in the areas of speech and language. By focusing on consonant
digraphs, students will be able to read words with more accuracy out in the real world. This activity will help strengthen students reading skills which is helpful
within society. This lesson is not currently linked to a unit of study but builds on reading and language principals that the students practice daily.

B. What is your central focus? A description of the important understandings and core concepts that you want students to develop within the learning segment.

Within this learning segment, students will be able to read and identify consonant digraph words, identify words that begin with consonant digraphs, and write
words accurately on their activity.

NOTE: Any standard other than language arts needs to be accompanied by a language arts standard. All standards need to be aligned to an ELD standard if ELs are present in the classroom.

1. State-adopted content standard(s) that you will teach in this lesson (Common Core, NGSS, etc.)

2. Language Arts Common Core Standards

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 W.9-10.6; WHST.9-10.6; SL.9-10.2; L.9-10.3, 6 : Interacting via written English, Collaborate with peers to engage in short, grade
appropriate written exchanges and writing projects, Using technology as appropriate

RL.11–12.1–7, 9–10; RI.11–12.1–10; RH.11–12.1–10; RST.11–12.1–10; SL.11–12.2; L.11–12.1, 3, 6 : Reading/viewing

closely, Use knowledge of morphology (e.g. Common prefixes and suffixes), context, reference materials, and visual cues to determine
the meaning of unknown and multiple-meaning words on familiar topics

3. What ELD standard(s) are necessary for EL students to know in order to meet the content standards

Rationale:
I chose these standards because the students will be interacting with each other as they identify words beginning with the consonant digraphs. They will also
participate in a written project with their group mates and use technology when appropriate. They will also use the knowledge of these consonant digraphs to
decode meaning to unfamiliar words. These standards build on the previous knowledge and language acquisition skills practiced at school.
Section 5: Learning Objectives
Identify the specific, measurable student learning and language objective(s) that students are expected to achieve that connects with the content standard(s) of the
lesson.

Learning Objectives (What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs):

Students will be able to identify and recall words that begin with the consonant digraphs (Ch-, Sh-, Th-, Wh-), as measured through verbal response to a teacher
or use of assistive technology

Students will be able to write consonant digraph words that begin with the consonant digraphs (Ch-, Sh-, Th-, Wh-), as measured through written response on
their activity.

Students will be able to decode words that begin with the consonant digraphs (Ch-, Sh-, Th-, Wh-), as measured through verbal response during whole class
instruction or use of assistive technology.

Rationale:
What is the alignment between the learning objective and the standards?

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These learning targets align with the standards by having students participate in an activity that builds on their phonetic knowledge and collaborating with
others using written language. They also check for comprehension of the academic topic through oral presentation, given appropriate accommodations.
Section 6: Assessments
Describe how you will assess student progress toward meeting the learning objective(s) identified for this lesson. Include both formative and summative
assessments. Remember that formative assessments should also be included in section 9.

Formative assessments will be provided throughout the lesson through correct answering of wh- questions when asked by a teacher, participation in the spider
consonant digraph activity, and accurate responses during the review game. I will also formatively assess the students on the independent completion of their
digraph spider.
Summative assessments will be provided after completion on multiple lessons relating to consonant digraphs, which can be used to measure IEP goals and student
reading achievement.

Rationale:
How does this assessment allow you to gauge students’ proficiency related to the learning and language objectives?

The formative assessments will serve as a way for me to identify areas or needs or strengths in each of the students throughout the lesson. If I observe a student is
struggling, I can provide supports and scaffolds in order for them to grasp the content effectively. The summative assessment will allow me to gage whether the
student has achieved the learning targets by the end of the instructional unit. This will provide my next steps in instruction.

Feedback Strategies:
Throughout the activity students will be provided verbal feedback such as ‘I like the way you decoded that word, ‘good pronunciation, ‘not quite, let’s try again.’
After their contestant digraph activity, the students will be given positive completion or feedback for how to improve. My feedback will allow students to
understand if they are on the right track and achieving the learning objectives. It will also provide them with strategies to use to improve their work and
comprehension.
Section 7: Language Demands/ Academic Language
You do not need evidence of all four language demands listed below, but your lessons should address at least two

Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from
meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words
defined for use in the discipline.
There will be a couple subject specific words identified in this lesson such as: consonant and pre-fix. There will also be general academic vocabulary such as: decode
and identify

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Language Function: The content and language focus of the learning task are represented by the active verbs within the learning outcomes. Common language
functions in the language arts include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating, or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and so on.

Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

Embedded within the slide deck will be a graphic organizer displaying words beginning with each of the consonant digraphs (Ch-, Sh-, Th-, Wh-). This will
serve as a resource for the students as they participate in their individual activity.

Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write and participate in knowledge
construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the
content to be communicated.

Throughout the lesson students will provided opportunities to engage in discourse with the teacher or other students. Verbal discourse in relation to consonant
digraphs will be observed through sharing during whole group instruction and review game activity. Written discourse will be observed through the completion
of the consonant digraph spider.

Rationale: The vocabulary for this lesson was chosen so students can understand phonetic principles, helping them read and decode
unknown words. The syntax allows students to have a visual resource that they can use while completing their independent assignment.
The discourse allows for students to collaborate with other classmates and teachers both through verbal communication and written
context.
Section 8: Materials and Resources
I will use a slide deck to present the information and the smart board features to write student responses. I will also have a premade spider
body with the consonant digraph, pre-cut spider legs, pre-cut string, and eyeballs for the each of the students. The students will need a glue
stick, white crayon or colored pencil, and their spider building kit. Some students will need assistive technology to communicate, a white
board to copy letters and words that a teacher writes, and/or one-on-one paraeducator.
https://www.canva.com/design/DAFOeYXWAE8/-JkeLWzQQrMAFFOOfj0emQ/edit?
utm_content=DAFOeYXWAE8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Section 9: Instructional Design

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Differentiation: Describe the instructional supports during your lesson that address diverse learning needs for all students to meet lesson objectives successfully.
Consider the variety of learners in your class who may require different strategies/supports, students with specific language needs, students needing greater
challenge or support, students who struggle with reading, underperforming students, or those with gaps in academic knowledge).

All of the students in my classroom will need differentiated strategies throughout this lesson to meet their learning needs and reach the lesson objectives. Some of
the students in my classroom will be able to recall information independently and write without assistance, whereas others will need the help of a teacher. A way I
will provide the appropriate accommodations throughout my lesson is through my grouping strategies, by reading aloud instructions to students who cannot read
independently and providing visual supports to students who need them. The lesson was designed with modified curriculum which has been differentiated based
on level.

Grouping Strategies:
How will students be working in this lesson? What group arrangements will you use? Why?

Initially the students will participate in a teacher led group discussion and ‘I do’ instruction. Then the students will break up into table groups accompanied by
para educators to complete the independent activity. Lastly, the students will participate in a whole group discussion review. I will use this style of grouping so the
students can practice listening skills in a whole group instruction and collaborate with other peers, while also receiving the one-on-one individual instruction
needed to achieve the learning targets.

Describe how you plan to use the following strategies, methods, and activities in your lesson plan design.

Lesson Introduction (How will you set a purpose
and help students learn why today’s lesson is
important to them as readers/writers/learners? How
will you pique interest and/or curiosity regarding
today’s topic? How will you activate and build on
prior knowledge and experiences related to the
topic? How will you introduce and explain this
strategy/skill so that students will understand the
how and why?)
I will initially begin my lesson with a slide deck https://www.canva.com/design/DAFOeYXWAE8/-
JkeLWzQQrMAFFOOfj0emQ/edit?utm_content=DAFOeYXWAE8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
containing exciting animations to engage students on the topic of consonant digraphs. I
will verbally share that today’s topic is ‘consonant digraphs’ and state the learning goals,
which will set the purpose. The first slide will review what a consonant letter is and activate
the student’s prior knowledge. Each of the slides contain images to preview the spider
consonant activity. Then I will transition to the instructional portion of activity.

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Instruction (e.g. inquiry, preview, review,
etc.)
Formative Assessment
Practice Activity or Support
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Activity Description/Teacher Does
I will give examples of the consonant
digraphs we will use today (Ch-, Sh-, Th-,
Wh-). I will have the students pronounce
each of the sounds with me multiple times.
Then I will give an example of a word that
starts with each of the consonant digraphs.
This word will be displayed through the
chart on the board. After I will have the
students provide me with a word that begins
with the digraph and insert it into the chart
(which will be used as a resource). After we
have practiced identifying words, I will
introduce the spider activity and model an
example for the students.
I will ask the students to present a word that
begins with consonant digraph and see if
they can do so without help. I will also ask
the class to say the ‘sounds’ and observe
student responses.
The students will be given the materials for
Students Do
*Remember to include all UDL and Differentiation Strategies*
The students will respond to teacher
prompted questions through verbal
expression or use of assistive technology. The
students will participate in identifying words
that begin with the consonant digraphs
chosen. They will also display good listening
skills through eye contact, appropriate
gestures, and participation.
The students will respond to the teacher
prompted questions such as, “What sounds
do these two letters make?” The students
will also participate in group discussion with
verbal responses or use of assistive
technology and teacher supports. Their
understanding and comprehension during
the independent activity will be observed
from the teacher and other educators
assigned to their learning group.
After the modeling of both activities,
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 their consonant digraph spider. I will model
the steps for how to complete the spider.
“First glue each of the legs on the spider
body, then take your white pencil and write
words that begin with that sound…ect.”
After the completion of the activity, I will
have the students hold up their spiders and
share some of the words they identified with
the rest of the class, and transition to the
review activity.
Formative Assessment Utilize these additional boxes (gray) if your lesson has
more than one formative assessment or practice activity
students will be broken up into their
appropriate groups and pairings to complete
their activity. Some students will work on
the activity intendedly with mild supports
from a teacher or para whereas others may
work one-on-one with a para throughout
the whole activity. Also, some students will
write their answers independently whereas
others may need supports from a white
board or assistive technology. Some students
will participate in these activities through
eye gazing or attentive participation only.

Practice Activity or Support

Closure I will guide a ‘trash it ball’ review game. I Students will participate in the ‘trash it ball’
will display a digraph word on the screen review game. They will collaborate with
and ask the student to identify the sound their teammates to detect and read the
and word. If the student answers it correctly words on the screen. Some students will
they can have the opportunity to throw the respond using assistive technology and/or
ball in the trash bin to win points for their respond nonverbally through activate
team. Lastly, I will have the students say the participation.
consonant digraph sounds one last time.
Formal (Summative) Assessment or Post- After the completion of multiple consonant Students will complete the assessment at the
assessment digraph lessons, the teacher will assess the end of the instructional unit one-one-one
students one-one-one to see if the student with the teacher. Most students will

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 can: pronounce the sounds of the consonant
digraphs, identify words that begin or
contain that digraph, detect words using
knowledge of the consonant digraphs. This
assessment will serve as data which can be
used to create and monitor IEP goals.
Section 10: TPE(s) Focus
Identify 1-2 TPEs that will be demonstrated in your lesson.
TPE 3: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT
LEARNING
complete the assessment independently
without supports. Some students will need a
support throughout the assessment such as
access to the information on their
emergency card. Some students will also
need to use assistive technology to respond.

While designing this lesson, I identified phonetic concepts that would greatly benefit my students in the areas of reading and language acquisition. I also provided
standard-aligned instructional material alongside adapted material, so each student could have equitable access to instruction.

Section 11: Reflection(s) After the Lesson

-Did your students meet the learning goals you set? How do you know?
-How will this lesson’s outcomes inform your future lessons? What do the data demonstrate about
student learning?
-Were your students engaged? How do you know?
-What worked well for students? How did you know? What
can you improve for the next lesson?
-Analyze your teaching – what would you do the same in repeating this lesson? Differently?

My students were highly engaged over the course of this learning segment. They enjoyed the visuals on the slide deck as well as the individual spider craft they
completed. They also really liked the trash-it ball review game because it incorporated kinesthetic components as well as academic. Most of my students also met
the learning targets today which was measured by their ability to properly pronounce the consonant digraphs and produce words containing them. Some of my
students still need more practice to achieve the learning goals, although they were making good headway. One element that worked well for my students was
providing the resource of words they can use on their spider. Some of the students have trouble with spelling and recall, so the word bank gave them help when a
teacher or paraeducator was not around. Although, one area of improvement was my timing while making the resource. Initially I wanted students to help me
come up with 8 words for each category, but it ended up taking longer than expected. Next time, I would have students help me come up with one or two words for
each category, so I don’t lose their attention. Overall, my students had a successful learning throughout entirety of the lesson.

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 Glossary of Terms

Term Definition
English Learner (EL) A student in kindergarten through grade 12 for whom there is a report of a language other
than English on the Home Language Survey (HLS) and who, upon initial assessment in
California using an appropriate state assessment (currently the English Language Proficiency
Assessments for California [ELPAC]; prior to the 2017–18 school year, the California English
Language Development Test [ELPAC]) and from additional information when appropriate, is
determined to lack the clearly defined English language skills of listening, speaking, reading,
and/or writing necessary to succeed in the school's regular instructional programs (CDE).

Reclassified Fluent English Proficient (RFEP)

A student in kindergarten through grade 12 who, upon entering public school in California, is
identified as an EL and subsequently reclassified/redesignated in California, per EC 313, as
proficient in English. EC 313 criteria include but are not limited to an assessment of English
proficiency in listening, speaking, reading, and writing as currently measured by the ELPAC
(prior to the 2017–18 school year, the CELDT was used), teacher evaluation of curriculum
mastery, parental opinion/consultation, and student's performance of basic skills, as measured
by the CAASPP-ELA that demonstrates sufficient proficiency in English to participate
effectively in a curriculum designed for students of the same age whose native language is
English (CDE).

Initially Fluent English Proficient (IFEP) A student in kindergarten through grade 12 for whom a language other than English is
reported on the HLS and who, upon initial assessment in California using an appropriate state
assessment (currently the ELPAC; prior to the 2017–18 school year, the CELDT) and from
additional information when appropriate, is determined to be proficient in English (CDE)..

English Only (EO) A student in kindergarten through grade 12 for whom the only language reported on the HLS
is English or American Sign Language (ASL)-(CDE).

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 Individualized Education Plan (IEP) The IEP describes the plan for the student’s educational program, including current
performance levels, student goals, and the educational placement and other services the
student will receive (CDE).

504 The 504 Plan is a plan developed to ensure that a child who has a disability identified under the
law and is attending an elementary or secondary educational institution receives
accommodations that will ensure their academic success and access to the learning
environment (CDE).

Universal Design for Learning (UDL)

Universal design for learning (UDL) is a framework to improve and optimize teaching and
learning for all people based on scientific insights into how humans learn (CDE).

Central Focus The Central Focus of a lesson plan is a description of what the lesson or unit is trying to
accomplish. It conveys the core concepts that you want students to develop in the learning
section of the lesson plan. The Central Focus should go beyond simply listing skills students
will acquire. Instead, it should align with content standards (or Common Core standards) and
learning objectives. Last but not least, the Central Focus should address the subject-specific
components in the learning segment.

The Central Focus should describe the following:

1. What you are teaching your students.

2. The purpose of teaching this content.
3. How do the implemented standards or planned learning objectives apply to a learning
strategy that you used, any skills that are acquired during the lesson, and any content-
area connections?
4. How this lesson plan will work with other lesson plans in a unit to help students make
these connections between the skills they develop and your essential strategy (or

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 composing text in meaningful contexts)? -edTPA

Examples

Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback
that can be used by instructors to improve their teaching and by students to improve their
learning. More specifically, formative assessments:

○ help students identify their strengths and weaknesses and target areas that need
work
○ help faculty recognize where students are struggling and address problems
immediately
-CMU

Summative Assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional
unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:

○ a midterm exam
○ a final project
○ a paper

-CMU

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