Grad Ed Lesson Plan Ast Science

Standards-Aligned Lesson Plan Template
Advanced Student Teaching

Graduate Program in Education
Student Teacher Candidate Name: Click to add Name
Subject(s): Science Grade: 2nd Grade
Mentor Teacher: Lori Shepler
School: Davis Magnet
Lesson Time Allotment: 60 mins. Date: 10/25/22
TPE Target Skills:
1. TPE 2: Creating and Maintaining Effective Environments for Student Learning:

5. Maintain high expectations for learning with appropriate support for the full range of students in the
classroom
2. TPE 2: Creating and Maintaining Effective Environments for Student Learning:

6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student
and student-to-teacher interactions by communicating classroom routines,
procedures, and norms to students and families
3. TPE 1: Engaging and Supporting All Students in Learning:

8. Monitor student learning and adjust instruction while teaching so that students continue to be actively
engaged in learning
Section 1 – Goals, Standards, and Assessments

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)
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)
(Sample sentence frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the
end of this lesson, my students will be able to explain…”)
PS1.A: Structure and Properties of Matter

Different kinds of matter exist and many of them
can be either solid or liquid, depending on temperature. Matter can be described and classified by its
observable properties. (2-PS1-1)
2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, 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) (Sample sentence
frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the end of this lesson,
my students will be able to explain…”)
“By the end of this lesson students will have mastered the ability to write and verbally state the three different
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22
types of matter, and will be able to categorize various items based on their solid, liquid, or gas state of matter.”
3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives
identified above have been successfully met?
A. Formative Assessments: At least two formative assessments total, at least one with a rubric that provides
information that allows you to measure whether students have met each of your learning objectives. Copy or
attach rubric to this template. (TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1: The first formative assessment will consist of student observation and questioning. As I
prompt stu8dents with various questions on states of matter, I will be using their answers to gauge for student
understanding. Based on student answers, I will either cover additional material, go further in depth on specific
topics, or move forward with the content specific knowledge.
Formative Assessment 2: The second form of assessment will be done through a SeeSaw activity. Students will
individually work to sort and categorize various objects based on their state of matter. Students will sort 12
various objects into the three categories. The following rubric will be used to assess for student understanding.
Sorting Activity
Criteria Mastered (3) Strong (2) Growing (1)
Sorted The student showed The student showed an The student showed a lack of
objects strong knowledge of adequate understanding of knowledge of the presented
into correct the presented objects the presented objects solid objects solid state of matter and
state of solid state of matter state of matter and sorted 2/3 sorted less than 1/3 objects into
matter, and sorted 3/3 objects objects into the correct the correct “solid” category.
solid. into the correct “solid” “solid” category but needed Student demonstrated a greater
category. some assistance. need for support.
matter, and sorted 3/3 objects objects into the correct the correct “liquid” category.
liquid. into the correct “liquid” category but needed Student demonstrated a greater
“liquid” category. some assistance. need for support.
matter, and sorted 3/3 objects objects into the correct “gas” the correct “gas” category.
gas. into the correct “gas” category but needed some Student demonstrated a greater
category. assistance. need for support.
B. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals
and progress? If working in teams, how will they peer-assess each other and the group? A rubric is required for
the students to use in either self-assessment or team/peer assessment (TPE 1.5, 5.3)
Students will be self-assessing themselves on their own understanding of states of matter. Students will be filling out an
exit ticket following the rubric below.
3- I completely understand the states 2- I sort of understand the states of 1- I don’t yet understand solid,
of matter. I can correctly explain matter. I can explain solid, liquid, liquid, and gas states of
solid, liquid, and gas to a partner! and gas to a partner with a little matter. I need more help to
help. understand this topic!
4. Relevance/Rationale:
A. Based on prior assessments of your student’s level of understanding for this subject, why is this the critical
lesson for your students to learn right now in your class? (These assessments can be based on formal
assessments such as past quizzes or informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure
to cite specific evidence from prior student learning to support your rationale:
In last weeks science lesson, students were introduced to the three states of matter, solid, liquid, and gas.
Students identified these states of matter with a partner, and went around the classroom to collaboratively
create a list of solids, liquids, and gases that they observed. All students met (14/25), or exceeded (11/25), the
learning goal for last week’s lesson and demonstrated the ability to categorize various objects based on their
state of matter in an individual manner for this lesson.
5. ELD Standards Addressed: Identify one standard from the ELD Standards that you will implement during this
lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include both the ELD
Standard number and the content of the standard! (Feel free to cut and paste!)
Part 1-5. Interacting in meaningful ways: demonstrate active listening to read aloud's and oral presentations by asking and
answering detailed questions, with minimal prompting and light support.
Continue to identify how you will support your students in mastering these ELD Standards below in Section 3 –
Universal Access Lesson Adaptations
6. ELD Standard Learning Goal(s): Based on the ELD Standards you indentified above, 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) (Sample sentence
frames: “By the end of this lesson, my English language learners will have mastered…” or “By the end of this
lesson my English language learners will be able to explain…”)
By the end of this lesson, my ELL will have mastered the ability to explain the states of matter based on
prompting questions asked to them, with minimal support.”
7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will have
mastered by the end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Solid, liquid, gas, states of matter, categorize.

8. Essential Questions: What do you want to have your students critically reflect on in terms of the content
learning goals for this lesson? (TPE 1.5)
“What is matter?”
“Why is matter so important?”
“Where do we encounter matter?”
“Can states of matter change from one to another?”
“What do you think is the most important state of matter?”
Focus Student #1 (FS1): English Learner

Updates/observations regarding this student (academic or Identify at least two forms of differentiation you will
otherwise): incorporate into this lesson to address this student’s needs:
First language is Portuguese. Portuguese is spoken at
home about 60% of the time while the other 40% is FS1 is provided with extra time in reading comprehension
English. FS1 has been classified as bridging after and writing exams.
taking the ELPAC. FS1 is provided with sentence frames to support his writing.
FS1 is placed in the intermediate reading group within the
classroom and is supported here to individually advance his
reading comprehension.
FS1 is provided with support when taking exams and is
encouraged in a verbal manner to read the question out loud,
read the answers out loud, and to re-read the question before
selecting an answer of his choice.
Social and Emotional Learning (SEL) update for this student. Is your strategy proving effective? Should it continue to be
used? If not, what new strategy might prove effective? (The more the student is involved in developing the strategy, the
better):
FS1 is a respectful, social kid. FS1 is helpful and kind and does very well interacting and playing with his peers.
FS1 is involved with many advanced English speakers which aids in his advancement as an English learner. FS1
currently has SEL support in place for when he takes tests to remind him to take breaks, refocus, and not to rush
through exams. This strategy has proven effective as he has already increased his IRL level within the first 5
weeks of school, and is at grade level for reading, from using this aid directly.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
incorporate into your lesson to address this student’s needs:
FS2 is a student with an IEP for speech and language. FS2
has daily pullouts to meet with their speech and language FS2 is allowed more time when taking tests.
therapist. FS2 has been assessed as a low reader as well as FS2 is given sentence frames when speaking to help her
low mathematical skills. formulate her thoughts when speaking verbally.
used? If not, what new strategy might prove effective? (The more the student is involved and developing the strategy, the
better):
FS2 is consistently doubting herself when faced with challenging academic tasks. However, when given reassurance and
minimal assistance FS2 is able to handle difficult tasks which helps her continue with her studies. FS2 also check ins both
after recess and lunch to gauge her mood level after these social events. These daily check-ins allow for us to understand
FS2’s mood to better gauge how to support her inside the classroom.
Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
FS3 is a special circumstance student who is on our radar for incorporate into your lesson to address this student’s needs:
TLC and additional emotional support. FS3 has been

assessed to be in the intermediate reading level and the high FS3 is allowed to leave the classroom to take mental breaks
math level. FS3 has been recently adopted by his when needed.
grandmother. The circumstance with his biological parents is FS3 has support from the school psychologist to assist with
unknown at this time, however we were made aware that they trauma and/or advanced emotions regarding his home-life
were no longer able to care for FS3 legally. situations.
FS3 is provided with extra time to complete assignments to
relieve academic pressure.
used? If not, what new strategy might prove effective? (The more the student is involved in developing the strategy, the
better):
FS3 has been assessed by the school psychologist as emotionally fragile and overly sensitive. The strategy that is currently
used in the classroom to support FS3’s emotions is that we provide him with ample resources to relive academic stress.
Additionally, FS3 is reminded to take breaks when needed and to turn his work in when he feels is adequate. Using this self-
monitoring method with FS3 has proven beneficial. FS3 is now able to self-assess his mood and take breaks when he feels is
necessary to encourage success within the classroom.
Section 3: Universal Access Lesson Development

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
What forms of differentiation (modifications/accommodations/special instructional strategies) will be made for this specific
lesson based on the assets and challenges of your students? (TPE 1.4)
1. Multilingual/EL students: (TPE 1.6, 3.5, 4.4)

Please explain the instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you will
use to meet your ELD Standard learning objective for this lesson. (Find your ELD
ELD Standard learning goals in Section 1).
 The ELL and SDAIE strategies that I will use include tapping into prior knowledge, the use of visuals, the use of
partners, and the continuous monitoring of students throughout the activities.
2. Universal Design for Learning (whole class) Support:

(TPE 1.4, 4.4, 4.7) Identify one strategy you will use from each of the UDL multiple means categories to create a lesson
that works towards universal design. (Support for identifying rich UDL strategies can be found here:
http://udlguidelines.cast.org..)
• Multiple Means of Engagement:
-Students will have multiple means of visuals to follow along with; States of matter video, Google Slides, SeeSaw
& overhead projector
-Students will observe, and then practice identifying states of matter with a desk partner.
-Students will also have individual time to apply their knowledge on the lessons content through an online SeeSaw
form, as well as through a treemap.
• Multiple Means of Representation:

-Students will use prior knowledge to help with the lesson on states of matter.
-Students will observe visuals, as well as a states of matter video to help connect the content
• Multiple Means of Action and Expression:

-Students will observe, work with partners, and work individually allowing for modeled behavior and individual expression.
3. Higher Order Thinking Strategy Develop your lesson in a manner that ensures students will be engaging at least three
levels of Bloom’s Taxonomy during, including at least one form of higher order thinking (Analyze, Evaluate, or Create)
(TPE: 1.4, 4.4) Briefly explain how each of the three categories will be incorporated:
Students will apply their learning during the “think-pair-share” portion of the lesson with their partners.
Students will analyze various objects to determine their state of matter.
Students will analyze states of matter around the classroom and will create an organizer to differentiate between solids,
liquids, and gases.
Students will understand the various types of states of matter and will be able to apply their knowledge to an independent
SeeSaw activity.
4. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

Identify one specific SEL competencies (Self-awareness, Self-management, Social awareness, Relationship Skills,
Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL strategies can be
found here: https://casel.org/what-is-sel/.)
Students will model relationship skills when collaborating with table partners during the completion of their Treemap
graphic organizer. Students will also model self-management skills when completing an individual sorting activity, to
ensure that they are on task throughout the assessment.
Specific strategy that you will use to inculcate that competency:
Explicit instruction will be given to students about the expectations for student collaboration and the appropriate topics to
be discussing. Additionally, students have modeled self-management with technology within the classroom in the past, so
simple instructions will be restated again.
5. Technology:
How will technology be incorporated into the lesson? Develop this lesson with at least one form of technology incorporated
into the learning process that rise to the level of “M” (modification) or “R” (Redefinition) on the SAMR Model (Support for
addressing the SAMR model can be found here: https://www.3plearning.com/blog/connectingsamrmodel/). Another
helpful resource are the ISTE Standards for educators: https://www.iste.org/standards/iste-standards-for-teachers?
_ga=2.256323592.249837091.1659559688-1938482384.1659389761 (TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4, 4.8 4.9, 5.4)
Technology will be frequently used throughout this lesson by having my students use their Chromebooks. On the
Chromebooks students will be interacting with the following platforms: Google Slides and SeeSaw to assist with the lessons
content. Students will be engaging with multiple digital and visual platforms throughout the lesson. This includes visuals
and videos.
Section 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:
Students will have prior knowledge of beginning states of matter concepts and will apply that knowledge when
working with a partner and individually.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
States od matter video; https://www.youtube.com/watch?v=wclY8F-UoTE&t=11s, Chromebooks, Science
journal, pencil, SeeSaw application.
4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of
what will be taught (including links to any Google Docs, Powerpoints, Youtube videos, etc.), how the students will
be engaging in the lessons, and examples of directions, explanations, and questions that the teacher candidate
will use to scaffold the progress of learning. If it helps, you can write it out like a script of what you basically
expect to say.
Google slides link with entire lesson:

https://docs.google.com/presentation/d/1iqkSvXCNzR94EfKSKt3Nq1Afy2PRjEdHaBYZfyT9yu0/edit?usp=sharing
Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?
I will begin the lesson by restating our classroom charter that states the various steps we take as a classroom to
build a positive classroom community. Additionally, I will remind students that we ask questions in this
classroom, speak up when we need to, and encourage others daily. These steps will encourage and establish a
positive classroom environment for all.
Student friendly version of how you will introduce your learning goals (2-3 sentences):
“Today we are going to continue our learning of states of matter! Last week we learned a brief explanation of
what a solid, liquid, and gas is, and today we are going to continue our knowledge of those things! You will work
with a partner to determine various objects state of matter within the classroom and then you will work by
yourself to organize objects into their correct category.”
Student friendly explanation of how this lesson connects to prior lessons and the larger unit for this subject (ie.,
how does it connect to the big idea of the unit?)
“Today we are going to continue our learning of states of matter! Last week we learned a brief explanation of
what a solid, liquid, and gas is, and today we are going to continue our knowledge of those things!”
How will you communicate your expectations for learning and behavior?
“During this lesson I expect that you all are focusing on the task at hand, talking only when its appropriate, and
communicating with friends in a respectful and kind way! Please make sure that you are asking questions when
you have them so that we can all learn together as a group!”
Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest of your
students, provokes curiosity, and makes them want to learn more.
To begin the lesson students will engage with a states of matter video. This video will recruit the interest of my
students by providing them with real life examples of various states of matter. Additionally this video will
provoke curiosity on various solids, liquids, and gases, which will encourage engagement with the direct teaching
portion of the lesson. The video is linked here as a resource; https://www.youtube.com/watch?v=wclY8F-
UoTE&feature=emb_title
Body –
Options: You can use a simple “I do, we do, you do” approach to this section. You may also use the Seven Step
Lesson Plan approach, which includes these stages: Teach/Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8) Make sure that your descriptions are thorough enough that your professor can
imagine the progress of each stage of the lesson and discern whether there has been appropriate scaffolding.
Following the introductory video I will directly explain the three states of matter. For solids I will state that the
particles are tightly packed and usually keep a regular pattern as well as they stay in one shape. For liquids I will
explain that particles are close together, but take no regular pattern as well as takes the shape of its container.
Finally for gas I will explain that particles are expanded with no pattern, that they take the shape of the
container, and that it fills the container completely. As I directly explain these states of matter I will be walking
around the classroom and providing students with explicit examples of each state of matter. For example, for a
solid I may refer to one of the students desks, backpacks, or pencils. I will explain that the particles within these
objects are tightly packed and that the shape of these objects doesn't change. When explaining a liquid I plan to
find a students water bottle, or my own, to show students the liquid that resides at the bottom of the container. I
will explain that the particles within the water are not tightly packed and when I turn the water on its side the
liquid takes on a different shape. I will then ask open-ended questions to students such as “where else do we see
liquid?” These open-ended questions are not only there for me to informally assess student understanding, but
also there to provide students with a form of engagement throughout the direct teaching portion of this lesson.
Following the explanation of the states of matter, I will have students use a printed tree map that has three
categories for solids, liquids, and gases. Students will work with a partner to fill out their states of matter tree
map with objects they identify from around the classroom. I will set a 5 minute timer for students to work and to
collaborate with a partner on the state of matter. Following the five minutes, I will call on each group to present
their most favorite, or unique, state of matter that they identified together. This will promote speaking skills
connection to the content matter area.
After students collaborate with peers on identifying objects around the classroom as they relate to states of
matter, students will work individually on a SeeSaw activity assigned to them on their Chromebook devices.
Students from work individually to organize 12 various objects and determine whether they are a solid, liquid, or
gas. This seesaw assignment will be completed by all students and turned in for further assessment of their
knowledge. This assignment will serve as an indicator for what content needs to be rethought or if the learning
goals for this lesson have been met.
Close –
To conclude the lesson students will fill out a self-assessment on a sticky note to self-evaluate their
understanding of states of matter. Students will follow the rubric stated above in the self-assessment section.
This self-assessment will be evaluated alongside the student’s individual work to determine the level of
understanding/mastery of the content specific learning goals.
Confirming the learning: How will you review the learning with your students at the end of the lesson and help
them self-assess whether they achieved the learning goals you set for them?
To conclude the lesson I will restate the learning goals that were stated at the beginning of the lesson. I will
encourage students to fill out the self-assessment in an honest way so that I can further engage their overall
understanding of the content area.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the
lesson?
Students will continue their learning of this topic in the next science lesson by examining various containers filled
with objects that are either solids, liquids, or gases. Students will be determining real life objects state of matter
for their performance task in next week's lesson.
Section 5: Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments
and use the data to reflect on whether the learning objectives were met for this lesson.
1. Complete the table below to help you evaluate the levels of achievement of your learning goals for this lesson:
Learning Goals Number/percentage of Number/percentage of Number/percentage of

(Include however many students who exceeded students who met students who have not
learning goals you learning goals learning goals met learning goals
developed for this
lesson. Blank spaces are
for students with extra
learning goals)
Learning Goal #1 21 4 0
ELL Learning Goal #1 25 0 0
1. Student achievement of your CA State Standard learning goals for this lesson:
a. Using the data from the rubrics you developed for your formative assessment, explain any areas of successful
achievement for your whole class of your CA State Standard learning goals for the academic content of this
lesson.
1)Identify any patterns and/or trends in the results. Make sure to cite evidence (including specific number
scores!) from your rubric.

Students successfully created tree maps to identify objects various states of matter throughout the classroom.
Through observation and questioning techniques, I was able to assess that all students were consistent in
showing their understanding of the learning goals. Additionally, all students exceeded/met the learning goals for
this lesson through the completion and accuracy of the Seesaw activity provided.
2) What aspect of instructional approach do you believe contributed to the pattern and/or trends that you
saw? What was most effective? What was least effective?
I believe the most effective instructional approach was direct teaching. In the past students have shown great
success when direct teaching was present before students participate in collaborative and individual work. By
providing students with explicit examples of states of matter I was able to address any confusion in the moment,
thus providing students with a successful learning environment. The least effective instructional approach may
have been the states of matter video. While students enjoyed the video, I feel that I did not include enough
engagement after the video ended. I should have asked more open-ended questions to engage students with the
content matter before moving on to the direct teaching portion of the lesson.
b. Please identify one student from each of the following three categories (or a high, middle, and low if the
students do not fall within those categories) and provide feedback on their work based on their work. Your
feedback should be detailed, content-specific, and rubric-based:
1) Student who exceeded learning goals:

For the student that exceeded learning goals, the feedback I provided him was: “Great job completing the
seesaw activity accurately. I love the way that you organized solids, liquids, and gases into their correct category.
You are going to use this knowledge on next week's lesson when we dive into physical states of matter
examples!”
2) Student who met learning goals:
For the student that met learning goals, the feedback I provided her with was: “I love the way that you organized
the solids and liquids into their correct state of matter by! I noticed that you struggled a little bit with organizing
the gases. Let's work on this skill in small groups next week!”
3) Student who did not meet learning goals:
Not applicable.
2. Student achievement of your ELD Standard learning goals for this lesson:
a. How effective was your instructional approach for your multilingual/EL students? Did they demonstrate
achievement of your ELD Standard learning goals for this lesson?
My instructional approach for English language learner students was successful as he demonstrated the ability to
engage with the states of matter video, as well as the direct teaching visuals, and answered questions with no
prompting at all. My English learner used complete sentences when framing his thinking and frequently referred
to his sentence frames chart taped to his desk.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your
ELD Standard learning goals for this lesson:
Not applicable.
c. How effective was your instructional approach for your FS1?
My instructional approach was effective for FS1 as he demonstrated achievement of their learning goals for this
lesson.
3. How did getting to know your students’ assets and learning needs…
a. …inform and/or shape your instructional approach for the whole class?
It allowed me to direct teach, knowing that they respond best to that form of teaching. Additionally, my students
are great communicators, so I was able to use those assets during the think pair share portion of the lesson.
b. …support student access to and engagement with the content?
Knowing that my students are excellent when using technology, I was able to incorporate various technological
aspects to the lesson to promote students access to and engagement with this content specific area.
c. …enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and
your focus students specifically?
I was able adapt my instruction to support my ELL as well as my students who enjoy STEM focused content. By
including technology, I was able to appeal to my students likes, cultural, and linguistic needs.
4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…
a. …for the whole class to support them in achieving the learning goals?
To assist with the whole class support in helping them achieve the learning goals for this lesson, I incorporated a
longer time for the tree map activity. I noticed that most students needed more time to collaborate with peers
on the states of matter around the classroom, and took a greater amount of time to write down the various
objects they found. In providing them with more time I was able to ensure that all students wrote down at least
five objects from around the classroom in a successful manner.
b. …for your three focus students to help them achieve the learning goals?
I did not need to provide my focus students with specific in the moment instructional adaptations other than the
whole class adaptation stated above.
5. What insights did you gain from your student self-assessments and informal assessment, and observations that
you made throughout your lesson?
Through the observations I made throughout the lesson I gained insight in my students ability to understand
states of matter. Additionally all students scored themselves at a 3 or a 2 for the self-assessment which tells me
that all students feel comfortable with the content area.
6. Applying for Next Steps
a. Based on your assessment data:
1) What should you teach next after this lesson? (Do you need to reteach any aspect of it, move on to a new
subject, or some combination of both?)
I do not need to reteach any aspect of this lesson, but rather move on to expanding my students knowledge of
states of matter in a more advanced manner.
2) If applicable, was your grouping strategy effective?
Yes, my grouping strategy was effective and provided students with an adequate amount of collaboration time
throughout this lesson. By providing students with the choice to pick their own partner I was able to observe
students ability to manage their own behaviors, as well as strategies to work as a team.
b. If you were going to teach this lesson again, would you change anything about how you engaged your
students in terms of:
1) Higher order thinking:
If I were to reteach this lesson I would provide my higher order thinking students with the task of finding at least
three gases they recognized from their schema on states of matter. Gases is definitely the most challenging
component to this lesson so by providing my higher order thinking students with an opportunity to dive deeper
into this aspect I am providing them with more engaging content.
2) Academic language:
I would not change anything about the academic language for this lesson as I feel it was sufficient for all learners
and their needs.
3) English language learning:

I would not change anything about the English language learning goals because I feel that this was sufficient for
my English learner to achieve his learning goals while achieving his English language learning goal.
Section 6: Student Samples

Collect the work samples of each of your three focus students (ELL, and special needs students, and special
circumstance students). Use your rubric to score each student and provide feedback regarding their work on
their work sample and/or rubric.
Upload the three student sample documents (or pictures of them) to Canvas along with your Lesson
Observation Protocol(s) (LOPs) and your reflection.
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
Section 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
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet provide objective and/or Standards-Aligned Lesson Plan Template
rationale and essential rationale and essential rationale and essential
Standards clear rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and Advanced Student Teaching
essential questions. Graduate Program in Education
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative assessments formative assessments formative assessments
Formative assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Assessment rubric that will enable meaningful how they will enable that will enable some that will clearly enable
Plan 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
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong, well-
provide a well self-assessment or assessment or peer- developed self- developed self-
Peer and thought out plan for peer-assessment for assessment for assessment or peer- assessment or peer-
Student Self- self- or peer- students that is not students that has a assessment for assessment for students
Assessment assessment likely to support chance of supporting students that is likely that is highly likely to
metacognitive some metacognitive to support support significant
Plan reflection and reflection and metacognitive metacognitive reflection
learning. learning. reflection and learning. and learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile and
demographic profile adaptations that profile and and adaptations, with adaptations, with
Differentia- and adaptations that facilitate diversified adaptations, but with clear significance for insightful significance
tion Case facilitate diversified learning or engage unclear significance diversified learning for diversified learning
learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
Studies 21st Century Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Learning, the Arts, and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
and/or technology. Learning, the Arts, technology.
and/or technology.
Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration of
include multiple means of instruction multiple means of demonstration of multiple means of
means of instruction that are likely to instruction, but unclear multiple means of instruction that are
Universal that are likely to provide engaging about providing instruction that are likely to provide
Access provide engaging Universal Access engaging Universal likely to provide engaging Universal
Universal Access for most learners. Access for most engaging Universal Access for all learners.
Lesson for most learners. learners. Access for most
Development learners.
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Section 4: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
out plans without thought out plans with thought out plans with well thought out plans
Instructional 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 Chart: Final

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 The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and in
readable form.
Observation (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this and may
Protocol affect being allowed to go on to the next stage of the Grad Ed Program).
(LOP) Submission
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

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Standards-Aligned Lesson Plan Template

Advanced Student Teaching

Student Teacher Candidate Name: Click to add Name

Subject(s): Science Grade: 2nd Grade

Mentor Teacher: Lori Shepler

School: Davis Magnet

Lesson Time Allotment: 60 mins. Date: 10/25/22

TPE Target Skills:

1. TPE 2: Creating and Maintaining Effective Environments for Student Learning:

2. TPE 2: Creating and Maintaining Effective Environments for Student Learning:

3. TPE 1: Engaging and Supporting All Students in Learning:

Section 1 – Goals, Standards, and Assessments

PS1.A: Structure and Properties of Matter

Criteria Mastered (3) Strong (2) Growing (1)

Solid, liquid, gas, states of matter, categorize.

Focus Student #1 (FS1): English Learner

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

Focus Student #3 (FS3): Special Circumstances Student

TLC and additional emotional support. FS3 has been

Section 3: Universal Access Lesson Development

1. Multilingual/EL students: (TPE 1.6, 3.5, 4.4)

2. Universal Design for Learning (whole class) Support:

• Multiple Means of Engagement:

• Multiple Means of Representation:

• Multiple Means of Action and Expression:

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

Specific strategy that you will use to inculcate that competency:

Section 4: Instructional Procedure

Google slides link with entire lesson:

Learning Goals Number/percentage of Number/percentage of Number/percentage of

scores!) from your rubric.

1) Student who exceeded learning goals:

3) English language learning:

Section 6: Student Samples

59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Point Chart: Final

All Components Lesson Plan Rubric

Point Chart: Final

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