LP 2 Final Draft 1

Return to Table of Contents
Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education
Student Teacher Candidate Name: Ryan Brown
Subject(s): CP English 1A Grade: 9th Grade Mentor Teacher: Kimberlee Morris
School: Oceanview
Lesson Time Allotment: 90 Minutes Date: 19 October 2022
TPE Target Skills:
1: TPE 3.2: Use knowledge about students and learning goals to organize the curriculum to facilitate student
understanding of subject matter, and make accommodations and/or modifications as needed to promote student
access to the curriculum.
2: TPE 1.3: 3. Connect subject matter to real-life contexts and provide active learning experiences to engage student
interest, support student motivation, and allow students to extend their 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 9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary
of the text.
RI 9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W 9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, or research.
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…”)
Students will be able to determine how the central idea of “choice” in The Giver is developed through
characters and setting. Students will analyze “choice” in The Giver by comparing it to the development of
“choice” in the real-life context of arranged marriage. (Rl & RL 9-10.2)
Students will draw textual evidence from The Giver and “Would You Marry a Stranger” to analyze the
different representations of “choice” across fictional and informational texts.
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: Students will demonstrate independent understanding of the central idea of “choice”
in the informational text “Would You Marry a Stranger?” by answering “guided reading” and “assessment
questions” in CommonLit.
Formative Assessment 2: In cooperative groups, and using textual evidence, students will create double bubble
maps comparing (1) the central idea of “choice” in “Would You Marry a Stranger” to (2) the central idea of
“choice” in the first 6 chapters of The Giver (see rubric here)
55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

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 complete a group-assessment of their double-bubble map, using the self-assessment template
attached to the bottom of the rubric. After deciding on their “emoji scores,” two students will volunteer to record
the discussion in which the group reflects upon their performance and scores.
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:
As a class, we have been reading through The Giver aloud (the students follow along in their own copies while
I read aloud) and answering guided reading comprehension questions in a packet that correspond to each
chapter. Every two chapters, students trade packets with a neighbor and grade the guided reading questions.
Their scores on these questions reflect a solid foundational understanding of the first quarter of the book; the
majority of students (25 out of 31) have scored above an 80% for the questions on chapters 1-2 and 3-4. While
answering the guided reading questions, students have begun raising their hands to share their thoughts with
the class on the book and relating it to their own experiences. Because they are naturally beginning to connect
the text to real-life examples, it is appropriate to introduce the informational text “Would You Marry a Stranger?”
to challenge students to further analyze the central idea of “choice” across both fictional and nonfictional
readings. Additionally evident through these scores is the fact that students are demonstrating comprehension
of the plot, setting, and characters adequately to successfully move into an independent activity with more
indirect instruction.
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
● Part 1.A.1. Exchanging information and ideas via oral communication and conversations
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
and C. Connecting and Condensing Ideas
● Part 2.B.5. Modifying to add details to provide more information and create precision
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 the lesson, my English Language Learners will have gained proficiency in conversing with
peers by collaboratively constructing a thinking map that tracks information across two texts.
Part 2: By the end of the lesson, my English Language Learners will understand the importance of revision and
be able to explain its purpose in providing more information and creating precision in their writing.
7. Academic Vocabulary: (Please choose 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)
Central idea, textual evidence, analysis, similarities and differences
8. Essential Questions: (TPE 1.5)

1. How is the central idea of “choice” represented similarly and differently in The Giver and “Would You
Marry a Stranger”?
2. How does Lois Lowry use Jonas and his family (characters) and the community they live in (setting) to
enhance your understanding of “choice” and its significance in The Giver?

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 (Lizbet)

Updates/observations regarding this student Identify at least two forms of differentiation you
(academic or otherwise): will incorporate into this lesson to address this
student’s needs:
FS1 has not submitted a series of in-class station
activity assignments that we completed in class. I 1. I turned on the option to translate the
have noticed her working and on task throughout article, guiding reading questions, and
class, so I believe this is a matter of going into assessment questions into Spanish for
Canvas and uploading the assignments so she can the CommonLit article “Would you Marry
receive credit. To mitigate late submissions in the a Stranger”
future, we could turn it into an exit ticket activity: 2. We are watching a video to begin class
“submit your assignment from the stations today and which I will turn the subtitles on for–this
when we see you’ve turned it in you can go get your video is related to the idea of choice and
phone” or something of that nature. arranged marriage so viewing it as a
class before students complete work
independently will help scaffold the
independent work
3. Students will complete the reading
activity with comprehension questions on
CommonLit before they are put into
groups for the double bubble activity. I
can see their scores in Canvas as they
complete the assignment, so I can better
help students in the moment if they are
struggling to comprehend the
assignment before we move into group
work.
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 current SEL strategy we are using is the interview questions discussion activity at the beginning of each
class. FS1 is benefitting from the “whip-around” style of sharing ideas and staging out partner →whole class
discussion. I think an additional strategy to try with FS1 would be talking to her one-on-one in the morning
without her friend there, because she seems to rely on having a friend near or next to her to deflect attention
from herself. This might be a simple adjustment like having her friend back up to the doorway when I’m greeting
them at the door every morning; right now they’re usually both standing in front of my podium talking to me.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)
Academic updates/observations regarding this Identify at least two accommodations/ modifications

student: you will incorporate into your lesson to address this
student’s needs:
FS2 is completing his work on time, with a similar
exception of missing assignments that are from 1. I will put James in a group where he has some
in-class activities that he worked on. I think it would be room to spread out, maybe at a larger table in
helpful to have a “reteach” day where students can go the back of the classroom instead of at a
in and submit their work/ finish the work they didn’t get
cluster of desks. His IEP states flexible/
to during station rotations. This would benefit James
alternative seating
because his iEP states added reminders are part of
2. I will have students repeat back to me the
his accommodations, but also the whole class could
use some extra time to get stuff turned in. directions when we transition to a new step. I
say it, then I ask them “What are we doing?”
and they say it back.
3. I will model discussion strategies before they
begin bubble mapping so James has some
frame of reference for talking with his peers
(they are also people he’s comfortable talking
to because it will be his normal daily group)
We will continue doing the mini breaks, and in this lesson particularly, I’ll include a break after the CommonLit
assessment questions before they move into group work. I’d like to try a mindfulness exercise where students
take a second to close their eyes, think about what makes them happy/calm/etc then we move into the next
activity. This gentle transition will be helpful for James because I know he struggles with transitions.
Focus Student #3 (FS3): Special Circumstances Student
Academic updates/observations regarding this Identify at least two accommodations/ modifications

student: you will incorporate into your lesson to address this
student’s needs:
Kai’s attendance has suffered in the last 2 weeks. I’m
pretty sure he’s attended 2 of the last 6 classes, and 1. I need to get a check on where students are at
he has missed 14 days since the beginning of the in the reading because Kai is likely not caught
school year. I am really skeptical about why he is up to chapter 6 of The Giver. I think I’ll add a
missing school because when he is here, he is
little segment before we get started on where
sharing his thoughts with his neighbor, speaking up in
to find the pdf of the reading on Canvas so
whole-class discussions, and actively participating in
students can stay on track when they’re
activities online or in The Giver. After beginning to
wonder if his absences are a result of transportation absent.
issues/ family pressures because his mom just had 2. FS3 struggles with organization and study
twins, I spoke with my mentor teacher to see what her skills, so we will modify the assignment by
thoughts were. Because his IEP completed last year passing back the questions from the Giver ch
mentions chronic absences, we are hesitant to point to 1-6, so that he is guaranteed to have a the
his current situation as cause. However, his packet of his answers ready rather than
attendance seems to have dropped significantly in searching for it in his backpack somewhere
recent weeks.
FS3 has opened up more in the last few weeks and shares out (when he isn’t absent) so I think the next step for
him as an SEL strategy would be encouraging him to speak up more during group work. I’d like to talk to him
and see what his thoughts are on this and where he’s at because I don't know if he’s quiet because he has
anxiety or because he’s not caught up in the class and doesn’t feel like he’s in the loop and therefore able to
contribute.

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: A.1. Exchanging information and ideas via oral communication
and conversations
• Strategy you will use: Students have been provided with sentence starters on index cards for sharing
ideas in a discussion. They “play” the card by placing it in the middle of the group so everyone knows
which card it is, then they speak:
- “I know because___”
- “This connects to/ reminds me of ___”
- “Can you explain what you meant about___” or “I’m confused by…”
- “This made me feel___”
- “I think…”
• Formative assessment you will use to evaluate if the strategy is working: I will go around and look at the
students groups and how many cards have been “played” in every group. If a student is holding all 5 cards
in their hand still, then I know they haven’t shared out yet
b. ELD Standard Learning Goal Part 2: Part 2.B.5. Modifying to add details to provide more information and
create precision
• Strategy you will use: Students will self-assess their double bubble map and provide reasoning for the
grade. They will be able to refer to the rubric before they self-assess so they know the expectations of the
product and can revise as necessary.
• Formative assessment you will use to evaluate if the strategy is working: I can view the groups’
assessments of their maps after class and see how they scored themselves and compare their score and
reasoning to the product which will be turned into Canvas as well. If they scored themselves low and didn’t
go back to revise their work, then I can comment on their submission through speedgrader and say
something like “refer to your self-assessment and revise the double bubble map”
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 be reading and completing the bubble map on their computers,
engaging with hard copies of the novel, working together on a google drive template, and watching a video
Multiple Means of Representation: students will be answer multiple choice assessment questions, work on a
Jamboard to create a thinking map, and provide a written reflection of their group’s product incorporating
emojis and relevant media into their product
Multiple means of Action and Expression: Students will be able to work in groups and independently, speak in
groups with discussion cards that include different choices of input, and have the choice to speak or write when
they are filling out the self-assessment for the bubble map
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: Understand: What are the main ideas in “Would You Marry a Stranger” and did you comprehend the
reading? I will know based on how you answered the questions in CommonLit c
2: Analyze: How does the central idea in “Would you Marry a Stranger” compare to the central idea in The
Giver? How are they alike and different?
3: Create and evaluate: Create a double bubble map comparing this main idea in the two texts, refer to the
rubric for specific expectations for your thinking map. Evaluate your work with the rubric and justify your
assessment in the text boxes using specific evidence from your double bubble.
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/.)
SEL competency will be Relationship Skills

Specific strategy that you will use to inculcate that competency for this lesson: By
working in cooperative groups and using discussion cards, as well as volunteering to speak or write for the
group assessment, students will practice autonomy over their work and also collaborating with peers to
produce something they are proud of and can grade with their own reasoning. They will work on discussing
and sharing ideas, turning verbal conversations into written expression, and delegating tasks and sharing dieas
to construct meaning
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,

Technology:
Visual and Performing Arts:
4.7)
How will technology be
How will the students be provided
incorporated into the lesson?
with opportunities to access the
Communication
(TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4,
curriculum by incorporating the visual
Collaboration
4.8 4.9, 5.4)
and performing arts? (TPE 1.4, 1.7,
Creativity
3.3, 3.6, 4.4)
Critical Thinking
Students will use technology in multiple forms: JamBoard, CommonLit, google docs, and Canvas
Students will practice effective collaboration and communication when they work on the jamboard
together and finally, students will employ creativity in choosing the design for their jamboard and how
the double bubble is created on the jamboard.
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?
Students have keen background knowledge on dystopian literature from reading The Hunger Games in
middle school, so they have been reading The Giver applying those same concepts of a dystopia. They are
aware of the lack of freedom from past discussions and we have applied that idea of “freedom” to different
plot points in the story (dream sharing, pills, ceremonies, jobs, family making…). I expect students to take
away first, the process itself of deciding on a central idea. Then, using textual evidence to support their
analysis of the central idea. Then, comparing and contrasting how the representation of this central idea is
different in a fictional text versus nonfiction informational text. Also, they will practice discussion skills and take
that into the next class along with the tech literacy of working on google jamboards.
b. What strategies have you incorporated into the lesson to support students in meeting the learning
goals?
We will review the rubric together before they begin working, I will model discussion strategies and task
delegation strategies. I will display their jamboards up on the projector so their work is being accounted
for and they can hold each other accountable, I will be able to monitor their progress on the double
bubble. We will talk about how to incorporate textual evidence before they begin working, and they
have table tents with sentence frames on incorporating evidence that they can refer to as well.
c . What misunderstandings and misconceptions do you expect students might have from the lesson?
I'm anticipating some confusion with getting logged into jamboards, formatting the double bubble,
completing the common lit assignment, and how a bubble map works. When we have a multi-step
activity, the class needs lots of redirecting, reminding, and reinforcing. I will have to stay on top of their
engagement and make sure they are following along with the steps.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
We will be using: Jamboards, CommonLit video and article with guided reading and assessment questions
(assignment accessed through Canvas), google docs self-assessment completed through Canvas, The Giver
text hard copy
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 establish a safe and positive learning environment by greeting each student at the door and asking them
two questions: (1) How are you? This question is often modified because I will know something specific about
the student and can ask about that ie. how was your soccer game/ tryouts/ MUN conference/ did you figure out
X, Y, Z…. and then question (2) What do you remember about the last class: Which in this case, more
specifically, would be the question: “What do you remember from the last chapter we read about The Giver?” I
record their answers to the latter question on my seating chart to keep track of what they said and if a student
gave a so-so response that doesn’t really indicate they understand what’s going on then I’ll make note of that
too.
This routine establishes a safe and positive learning environment because it affirms the unique traits of each
student and it tells them that I know them individually and care about how they’re doing both as a human and
as a student in the class. If student after student has 0 recollection of the reading from last class then I know
that okay we need to go back and reteach this and if it’s just a couple students then I know that they might need
more one-on-one attention when we transition to reading comprehension questions.
Student friendly version of how you will introduce your learning goals:
First of all, the learning goals in student-friendly terms will be displayed on google slides so there’s an added
visual element. I will say, okay so today you are going to be looking at the central idea of “choice” in The Giver
and comparing it to “choice” in the article you’ll read today. How are they alike? How are they different because
of characters and setting?
In order to look at these differences and similarities, you will practice pulling specific evidence from these two
texts. That means you are citing page numbers in your activity so I can see that you’re supporting your ideas.
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?)
Remember when we talked about what a utopia is? Then we did the opposite: dystopia––and we applied it to
literature as a genre: dystopian? Well, we are going to keep exploring the genre of dystopian literature by
comparing The Giver to other real-life examples. What are some things you can remember about Jonas’
community? A big idea we have caught onto is that there is not a lot of choice. And we even saw in the trailer
from a few weeks ago, that character on the committee saying that “when people have the ability to choose,
they choose wrong.” So, I want you to hold onto that idea and carry it into the reading we are doing today. And,
as usual, we are building up our understanding of the book and going beyond just surface reading. My goal for
you for this quarter, and your first year in general, is getting an understanding for all all the lit terms and
different elements you see in literature, so that in your classes next year and the years after, you can say
“that’s communion I know that!” or “here’s a quest in this book and I know why because…”

How will you communicate your expectations for learning and behavior?
I will be placing you into the same table groups you are used to working with. We will be reading through this
article together as a whole class then you will break off into your groups and individually complete the
commonlit assignment on your canvas pages. Once you’ve completed that, then you will go into Jamboard to
work on the double bubble activity together. I am going to have all four groups’ double bubbles broadcast on
the projector, so I can see what kind of great work you’re doing and see how we are all moving along. You all
should be contributing and when you are working together, that’s when you use the index cards and can play
the discussion game. I want to hear everyone talking and sharing their ideas, okay?
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.
Who here has heard of arranged marriages? Can someone tell me what it means? Okay, great how
about where you have heard of them happening? Now let's watch this short clip together about arranged
marriages. You don’t have to write anything down, just watch the clip and react to it and hold onto that
idea of choice that we were talking about from The Giver and how it might be relevant here? Why would
I be showing you all a clip about arranged marriage in the middle of reading The Giver?
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.
Teach/model: Okay so what are some things we gathered from the video? What is the context? Where is it
taking place, who is being interviewed, what are the opinions we are getting? Great, now I am going to read
through an article about arranged marriage to you all. You don’t have to do anything in particular just listen
and follow along. As I’m reading I’ll pause to define some words, ask some questions for comprehension.
Okay, now you are going to take out your chromebooks and go to commonlit. I will show them what I’m
talking about by modeling and pulling up the CommonLit assignment on Canvas.
Check for Understanding: I will go around the room while the students are reading and answering the guided
reading and assessment questions on CommonLit. Okay guys I am checking CommonLit right now, I want to
see that you’ve submitted your work if you’re done. Then I can go around to the people who are done and
review their answers with them, check their free response answers and tell them what to do next.
Guided Practice: I am going to show you all now what it looks like to make a jamboard. Pull up the jamboard
slides. Okay so who here has heard of a double bubble map? What about a Venn Diagram? We are going to
use a double bubble map which is similar to a venn diagram, and we are going to be comparing “Would you
Marry a Stranger” to The Giver. And what is it again that we are comparing? That’s right, we are comparing
the main idea of choice. I am not going to sit up here and pull up a double bubble that shows you exactly
what I think the comparisons are, I want you to do that. But I’m going to show you how to format the double
bubble.
Independent Practice: Now, I would like you all to turn towards your groups with your chromebooks and open
up your google slides and go to “shared with me.” You will see that I have shared a jamboard with you and
your table groupmates. Go into that jamboard and create a double bubble. Remember we are comparing
CHOICE and you are using textual evidence to support your comparisons. Go to Canvas and under the
assignment titled “Double Bubble Activity: The Giver” you will see there is a rubric and a self-assessment.
Look at the rubric first so you know what the expectations are.
When you are all done with your double bubbles then you go into that google doc and do a group
assessment. You all need to type in separate google docs but you can come up with your scores together.
Then submit the self assessment to canvas. I already see your Jamboards because I’m the one who created
them and have access to viewing them!
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?)
Why do the interviewed people in the video not want an arranged marriage? Why do they prefer a “love
marriage”?
What are the benefits to arranged marriages?
How is arranged marriage in The Giver different from the article?
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?
I will look at their jamboards on the projector and point out the insightful points and compliment great
ideas. Students can present on their own jamboards to the rest of the class too. They will also complete
the self-assessments before they leave so I can go around and see what they’re writing but also look over
those before the next class.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic
after the lesson?
I will communicate next steps to students about the fact that we are deep reading the giver and these
strategies they are learning will benefit them long after this activity. They are learning to think critically
about the story and look for connections to real life. I want them to go out into the weekend and think
about one example of CHOICE they have in their lives and then think about how they would feel if that
were taken away from them. Be ready to share on Monday.
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.
1. Students will be able to determine how the central idea of “choice” in The Giver is developed through
characters and setting. Students will analyze “choice” in The Giver by comparing it to the
development of “choice” in the real-life context of arranged marriage. (Rl & RL 9-10.2)
a. Per the rubric, a “fair enough” understanding of “choice” would apply the central idea to at
least one text and at least one similarity, while a “spectacular” understanding would not only
apply the central idea to both texts and the similarities, but also to add deeper insight to one
or both texts. All four groups scored a “fair enough” for this section, as no group went above
and beyond in either the double bubble or the attached pages to add extra insight.
2. Students will draw textual evidence from The Giver and “Would You Marry a Stranger” to analyze the
different representations of “choice” across fictional and informational texts.
a. In the rubric, “spectacular” double bubbles would include textual evidence from both texts to
support most points (more than 2 points per side of the DB), while “fair enough” would
include 2 points per side. Of the 4 double bubbles that were created in groups, 3 were “fair
enough” and 1 was “spectacular” based on both the evidence they included (type and
quantity) and the quality of reasoning they provided for the evidence.
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:
Based on the rubric and students’ double bubbles, students met expectations for the assignment and all
groups either received 2 “fair enough”’s or 1 fair enough and 1 spectacular for the two criteria of
assessment. However, it was in the self-assessment that students’ responses were lacking. It would be
redundant to include a rubric for a rubric self-assessment, however, I do think I could have included more
sentence frames in the justification portion of the self-assessment. Many students’ responses (at least 60%
were shorter than 3 sentences, and had very minimal reasoning. I could mitigate this by including more
structured points to expand upon such as “we received this score because…. If we had more time we would
have….one thing we did well was….one thing we could have expanded on was…”

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?
Part 1: By the end of the lesson, my English Language Learners will have gained proficiency in conversing with
peers by collaboratively constructing a thinking map that tracks information across two texts.
1. Yes, through observation of the ELLs in the group discussions, it was clear they were working
collaboratively with their peers by splitting up tasks, talking about where to find certain quotes, and typing
on the jamboard. I was able to monitor their contribution to and engagement with the jamboard by
projecting each groups’ jamboard onto the projector and seeing who was adding each sticky note to the
DB. In addition, I would go around to groups and ask students to explain to me what their contribution
was and what their reasoning behind it was. EL students conversed with their peers to not only forumate
ideas, but also to defend them.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of
your ELD Standard learning goals for this lesson:
Part 2: By the end of the lesson, my English Language Learners will understand the importance of revision and
be able to explain its purpose in providing more information and creating precision in their writing.
1. This was a weaker area of learning for the EL students, as I think I could have had more
precision and scaffolding through sentence frames in the rubric. My EL students would have
benefitted from more direct instructions on the self-assessment so they would know what to
expand on and where to be more specific. Because their responses were shorter, it seems
students were a little short of reaching that point of revision and actually going back to redo or
add to the double bubble before they turned it in. If we had more time, I would add another
lesson where students reread their self-assessments and make revisions to the DB map as
necessary, before I’ve graded it.
c. How effective was your instructional approach for your FS1?
1. I have noticed that FS1 is especially responding well to the greeting at the door. Holding students
accountable and making them feel seen can make all the difference, and her performance in the class is
evidence of that. She is talking to her friends less when we are working on something independently and
has begun advocating for her education more (charging her computer when needed, asking for a pencil,
asking for help, turning towards who is talking and leaning in to listen). I think modeling those discussion
and participation strategies has been really helpful for her.
3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional approach for the whole class?
Because I knew these students benefit from explicit and clear instruction, I was really thorough with the
frontloading of information. I walked through the entire assignment on canvas on the projector at the front of
the room before they opened their chromebooks or got in groups to minimize distractions. I also walked
around the class and looked directly at individual students’ computers constantly and asked them to point to
what they were working on and verbally explain it to me. If a student was off task I would tell them “I’m going
to do a lap, when I come back I want to see what you have done to add X”
b. Support student access to and engagement with the content?
Because the class is 40% SPED, with the majority of those students having some sort of processing or
attention deficit disorder, I intentionally changed the format of the room to help them engage better with each
other and shift gears to “okay this is group work now.” We literally moved the desks into 4 huge circles for the
Jamboard work. I also chose CommonLit content that could be translated and that had related media to
discuss beforehand to add a visual/auditory/linguistic component before the computer-centered part of the
lesson.
c. Enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general
and your focus students specifically?
We learned about cultural practices that are outside of Western Eurocentrism, such as arranged
marriages, so students were engaging with minority populations, divergent ideas that are not the popular
opinion in Western countries, and talking about real life connections to their own culture and life
experiences regarding choice.
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?
Yes, I had to include on the board a sample of a sticky note for the jamboard that showed how to cite textual
evidence and include your own opinion. Once I did this, students totally modeled that and were not only citing
passages but also giving their own input on why they chose that evidence.
I also continuously pulled up their jamboards on the projector and would ask “who is working on this, what are
you guys doing here?” And would redirect as needed.
b. For your three focus students to help them achieve the learning goals?
I allowed James (FS2) to move to a bigger seat and table and had the students in his group move their desks to
be closer to him but still in their normal seats. I had to explain to Kai (FS3) what he missed in his previous
absences from the class.
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?)
A more specific lesson on explication of quotes, we need to read more of The Giver to continue
applying central ideas like “choice” to the ideas of character and setting. I would like to include another
self assessment on an in class assignment and give more explicit instruction on the type of rationale
I’m looking for.
2) If applicable, was your grouping strategy effective?
Yes, students were familiar with each other from doing group work together each week. They worked
together effectively.
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 like to have seen the names of each students’ sticky note on the jamboard. And
also incorporating a discussion element either before or after the jamboard to talk about what they learned/
gathered from doing this activity.
• FS1: Adding more specific instruction on the self-assessment.
• FS2 : Giving more guidance on quote explication.
• FS3: Allowing him time to do some independent reading before joining the group.

2) Academic language:
• Your whole class?: Defining the word “explicate” and “Textual evidence” more concretely before the lesson
• FS1: having her use the vocab activity from chapters 1-4 to help with skimming The Giver for textual
evidence.
• FS2: N/A
• FS3: N/A
3) English language learning:

• Your whole class? Reading through the informational text with a partner/ neighbor or doing a class read
first.
• FS1 Reading through the informational text with a partner/ neighbor or doing a class read first.
• FS2: Reading through the informational text with a partner/ neighbor or doing a class read first.
• FS3: Reading through the informational text with a partner/ neighbor or doing a class read first.
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.

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 More work is Some alignment of Proficient Strong alignment of
align needed to align standards and alignment of standards and
standards and standards and objective with standards and objective with
Goals and objective and/or objective and/or limited rationale objective with clear, robust
Standards does not yet does not yet and essential basic rationale and rationale and
provide clear provide clear questions. essential essential
rationale and rationale and questions. questions.
essential essential
questions. questions.
Formative Does not yet Minimal Provides some Provides proficient Provides strong
provide formative formative formative formative
Assessme
formative assessments assessments and assessments and assessments and
nt Plan assessments and rubric, but unclear purposeful rubric purposeful rubric
and rubric that will how they will that will enable that will clearly
rubric that will enable enable meaningful some enable meaningful
enable meaningful assessment for meaningful assessment for
meaningful assessment for most students. assessment for every student.
assessment for most students. Provides some ideas every student. Provides strong
most students. Does not yet for meaningful Provides proficient student
Does not yet provide for student plan for student self-assessment plan
provide for meaningful self-assessment, but self assessment that will empower
meaningful student not yet fully that will likely students to critically
student self-assessment. developed empower reflect on their
self-assessment. students to reflect learning and gain
on their learning meaningful
and gain some insights
insights
Peer and Does not yet Provides Provides a self Provides a well Provides a strong,
provide a well minimal assessment or peer developed self well developed self
Student
thought out plan self-assessment assessment for assessment or peer assessment or peer
Self for self- or peer or students that has a assessment for assessment for
Assessme assessment peer-assessment chance of students that is students that is
nt Plan for students that supporting some likely to support highly likely to
is not likely to metacognitive metacognitive support significant
support reflection and reflection and learning. metacognitive
metacognitive learning. reflection and
reflection and learning.
learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile
demographic adaptations that demographic profile and and adaptations,
Differentia profile and facilitate profile and adaptations, with with
tion Case adaptations that diversified adaptations, but clear significance insightful
Studies facilitate learning or with unclear for significance for
diversified engage 21st significance for diversified diversified learning
learning or Century diversified learning learning and and integrates 21st
engage 21st Learning, the and only integrates 21st Century Learning,
Century Arts, and/or preliminarily Century Learning, the Arts, and/or
Learning, the technology. integrates 21st the Arts, and/or technology.
Arts, and/or Century Learning, technology.
technology. the 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
Access are likely to provide providing likely to provide engaging Universal
Lesson provide engaging engaging engaging Universal Access for all learners.
Development engaging Universal Universal Access for most
Universal Access for Access for most learners.
Access for most learners. learners.
most learners.

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

include two to three three to five five samples five samples
Sample Submission
student samples little samples some representing representing a
samples diversity in abilities diversity in abilities ample diversity in wide range of
on a and needs and/or and needs with abilities and diverse abilities
meaningf lacking appropriate appropriate needs with and needs with
ul level comments and comments and strong, useful excellent,
grades grades comments and clarifying
grades comments 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 Adequate reflection Strong reflection Superb reflection
reflect on on lesson and on lesson and on lesson and on lesson and
Candidate
the lesson specific specific specific specific
Reflection on in a assessments assessments showing assessments assessments
Lesson pedagogic showing poor some analysis into the showing good showing robust
ally analysis into the strengths and analysis into the analysis into the
meaningf strengths and weaknesses of the strengths and strengths and
ul way weaknesses of the instructional weaknesses of the weaknesses of the
instructional method and process, instructional instructional
method and adaptations, and levels method and method and
process, of inclusion and process, process,
adaptations, and engagement for both adaptations, and adaptations, and
levels of inclusion the whole class and levels of inclusion levels of inclusion
and individual needs with and engagement and engagement
engagement for both satisfactory for both the for both the
the whole class and consideration of next whole class and whole class and
individual needs steps individual needs individual needs
with inadequate with sound with excellent
consideration of consideration of consideration of
next steps 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
Double Bubble (DB) Rubric & Self-Assessment
Performance 🤔 🙂 🤩
Assessment Criteria Not Quite… Fair Enough Spectacular
Similarities and Differences Similarities and Chosen similarities and All of 🙂 and…
differences do not differences are
apply to their correctly assigned to Analysis of similarities
respective texts. one or both of the and differences adds
texts. insight to both texts
Further reading and
comprehension of Analysis of the central DB demonstrates
“Would you Marry…” idea “choice” across thorough
and The Giver needed texts demonstrates the understanding and
to analyze “choice” group's understanding critical awareness of
across both texts of both readings how “choice” is
presented across texts
Textual Evidence DB includes 1 example DB includes at least 2 All of 🙂 and…

of textual evidence examples of textual
from either The Giver evidence from The DB uses textual
or “Would You Marry a Giver and 2 examples examples across
stranger” of textual evidence similarities and
from “Would You differences for both
Or Marry…” to support texts, most points are
analysis of both texts supported by page
Textual evidence does numbers from The
not connect to or And Giver or quotes from
support the similarities “Would you Marry…”
and differences in the Textual evidence with explanation for
DB. Evidence is thrown connects to and why this evidence is
in haphazardly supports the included
similarities and
differences in the DB
Further reading and

similarities and
Further reading and

similarities and
Further reading and

similarities and

LP 2 Final Draft 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LP 2 Final Draft 1

Uploaded by

Copyright:

Available Formats

Return to Table of Contents

Standards-Aligned Lesson Plan Template

Student Teacher Candidate Name: Ryan Brown

Subject(s): CP English 1A Grade: 9th Grade Mentor Teacher: Kimberlee Morris

Lesson Time Allotment: 90 Minutes Date: 19 October 2022

TPE Target Skills:

Section 1 – Goals, Standards, and Assessments

Standards-Aligned Lesson Plan Template

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

Central idea, textual evidence, analysis, similarities and differences

8. Essential Questions: (TPE 1.5)

Standards-Aligned Lesson Plan Template

Section 2: Differentiation Case Studies: Focus Students

Focus Student #1 (FS1): English Learner (Lizbet)

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

Academic updates/observations regarding this Identify at least two accommodations/ modifications

Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this Identify at least two accommodations/ modifications

Standards-Aligned Lesson Plan Template

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:

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

SEL competency will be Relationship Skills

Standards-Aligned Lesson Plan Template

5. Lesson Enhancement Strategies:

21st Century Skills: (TPE 1.5, 3.3,

Section 4: Instructional Procedure

Standards-Aligned Lesson Plan Template

What are the benefits to arranged marriages?

How is arranged marriage in The Giver different from the article?

Standards-Aligned Lesson Plan Template

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?

Standards-Aligned Lesson Plan Template

3) English language learning:

Section 6: Student Samples

Standards-Aligned Lesson Plan Template

Graduate Education Lesson Plan Rubric

11.9 and below 12-13.9 14-15.9 16-17.9 18-20

Standards-Aligned Lesson Plan Template

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

Standards-Aligned Lesson Plan Template

All Components Lesson Plan Rubric

7.4 and 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5

Student Work Failure to Submission of Submission of Submission of Submission of

14.9 15-17.4 17.5-19.9 20-22.4 22.5-25

Point Chart: Final

Textual Evidence DB includes 1 example DB includes at least 2 All of 🙂 and…

Textual Evidence DB includes 1 example DB includes at least 2 All of 🙂 and…

Textual Evidence DB includes 1 example DB includes at least 2 All of 🙂 and…

Textual Evidence DB includes 1 example DB includes at least 2 All of 🙂 and…

You might also like