Cooperative Lesson Plan

Standards-Aligned Lesson Plan Template
Beginning Student Teaching

Graduate Program in Education
Student Teacher Candidate Name: Michael Robles
Subject(s): Reading Intervention Grade: 7th & 8th Grade
Mentor Teacher: Evonne Marvin
School: Costa Mesa Middle School
Lesson Time Allotment: 60 minutes Date: 11/8/22
TPE Target Skills:
1: TPE 1 - Engaging and Supporting All Students

1.5 - Promote students' critical and creative thinking and analysis through activities that provide opportunities for
inquiry, problem solving, responding to and framing meaningful questions, and reflection.
2: TPE 4 - Planning Instruction and Designing Learning Experiences for All Students
4.7 - Plan instruction that promotes a range of communication strategies and activity modes between teacher and
student and among students that encourage student participation in learning.
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)
RL 7.2 - . Determine a theme or central idea of a text and analyze its development over the course of the text; provide
an objective summary of the text.
RL 7.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section of a story or drama.
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…”)
In this lesson, my students will be able to understand the central idea, details, and plot of a folktale. They will also be
able to identify compound words and understand their meanings both in the definition and in the context of the
folktale.
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: I will observe students’ answers as we answer questions based on the folktale’s story as a
class. When they answer the questions about who won the contest between rain and fire, I will ask them what parts of
the text makes them think that, and what parts of the text made them answer the ways both rain and fire proved
themselves.
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.eduGraduate Education / Academic / Handbook – BH 08/15/22
Formative Assessment 2: I will grade students’ submissions of the questions and sketch notes based on a rubric. I will
grade their answers based on how well they align with the central ideas and details from the passage, and what
details they underlined in the passage to back up their answer.
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)
Since we will be answering questions together, students will be collaborating to answer the questions based on the
story of the folktale. I will be leading the class through an evaluation-based discussion for the questions, wherein a
student will answer a question, and another student will determine the effectiveness of the answer. They will
determine the effectiveness by answering the question “Does ___’s answer align with the central idea?”
4. Relevance/Rationale:
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:
This is the third lesson in their new workshop the class will be going through throughout the year. Last workshop
focused heavily on informative writing and texts, so this lesson introduces them to a fictional narrative and prompts
them to use the skills they learned in determining the central idea of a text on a more literary text (instead of
informative). They will be using the skills they learned in their past work on identifying central ideas and details of a
text, and applying it to a fictional text now. They have been assessed on this recently in their End-of-Workshop
Checkpoint test, which was considered their final. Now, they will be refining and reviewing these skills in a different
context: fiction.
5. ELD Standards Addressed: Identify one standard from Part 1 and another from Part 2 of 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: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C.
Connecting and Condensing Ideas
A.1 - Understanding Text Structure
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 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 English language learners will have mastered…” or “By the end of this lesson my English language learners will
be able to explain…”)
Part 1: By the end of this lesson, my English learners will be able to determine the central idea of a literary text
(fictional narrative).
Part 2: By the end of this lesson, my English learners will be able to read a narrative folktale and identify plot points
of it based on its structure.
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)
Compound Word, Folktale, Fiction
8. Essential Questions: (TPE 1.5)
How do visuals/pictures help understand the meaning of a text?

How can we determine the meaning of a fictional text?
Section 2: Differentiation Case Studies: Focus Students 1, 2, and 3

(Focus on the needs of the whole class to be addressed on the Demographic Profile)
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:
FS1 has been making steady progress with his reading Sentence Frames - I will use sentence frames (as per
and writing skills. With scaffolding and guidance from scaffolding for my other EL’s) for the main questions
my MT and I, he was able to write an informative essay about the folktale.
and get a decent grade on it. He still struggles with
remaining on task and disrupting class, but his academic Observation - I will observe him frequently while reading
progress has seen an increase. the folktale to make sure he is on-task while sketching
portions of the passage.
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):
The main area that I have been focusing on with FS1 is Responsible Decision-Making. He has grown in terms of
reading capability, but his drive to do well in the class deteriorates with larger assignments. My strategy in keeping
closer observation on him during lessons has proven to be helpful, as he does show willingness to cooperate when I
work with him one-on-one.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
FS2 continues to excel in the class and turns in quality incorporate into your lesson to address this student’s needs:
work. She has been more participatory in our lessons and In her 504 plan, FS2 can be accommodated wherein if she
has shown promise in maintaining this behavior. shows mastery in a concept, she is allowed to have her
workload reduced by up to 50%. However, since she has
not shown total mastery in the concept (informative
writing, as her previous paragraph was not on mastery-
level), her workload has not been cut.
I will also show positive reinforcement for her

participation in the class and give her more
responsibilities that correlate with her helping those
around her (since she has shown promise in doing so).
better):
My strategies in building her Relationship Skills in class have shown to be effective. She takes part in class discussion
well, and still turns in exceptional work.
Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
FS3 still struggles with reading and writing, as well as incorporate into your lesson to address this student’s needs:
having a negative outlook on the class. He has done well In order to establish a positive relationship and help
when I worked with him one-on-one, and works change his outlook on the class, I will give more positive
efficiently when doing so. reinforcement and show appreciation when he
participates in class. This worked for the last lesson I
taught.
I will ask him to share one of his sketches with the class
when we read the folktale to show appreciation for him
working on task.
better):
My strategies have proven to be helpful for him in academics and SEL-wise. He shows appreciation when I give him
positive reinforcement for reading text/class material, and answering questions during instruction. I will continue to
employ these strategies and make sure to check in on him more often emotionally.
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, leveled questioning, graphic organizers, etc.) you will
use to meet your ELD Standard learning objectives for this lesson. (Find your ELD Standard learning goals in Section 1).
a. ELD Standard Learning Goal Part 1:

● Strategy you will use: Sentence Frames
● Formative assessment you will use to evaluate if the strategy is working: I will use the rubric I created for the
lesson to determine if the sentence frames helped them formulate their answers based on the central idea of
the passage.
b. ELD Standard Learning Goal Part 2:

● Strategy you will use: Listen & Sketch
● Formative assessment you will use to evaluate if the strategy is working: As I read the story, students will sketch
parts of the plot to help them retain the plot as we read.
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: 7.1 - Optimize Individual Choice and Autonomy

For the story sketches, students are drawing what comes to mind without regulation by me on what they should
draw. I am giving them this choice in order to keep them engaged with the reading and allow them to reflect on what
the story is saying through a visual sense: drawing.
Multiple Means of Representation: 1.2 - Offer alternatives for Auditory Information

Instead of the usual reading style wherein we read together, for the folktale, I am employing the “Listen & Sketch”
strategy, where they draw sketches based on the passage while I read myself. This limits the distractions and keeps
them attentive to what I am saying so they can know what to draw for their sketches. This also is evident in the
discussion we will partake in when answering the handout questions. Instead of asking volunteers for the answer
and writing it down, I will be asking students to determine whether the answer is correct and why so they can
evaluate one another and come up with solid answers.
Multiple means of Action and Expression: 4.1 - Vary the Methods for Response and Navigation
In this lesson I am employing different forms of assessment and response for students to self-reflect. When we finish
our Listen & Sketch, I will ask how they felt about both the activity and the story on a scale of 1-5. I will also focus
on having students evaluate one another’s answers when we go through the questions to determine their
effectiveness in identifying central ideas.
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:
1: Create - Students will create sketches based on the plot of the “Rain and Fire” folktale that pertain to each
portion of the plot.
2: Apply - Students will apply the methods and knowledge they know about identifying central ideas in informative
texts to a fictional narrative.
3: Define - Students will define “compound words” and identify them as well as their root words to define them.
4. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

Identify one specific SEL competency (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/.)
Specific strategy that you will use to inculcate that competency for this lesson:
Responsible Decision-Making
I will employ this strategy by giving them free reign to sketch what comes to mind when reading the folktale, and
reiterate how sketching each portion of the passage should help them retain information based on the plot.
5. Lesson Enhancement Strategies:

(Please address each of these only if you plan to use them, they are NOT mandatory)
21st Century Skills: (TPE 1.5, 3.3, 4.7) Technology: Visual and Performing Arts:
Communication How will technology be incorporated How will the students be provided with
Collaboration into the lesson? (TPE 1.2, 1.4, 3.6, opportunities to access the curriculum
Creativity 3.7, 3.8, 4.4, 4.8 4.9, 5.4) by incorporating the visual and
Critical Thinking performing arts? (TPE 1.4, 1.7, 3.3, 3.6,
4.4)
Creativity - Students will be creating sketches as we read based on each paragraph of the folktale. This helps them to
not only remember the text, but also apply an additional sense to the reading to help them remember the story as well.
Visual/Performing Arts - Students will create sketches throughout the reading of the folktale as a means of
strengthening their literacy. By having them make sketches based on the story as we read, I am incorporating visual
arts to fictional reading as a means of strengthening their reading skills. This also will help them to engage with the
material more.
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:
a. Based on student assets and funds of knowledge, what do you expect students to deeply understand about the lesson?
What do you expect your students to retain after the lesson and use in the future?
I expect students to identify the central idea of the text and use details as evidence to back up their answer. This is
based on their recent abilities of identifying central ideas of informational texts and using supporting details from the
text.
b. What strategies have you incorporated into the lesson to support students in meeting the learning goals?
I have incorporated a “Listen & Sketch” strategy, wherein as I read a text to the students, after each section, I will
say “Sketch” and they will have 20-25 seconds to make a quick sketch based on the passage. I also incorporated
collaborative discussion in order to answer questions based on the story. Instead of having them answer the questions
on their own, I will ask students to answer the questions as a class and ask students to determine how effective the
answer is.
b. What misunderstandings and misconceptions do you expect students might have from the lesson?
I expect students may be confused about compound words, and how to differentiate them from other words.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
“Rain and Fire” by Cheryl Clark (folktale)
Read 180 Handout
Sketch Notes Template
Google Slides: https://docs.google.com/presentation/d/1igrNJjXC9jQbb6wCloCco2voVxJ4F-Ov8x_ighS8KWc/edit?
usp=sharing
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.
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 start class by asking students how they are feeling on a scale of 1-5, and to hold the number at their chest. I will
make note of the numbers and thank them for doing so.
Student friendly version of how you will introduce your learning goals:
I will ask for volunteers to read the learning objectives on the board, and explain how we will be reading differently
today, whilst passing out the sheet for their sketches. I will also thank the volunteers for reading the objectives.
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?)
This will be explained in our Do-Now prior to the reading of Learning Objectives.
When I ask the Do-Now, I will explain to the class that we have covered a lot of informative writing in our past
lessons, but what we learned can be applied to fiction texts as well. I will explain that central ideas and details are in
fictional texts too, and the way we will be reading will help us determine the central idea of the story we will be
reading today.
How will you communicate your expectations for learning and behavior?
When we go over our Learning Objectives, I will tell the class that we will be reading a story together, and answer
the questions about the narrative together.
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.
This will be in our Do-Now prior to reading the Learning Objectives. I will ask a volunteer to read the question on
the board. The question will be:
“How do visuals/pictures help us understand the meaning of something we read?”
I will ask for volunteers to answer, and as they answer, I will ask how certain texts like comics, picture books, and
more use pictures with their writing. I will also use follow-up questions based on their answers, such as asking if
there are any books/comics/picture books they read either recently or as a kid that they remember. I will then
explain that even though picture books are for kids, they help them to understand the story being told.
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.
Before we move on to the actual lesson, I will display a model version of the Sketch handout that I (or my peers from
Pedagogy class) completed, and explain that it should look similar to this when we finish.
When we move on to the actual lesson, I will display the handout we will be working on on the board. It contains
vocabulary words, the “Rain and FIre” story, and questions based on the story. I will go over each of these sections,
and then we will move on to completing the handout together.
I will reiterate that when I will read the story and they will follow along on their chromebooks. But, after each
section, I will say “Sketch”, and they will have 20 seconds to make a quick sketch based on that portion of the story. I
will ask on a scale of 1-5 if they understand, and then ask if they have any questions. Afterwards, we will begin the
story.
I will read the first portion of the text, then say “Sketch”. As we read, I will be walking around observing as they
sketch. We will do this for all four portions of the text. Once we finish, I will ask for volunteers to show or explain
their sketches for each portion. I will ask for a volunteer for portion 1, ask why they decided on that particular idea
to sketch, and do so for each portion.
Once we finish discussing their sketches, I will ask what they understood about the story and how they felt about it
(whether they liked it, if it was confusing, if it was interesting, etc.). I will then ask how they felt about the sketches,
and how they felt about them on a scale of 1-5. I will ask now that they finished it, whether doing the sketches helped
them with reading the story and remembering it, and if they will help us answer the questions.
First, we will start off with the Compound Words section. I will ask for a volunteer to read the Compound Words
description, and ask who knows the definition of a compound word. I will then define it based on the example word
in the box: “grassland”. A volunteer will then read the two portions of the compound word: “Splitting the compound
word into its two original words” and “Read each smaller word, then read the whole word”. I will then read the
Practice/Apply section, where we will look back at paragraph 3 of the lesson and ask for volunteers to find two
compound words within it. We will reread paragraph 3 of the story and volunteers will find two compound words. I
will ask volunteers for the ones they found (the correct answers are “farmland” and “thunderstorm”), and ask why
they chose them, and what the two words that make up the compound word are. We will then as a class write them in
the boxes of the handout.
We will then move on to the questions. I will ask for a volunteer to read the first question: “How do Rain and Fire
demonstrate their power?” I will then ask for a volunteer to answer using the sentence frame based on the text. Once
they answer, I will ask why they chose that answer, and ask another student to explain if it is correct and if they have
a different answer. We will collaborate on how Fire and Rain are represented in the text, and how they show their
power, and we will fill out the sentence frames together.
(The correct answers should align with how Fire burned the village and grasslands to boast its power, and Rain
poured over the farmlands and stopped the village from burning to boast its power)
For the second question, I will read the directions aloud: “Write a sentence explaining who wins the contest and why.
Underline two details from the text to support your answer.”
I will then ask the class who they think won the contest based on what we read, and encourage volunteers to answer.
Once someone answers, I will ask what details/evidence they used to come up with that. When they answer, I will ask
what the class thinks, and what others think the answer is. Once we come up with a solid answer, we will fill out the
sentence frame together.
(The correct answer is Rain won the contest, and the details should align with how Rain put out Fire’s flames and
healed nature while Fire destroyed)
Essential Questions: Develop three questions you will ask throughout this lesson to assess student learning (are students
exceeding your expectations, meeting them, or not yet attaining them?)
How do visuals help us retain what we read?

How do we determine the meaning and plot of a fictional text?
Why are supporting details important to identifying the central idea of a text?
Close –
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?
Once we finish the handout, I will ask how drawing sketches while reading a text is helpful, and volunteers will
answer. I will ask how well they understood the central idea of the folktale on a scale of 1-5, and explain how they
applied what they learned about identifying the central idea and using supporting details from Workshop 1.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
I will explain that it is important for them to know how to read both informative and fictional texts, and identify the
central ideas of both.
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. Student achievement of your CA State Standard learning goals for this lesson:
a. Using the rubrics you developed for your formative assessment, explain any areas of successful achievement of your CA
State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the results.
Make sure to cite evidence (including specific number scores!) from your rubric.
My students showed strong achievement in the standards and learning goals I addressed. They answered strongly in
our discussion on the central idea and supporting details of the story, and were able to identify each strongly. For
example, FS3 who has been less achieving in recent assignments and lessons, scored a Proficient in the “Compound
Word Identification” and “Central Idea Identification”. Most other students also scored at least a Progressing on the
“Central Idea Identification”, but most showed proficiency in most areas. Every student except for FS3 (who scored
a Progressing) scored a Proficient in the “Sketches” section of the rubric as well since FS3 did not finish or turn in
his sketches. (so he scored a 5/6). Based on their answers to the questions I provided, they showed accomplishment in
the learning goals.
b. Using the rubrics for your formative assessment, explain any areas where the class or individual students did not achieve
your CA State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the
results. Make sure to cite evidence (including specific number scores) from your rubric to validate your answer:
The main area that they did not achieve my CA standard learning goals was the identification of correct details.
Some students scored a ½ on this section because even though they attempted to identify the central idea, they either
identified details that were unrelated to the central idea or did not identify ideas at all. This has occurred in the past
with other lessons on detail identification, so it may be best to reteach this section of the lesson elsewhere.
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 proved to be effective for my English learners, as each English learner in the class
answered questions, read the narrative, and participated in the discussion effectively. When asked to rate their
understanding of the story on a scale of 1-5, and how drawing the narrative helped them to retain the information in
the story, they mostly rated themselves between 3 and 5. They demonstrated achievement in their answers to the
questions on their handout, wherein most of them scored a Proficient or Progressing on the rubric for their sketches,
understanding of compound words, and identification of the central idea and supporting details of the story.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson:
One area that they could have improved on in the lesson was their identification of supporting details for the story’s
central idea. When students pointed out supporting details in the story, they did not answer correctly as to how the
details supported the central idea they identified.
c. How effective was your instructional approach for your FS1?

While my FS1 was absent, I still had other English learners in the class. During the lesson, they were able to answer
questions clearly and correctly in a discussion-style. When asked to evaluate one another’s answers, they used details
from the text to explain why they were correct, which I took note of.
3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional approach for the whole class?
Understanding how my students operate and where they work best helped me to utilize a discussion-based approach
where we cooperated as a class. The students work best when we work on lessons together and answer questions
about central ideas and supporting details, as they remain engaged and show in their assessments that they progress
well through this instructional style. Therefore, in order for them to succeed, I use open, class-wide discussion with
guiding questions about the text more.
b. Support student access to and engagement with the content?

I decided to use the Listen & Sketch approach to reading in order to help them retain the information more. When
they usually read text, they usually read as a class and follow along with the speaker. I have observed in past classes
that they are not as engaged in the reading with this approach, as they often get distracted, put their heads down, or
remain uninterested. I decided to use the Listen & Sketch strategy to keep them engaged with the text using multiple
senses (hearing, drawing, etc.), which resulted in them being more engaged. My assessment for their engagement
with this strategy was asking them about different plot points after the reading. We usually do this with our other
reading as well, but they struggle to identify certain plot points when doing so. After the Listen & Sketch activity,
they proved to show understanding by answering my questions mostly correctly. This also paid off in their
identification of the central ideas and details of the text as well, as it took less time for them to do so compared to the
informational texts we have read in the past.
c. Enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and your focus
students specifically?
Since my class consists mostly of English learners, I make sure to incorporate verbal discussion of content as much as
possible, as well as provide sentence frames. I also make sure to allow them to incorporate their personal lives as well
into the content through our warm-ups and Do-Now to catch their attention and maintain their focus.
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?
I did have to extend discussion on the identification of supporting details in the text for their central idea, as they
identified the incorrect sentences. So, I used the peer-evaluation technique to allow them to reflect on their answers
and see whether their answers were correct. When they were given this chance to discuss the answers openly, they
understood where the supporting details were.
b. For your three focus students to help them achieve the learning goals?
Other than what was previously mentioned, my English learners (since FS1 was absent), FS2 and FS3 did not need
any specific instructional adaptations outside of the adaptations made for the class as a whole. I did have to check in
on FS3 more often than usual to make sure he was on task during the activities, but no other adaptations were
required.
5. Next Steps
a. Based on your assessments:
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?)
Based on this lesson, I would most likely teach the identification of story points/distinctions more. They are already
experienced with identifying central ideas and supporting details in informational texts, and in this lesson they
proved they could do so in a short narrative as well. However, I would work to refine and assess these skills more
in longer, more narrative-based passages to determine whether they have truly mastered the skill.
2) If applicable, was your grouping strategy effective?

My whole-group strategy did prove to be effective for this lesson as students remained engaged, on-task, and
participated in the discussion very well. They are used to working in whole-group form and respond to it well.
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 for:
● Your whole class? – I would increase the amount of time spent evaluating their answers together. When a
student answers a question, I would increase discussion on why they answered, and give them as well as their
peers to reflect on whether it is correct.
● FS1 – Ask more questions based on the plot of the narrative in order to make sure he is participating and
taking part in the discussion.

● FS2 – Ask more questions in the discussion based on the analysis of the narrative, and give more leeway for
her to determine the answer herself.
● FS3 – I would extend the discussion after the Listen & Sketch activity and ask guiding questions based on the
central idea, theme, and narrative of the story compared to other texts they have read in class. I would also
give him more opportunities to answer questions related to this in order to increase his participation.
2) Academic language:
● Your whole class?- I would ask more questions based on the academic language and ask them to define them
both in the context of the lesson and in the context they have seen them previously. I did this for their
vocabulary words before and asked them where they have come across these words in daily life, but I should
do that for their regular academic language as well.
● FS1 – I would give more focus on the academic vocabulary used in the class and compare it to words he
already knows. For example, I would highlight the relationship between the word Details and Evidence since
he knows both but may not use them interchangeably (which they are expected to do).
● FS2 – I would ask her questions targeting the academic language of the lesson (central idea, identification,
narrative, etc.) and ask how it relates to past content they have learned that use the same/similar words.
● FS3 –I would do the same for him as I did with FS2. Since he has shown proficiency in identifying central
ideas and details of text, I would ask him more questions based on the academic language of the lesson, in
addition to asking him to define them when we come across them in the lesson itself.
3) English language learning:

● Your whole class? – I would use more cognates and relations to their linguistic backgrounds. Since that is an
area I have lacked in with previous lessons, I think highlighting different concepts in relation to Spanish
(since that is most of their first language) would help them be more engaged and understand the content
easier.
● FS1 – Even though he was not present for this lesson, based on responses and assessments of my other
English learners, I would review words and concepts from previous lessons that we use in this lesson (central
idea, detail, etc.). I would also spend more time on the compound word section since it was important to
English learner language skills.
● FS2 – Since she is a redesignated EL, she does not need as much accommodation for language skills as my
other EL’s. So, as mentioned in previous sections, I would focus on challenging her more in the content.
● FS3 – Similarly to FS1, I would increase instruction on words they are using in previous lessons and spend
more time explaining them in relation to their cultural and linguistic backgrounds.
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 these student sample documents (or pictures of them) to Canvas along with your Lesson Observation
Protocol(s) (LOPs) and your reflection.
Student Submissions Uploaded Separately
Graduate Education Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and 12-13.9 14-15.9 16-17.9 18-20
below
Section 1: Does not yet align More work is Some alignment of Proficient alignment Strong alignment of
standards and needed to align standards and of standards and standards and
objective and/or standards and objective with objective with basic objective with clear,
Goals and does not yet objective and/or limited rationale and rationale and robust rationale and
Standards provide clear does not yet essential questions. essential questions. essential questions.
rationale and provide clear
essential rationale and
questions. essential
questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative formative formative assessments
Formative
assessments and rubric that will assessments and assessments and and purposeful rubric
Assessment rubric that will enable meaningful rubric, but unclear purposeful rubric that will clearly enable
Plan enable meaningful assessment for how they will enable that will enable some meaningful
assessment for most students. meaningful meaningful assessment for every
most students. Does not yet assessment for most assessment for every student. Provides
Does not yet provide for students. Provides student. Provides strong student self-
provide for meaningful some ideas for proficient plan for assessment plan that
meaningful student self- meaningful student student self- will empower students
student self- assessment. self-assessment, but assessment that will to critically reflect on
assessment. not yet fully likely empower their learning and gain
developed students to reflect on meaningful insights
their learning and
gain some insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong,
provide a well self-assessment or assessment or peer- developed self- well-developed self-
Peer and
thought out plan peer-assessment assessment for assessment or peer- assessment or peer-
Student Self- for self- or peer- for students that is students that has a assessment for assessment for
Assessment assessment not likely to chance of supporting students that is likely students that is highly
Plan support some metacognitive to support likely to support
metacognitive reflection and metacognitive significant
reflection and learning. reflection and metacognitive
learning. learning. reflection and
learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile
demographic adaptations that profile and and adaptations, with and adaptations, with
Differentia- profile and facilitate adaptations, but with clear significance for insightful significance
tion Case adaptations that diversified unclear significance diversified learning for diversified learning
Studies facilitate learning or engage for diversified and integrates 21st and integrates 21st
diversified 21st Century learning and only Century Learning, the Century Learning, the
learning or engage Learning, the Arts, preliminarily Arts, and/or Arts, and/or
21st Century and/or technology. integrates 21st technology. technology.
Learning, the Arts, Century Learning, the
and/or technology. Arts, and/or
technology.
Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration
include multiple means of multiple means of demonstration of of multiple means of
means of instruction that instruction, but multiple means of instruction that are
Universal instruction that are likely to unclear about instruction that are likely to provide
are likely to provide engaging providing engaging likely to provide engaging Universal
Access
provide engaging Universal Access Universal Access for engaging Universal Access for all learners.
Lesson Universal Access for most learners. most learners. Access for most
Developmen for most learners. learners.
t
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Section 4: Failed to create Developed Developed Developed strong, Developed extremely

meaningful plans minimally adequately realistic, realistic, and well strong, realistic, and
thought-out plans and well thought out thought out plans well thought out plans
Instructional without potential plans with potential with potential to with potential to
Procedure to create a well- to create a, well- create a thriving, create a thriving, well-
structured structured classroom well- structured structured classroom
classroom where students classroom where where students
might understand the students understand understand the
boundaries the boundaries and boundaries and can
can work well within work well within them.
them.
Point Chart: Final

Score:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
below:
Not yet!
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 samples
Sample Submission
student diversity in abilities diversity in abilities and representing ample representing a wide
samples and needs and/or needs with appropriate diversity in abilities range of diverse
on a lacking appropriate comments and grades and needs with abilities and needs
meaningf comments and grades strong, useful with excellent,
ul level comments and clarifying comments
grades 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
Protocol may 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 assessments showing assessments showing assessments assessments
Reflection on lesson in poor analysis into the some analysis into the showing good showing robust
Lesson a strengths and strengths and analysis into the analysis into the
pedagogi weaknesses of the weaknesses of the strengths and strengths and
cally instructional method instructional method weaknesses of the weaknesses of the
meaningf and process, and process, instructional instructional
ul way adaptations, and levels adaptations, and levels method and method and
of inclusion and of inclusion and process, process,
engagement for both engagement for both adaptations, and adaptations, and
the whole class and the whole class and levels of inclusion levels of inclusion
individual needs with individual needs with and engagement for and engagement for
inadequate satisfactory both the whole class both the whole class
consideration of next consideration of next and individual and individual
steps steps needs with sound needs with excellent
consideration of consideration of
next steps next 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

Cooperative Lesson Plan

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Standards-Aligned Lesson Plan Template

Beginning Student Teaching

Student Teacher Candidate Name: Michael Robles

Subject(s): Reading Intervention Grade: 7th & 8th Grade

Mentor Teacher: Evonne Marvin

School: Costa Mesa Middle School

Lesson Time Allotment: 60 minutes Date: 11/8/22

TPE Target Skills:

1: TPE 1 - Engaging and Supporting All Students

Section 1 – Goals, Standards, and Assessments

Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

Compound Word, Folktale, Fiction

8. Essential Questions: (TPE 1.5)

How do visuals/pictures help understand the meaning of a text?

Section 2: Differentiation Case Studies: Focus Students 1, 2, and 3

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

I will also show positive reinforcement for her

Focus Student #3 (FS3): Special Circumstances Student

Section 3: Universal Access Lesson Development

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

a. ELD Standard Learning Goal Part 1:

b. ELD Standard Learning Goal Part 2:

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

Multiple Means of Engagement: 7.1 - Optimize Individual Choice and Autonomy

Multiple Means of Representation: 1.2 - Offer alternatives for Auditory Information

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

5. Lesson Enhancement Strategies:

Section 4: Instructional Procedure

“How do visuals/pictures help us understand the meaning of something we read?”

How do visuals help us retain what we read?

c. How effective was your instructional approach for your FS1?

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

2) If applicable, was your grouping strategy effective?

taking part in the discussion.

3) English language learning:

Section 6: Student Samples

Student Submissions Uploaded Separately

Graduate Education Lesson Plan Rubric

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

Section 4: Failed to create Developed Developed Developed strong, Developed extremely

Point Chart: Final

All Components Lesson Plan Rubric

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