Standards-Aligned Lesson Plan Template

Beginning Student Teaching

School of Education

Name: Rebekah Pinedo Date: 12/06/2023

Subject: English Grade: 9th

Mentor Teacher: Kimberly Morris

School: Ocean View High School Lesson Time Allotment: 90 min

TPE Target Skills 1: TPE 1.1

TPE Target Skills 2: TPE 3.2

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)

Standard: WS.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students have mastered in
terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my students will have mastered the ability to…” or “By the end of this lesson, my students will be able to
explain…”)

By the end of this lesson, my students will be able to write an organized explanatory essay in which they convey their
support or argument against the truism of technology being both the problem and solution.

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 complete an essay answering the prompt of agreeing or disagreeing with the truism
that technology is both a problem and solution.

Formative Assessment 2: Students will fill out each of questions within the each sections of the graphic organizer which will
assist in their writing of the essay.

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)

To self-assess, students will organize their answer to each of the questions and put them together in order to form a complete
essay. Students will assess whether their essay flows well and is organized. Students will be reminded that they do not need
all include every answer to the questions. Rather, students will have a choice in which information to include in their
finalized essay piece.

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4. Relevance/Rationale:
Based on prior assessments of your student’s level of academic 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:

Students have had practice writing summaries based off of films and notes. When observing students writing such
summaries, students have been observed to need extra assistance in writing their ideas on paper. They have been found to
need assistance in knowing how to write their main idea and support their reasoning. With this, students have been observed
to leave their work blank when they do not know what to write. When this occurs, students will often need assistance in
talking through ideas and understanding the prompt. Based off of these assessments, it can be understood that students need
assistance in writing down their thoughts on paper and supporting such ideas with evidence. In addition, students need
assistance in reading through the prompt so that they are able to answer such. Thus, before students can write an essay, they
appear to need assistance in talking through ideas and evidence prior to creating the finalized essay. This is the reasoning
behind students participating in the 16 minute essay activity.

Students have participated in the 16 minute essay activity twice. During such times, students have been able to fill out the
several textboxes and create a finalized essay, which demonstrates that they have knowledge on how the 16 minute essay
works. In addition, students have been reading Genius: The Game in class. Thus students have knowledge of the book as not
only have they been reading the text, but they have also been answering questions based off of the text and completed
activities that assist in better understanding the text. This reveals that students are able to answer questions based off of the
text. Furthermore, students have knowledge of sentence exercises where they were required to correct a sentence that
contained several mistakes. This demonstrates their ability to correct grammar and therefore write a sentence with little to no
grammatical mistakes.

To the best of your observations, what existing assets and funds of knowledge do you students already have about your
lesson topic (outside of what has been taught in class)?

Students have been asked about texts that they have read in middle school. Such texts include Lord of the Flies, Anne Frank
(Play version), and Hunger Games 1 & 2. This suggests that students have knowledge on how to analyze a text as the above
mentioned texts were books that were read in their classrooms. Based off of this, students also appear to have knowledge on
texts that are more fantasy based (apart from Anne Frank). Thus, students may have a deeper understanding of common
themes found in fantasy based texts which will assist in their understanding of Genius: The Game which will assist in their
completion of the 16 minute essay.

What misunderstandings and misconceptions do you expect students might have from the lesson?

While students have participated in the 16 minute essay activity in the past, they have not been asked to cite text in their
essays. Thus, I believe that students may have misunderstanding on how to cite the text in their essay and explain such text
as well. Students may assume that they will be able to simply copy the text and place it into the essay without having to
explain it. Students may also have misconceptions about the last step of putting their entire essay together. Students may not
understand that they will need to proof read their essays prior to submitting as they have not receiving instruction on proof
reading. They have only received instruction on how to put an essay together.

Multilingual/EL students
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!)
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Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

10. Writing a. Write longer and more detailed literary and informational texts (e.g., an argument about water rights)
collaboratively (e.g., with peers) and independently using appropriate text organization and register.

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C. Connecting
and Condensing Ideas

6. Connecting Ideas: Combine clauses in a variety of ways to create compound and complex sentences that make
connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters
strive for success, they each take different approaches through which to reach their goals) to establish cause (e.g., Women’s
lives were changed forever after World War II as a result of joining the workforce).

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…”)

Learning Goal (ELD Standard Part 1): By the end of this lesson, my English language learners will be able to write an
informational text independently using appropriate evidence.

Learning Goal (ELD Standard Part 2): By the end of this lesson, my English language learners will be able to connect three
different ideas (personal, something they have read, and something they have watched) into one essay.

Please explain at least 2 instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you
will use to meet your ELD Standard learning objectives for this lesson.

a. ELD Standard Learning Goal Part 1:

 Strategies you will use:
a. Graphic organizer
b. Sentence starters
 Informal assessment you will use to evaluate if the strategy is working: Student will be able to complete the
different sections of the graphic organizer in order to build evidence for their essay.

b. ELD Standard Learning Goal Part 2:

 Strategy you will use:
a. Graphic organizer
b. Sentence starters
 Informal assessment you will use to evaluate if the strategy is working: Students will be able to use the evidence to
create one essay that flows well and in an organized fashion.

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)

Technology, truism, problem, solution

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 Standards-Aligned Lesson Plan Template
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8. Essential Questions: (TPE 1.5)

1. What are your thoughts on the truism: Technology is both the problem and the solution?
2. How has technology acted as the problem in our society?
3. How has technology acted as the solution in our society?

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
otherwise):
FS1 continues to remain quiet in class. She has not been
observed to engage with others in the class unless being
asked to discuss with her peers. She continues to do well in
class and complete assignments well and on time. FS1 is
always on time. She has very little absences. Overall, she
prefers to keep to herself. Apart from this, FS1 has been
observed to continue have difficulty understanding the
correct tenses to use in her writing.
Identify at least two forms of differentiation you will
incorporate into this lesson to address this student’s assets
and needs:
A graphic organizer will be provided to help FS1 in her
writing. While she has been observed to have difficulty in
writing ideas, FS1’s ELPAC score has demonstrated a score
of somewhat/moderately in her reading and writing. Thus, the
graphic organizer will assist FS1 in constructing her essay. In
addition, sentence starters will also be provided to assist in
FS1 in understanding the correct form of tenses in her
writing. The sentence starters will be provided for each
question that is asked so as to provide FS1 with guidance in
each sections of her essay.

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):

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

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
incorporate into this lesson lesson to address this student’s
FS2 has been observed to be highly interested in the text assets and needs:
being read as a class (Genius: The Game). This has been
evident in his initiative to read the book prior to the start of Students will be timed while they are answering each section
class. Students are not required to read the text outside of of the 16 minute activity. Timing will work to keep FS2 on
class. They are only required to follow along while in class. track and engaged as his IEP states that he has severe
FS2 taking initiative in reading ahead of the reading schedule attention problems. In addition, FS2 has been observed to
of the class demonstrates his high interest in the book. FS2 fidget with his hands often. The 16 minute activity will work
continues to need assistance in talking through ideas as will to lessen FS2’s need to fidget with his hands as students will
often leave his work blank if he does not know how to only be provided a certain amount of time for each section.
complete an assignment. However, after talking through Second, the graphic organizer will be placed on the screen so
ideas, FS2 has been observed to finish his work. that FS2 will see that the essay is broken down into small
sections. This will work to prevent him from rushing through
his work, as this is an issue that is mentioned in FS2’s IEP.
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
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 Standards-Aligned Lesson Plan Template
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better):

Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this student:
FS3 takes pride in being able to answer questions correctly.
He has begun making an effort to answer questions in class.
He has not been observed to raise his hand when a question is
asked to the entire class, but he can be heard to mention the
answer out loud. When his answer is acknowledged, he
appears to feel appreciated. FS2 continues to bring the text
close to his face so that he can read the material. The fact that
he is making an effort to bring the book up to his face to
attempt to read it demonstrates his interest and high
engagement in the material/book: Genius: The Game.
Identify at least two accommodations/ modifications you will
incorporate into this lesson to address this student’s assets
and needs:
Because FS3 has been observed to bring text close to his face
in order to read it better, the 16 minute essay activity will be
provided on Chromebooks so that he will have the ability to
zoom in as needed. In addition to this, the directions will be
reinforced at least twice in order to lessen his need to read the
directions. Repeating directions at least twice also works to
meet the accommodations stated on his IEP – requiring
“simplified and repeated directions as necessary”. His IEP
also mentions that sentence frames should be provided as
needed. Thus, sentence frames will be provided for FS3 to
use if he needs to use them. He will not be required to use the
sentence frames but will have access to them if he does not
the sentence frames.

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):

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)

Because students have not demonstrated strong skills in being able to complete an essay based off of the summary that was
completed in class, students will not be required to include each answer to the questions asked in the graphic organizer (16
minute essay activity). Students will instead be permitted to include any piece of evidence that they desire to. However,
students will still be required to fill out each section of the evidence so as to assist them in constructing evidence for their
claim. In addition to this, students have been shown to struggle with being able to understand prompts fully, which has
resulted in their hesitance to complete the assignment. It has been observed that students struggle with reading directions
prior to completing assignments. Because of this, the essay will be fully explained prior to their participation in the activity.
Along with this, because students have not been required to cite text in their essays prior to this lesson, students will be
provided three pieces of text evidence to help assist in writing their essay. The three pieces of text evidence will be from
three different characters in order to provide a range of options for students to choose from.

1. 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..)

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Multiple Means of Engagement: This lesson will work to recruit interest in students by optimizing individual choice and
autonomy. Students will have a choice in what they want to write about in regard to their stance on the truism. They will
also have a choice on what evidence they decide to incorporate into their final essay. Students do not have to include each
piece of evidence they initially write about. However, they are still required to write about each section of evidence that is
required of them. Students can simply choose which evidence they include in their final essay.

Multiple Means of Representation: There will be multiple means of representation in students’ comprehension in that their
background knowledge will be activated. Students’ background knowledge on Genius: The Game will be activated through
the three quotes that are provided. This name of the characters who said the quotes will also be provided. In addition, each
quote will be explained so as to assist students in not only understanding the quote, but understanding the background of the
quote as well.

Multiple means of Action and Expression: Students will be supported in their planning and strategy development through
the graphic organizer that will assist them in writing their essays. Through the graphic organizer, students will receive
support on essay planning. They will be guided through how they are able to construct their essays. This will help students
learn how to plan for a piece of writing.

2. 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: Know/Remember: Students will need to remember their prior knowledge on Genius: The Game. They will need to recall
basic grammar and sentence structure rules. They will need to remember personal experiences they have had with
technology. They will also need to recall the documentary The Social Dilemma that they will have watched prior to their
writing which will be applicable to their essay.

2: Evaluate: Students will need to evaluate whether they have written an essay that is organized and well written. They will
need to analyze if it flows well and if the points connect. This will be completed following their participation in filling out
different pieces of evidence that will help them to support their claim. Students will need to evaluate their final essay prior
to turning the essay in.

3: Apply: Students will need to apply the knowledge that they have learned regarding Genius: The Game, the documentary
The Social Dilemma, and any personal experiences to their essay. They will need the above mentioned knowledge in order
to answer the prompt of whether they agree with the truism that technology is both the problem and the solution.

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

Identify one specific SEL competencies (Self-awareness, Self-management, Social awareness, Relationship Skills,
Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL strategies can be
found here: https://casel.org/what-is-sel/.)

Specific strategy that you will use to inculcate that competency for this lesson:

Bright spots will be incorporated in order to assist students in self-awareness. Students will be asked to share with a partner
a bright spot they experienced between Monday and Wednesday (the day of the lesson). This will assist students in not only
being aware of positive experiences in their lives, but it will also work to build relationship skills as they will be asked to
share their positive experiences with one another.

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:
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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 by
Creativity 3.7, 3.8, 4.4, 4.8 4.9, 5.4) incorporating the visual and performing
Critical Thinking Students will be required to use their arts? (TPE 1.4, 1.7, 3.3, 3.6, 4.4)
Chromebooks

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

3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Chromebooks, whiteboard, Netflix documentary , essay graphic organizer on TV, textbooks

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 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 positive and safe learning environment by asking students to share their bright spots. Bright spots will be
incorporated in order to assist students in self-awareness. Students will be asked to share with a partner a bright spot they
experienced between Monday and Wednesday (the day of the lesson). This will assist students in not only being aware of
positive experiences in their lives, but it will also work to build relationship skills as they will be asked to share their
positive experiences with one another.

Student friendly version of how you will introduce your learning goals:

By the end of today, you will have written an essay in which you were able to convey whether you are in support of or
against the truism that technology is both the problem and solution.

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)?:

You have been learning the language of literature: quest & communion. You have been learning how to understand patterns.
This will help you to be able to articulate your thoughts and ideas and craft an argument. This will help you practice writing
down what you have noticed into one organized piece of writing so that you can share, as writing is about sharing ideas.

How will you communicate your expectations for learning and behavior?:

Prior to morning activity:

Today, we will be watching a film about technology, which will help you to complete the writing activity that will ask you
your thoughts about technology. Before that, I would like you all to please turn to your partner, or group of three if someone
is missing a partner, and discuss what you think the answer to this problem is. We’re going to come back together to discuss
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so make sure you have your guesses. Go ahead. I would like to hear some talking and guessing happening.

Prior to film:

Make sure to pay attention as this will help you to complete the essay that we are writing today as in the essay you will have
to write about something that you have watched that will help you answer the prompt. This may be a video that you will
want to use. While you’re watching, take mental notes about what you think you could use in your essay. Remember: this
essay is about responding to the truism of technology being both a problem and solution.

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.
Good morning. (Holds up my phone). Is this a problem or a solution. Raise your hand. How many say it’s a problem? How
many say it’s a solution? How many say it’s both?

This is what you’ll be writing about today. Your opinion on technology being both a problem a solution. Or both. Before
that, let’s do a quick check-in. I would like you all to talk to a partner about one “Bright spot”  something positive that
you’ve experienced lately. Whether it’s watching a good movie, watching a fun video, hanging out with friends. Take a
minute to share. We’ll come back and share one thing after you guys are done discussing.

Great. Would anyone like to share?

Next, we will be starting off with a fun activity to get your brains warmed up. Take a look at the screen. Can someone read
the directions for me? Great. What you’re going to do is find a word that will fit into each column. Each word is different.
(Will show them the columns). Let’s look at the example. Rock, struck. Gold. We’re trying to find a word that fits with each
word within that column. The answer? Star. (Rock star, starstruck, gold star). Give me a thumbs up if you understand.
Great. Take 2 minutes to discuss with your partners on what you think the answer to each column is.

Body –
This section should be no shorter than 3 paragraphs. Your professor should be able to imagine each step of the lesson
and have a strong understanding how you will explain the concepts (writing out your explanations will help you grow
in your clarity) and give students opportunities to meaningfully engage them.
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.

As I mentioned in the beginning of class, you will be writing on essay on the truism: technology is both a problem and
solution. To help you prepare for this, you’re going to watch a video on technology. So be sure to pay attention as it will
help you with your writing.

Make sure to pay attention as this will help you to complete the essay that we are writing today as in the essay you will have
to write about something that you have watched that will help you answer the prompt. This may be a video that you will
want to use. While you’re watching, take mental notes about what you think you could use in your essay. Remember: this
essay is about responding to the truism of technology being both a problem and solution.

Once film is over:

I will ask: What are some things that you remember from the film? I will ask them to share following this question.

Then, I will mention several things from the film:

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- Initially supposed to be good: Just didn’t think about the bad part
- What is the problem?
- “They’re competing for your attention”  lengthy discussions about what inbox color should be
- Gradual change = product

We’re about to switch gears to the essay. Before that, I want to explain a couple of things.

Go to essay template on TV screen, not projector.

“We’re going to be doing something a little bit different today. We have done a 16 minute essay before where we’ve
reacting to a truism and supported that evidence with something we’ve read, watched, and personally experienced. This
time, we’re going to cite a quote. But, the quotes are provided for you here. So you don’t have to worry about finding a
quote. You just need to explain it.”

Students have already participated in a 16 minute essay activity two times before. Thus, it is not as important to explain the
whole essay. Rather, I will remind students of what they have done before in the 16 minute essay. Next, I will explain the
quotes.

I will read the first quote. Then I will ask who knows what “bandwidth” means. I will then ask if the quote supports or
works against the truism. I will ask someone to read the next quote. I will then ask whether this quote is in support of or
against the truism. I will explain how Tunde’s background can also be included in the essay to help support their argument.
Lastly, I will ask another student to read the last quote. I will ask the same question of whether the quote is in support of
organist the truism. Next, I will remind students of the different sections: Intro, response to something they have read,
response to something they have watched, personal experience, and conclusion. I will then instruct them that they have two
minutes for the first section. They will then begin the essay.

I will be sure to provide them one minute to thirty second warnings before their time runs out. While students are
responding, I will observe the room to see who may need help. I will also keep a look out for students who may not be
typing so that I can check with them to see whether they need assistance or not.

For the last portion, I will direct students to putting their essay together. I will instruct students to take the text that they
would prefer to include in their final essay, and put it together in the last column. I will remind them to read through their
essay to ensure that it flows well. I will tell them that they have about three minutes to finish this last part.

Lastly, I will ask students to close their Chrome books in order to decrease distraction. I will close with the following:

Today you guys watched a film on technology, which helped you to write your essay on reacting to the truism that
technology is both a solution and problem. You guys practiced writing down your thoughts, supporting those thoughts with
evidence, and organizing those thoughts into one essay. This is important as writers for you to learn as writing is about
sharing ideas.

Essential Questions: Develop at least three questions you will ask throughout this lesson to informally assess student
learning (ie., to find out if your students are exceeding your expectations, meeting them, or not yet attaining them?)

1. What are your thoughts on the truism: Technology is both the problem and the solution?
2. How has technology acted as the problem in our society?
3. How has technology acted as the solution in our society?

Close – Today you guys watched a film on technology, which helped you to write your essay on reacting to the truism that
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 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
School of Education

technology is both a solution and problem. You guys practiced writing down your thoughts, supporting those thoughts with
evidence, and organizing those thoughts into one essay. This is important as writers for you to learn as writing is about
sharing ideas.

Confirming the learning: How will you review the learning with your students at the end of the lesson and help them self-
assess whether they achieved the learning goals you set for them?

To self-assess, students will organize their answer to each of the questions and put them together in order to form a complete
essay. Students will assess whether their essay flows well and is organized. Students will be reminded that they do not need
all include every answer to the questions. Rather, students will have a choice in which information to include in their
finalized essay piece.

Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?

Today you guys watched a film on technology, which helped you to write your essay on reacting to the truism that
technology is both a solution and problem. You guys practiced writing down your thoughts, supporting those thoughts with
evidence, and organizing those thoughts into one essay. This is important as writers for you to learn as writing is about
sharing ideas.

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 you CA State Standard learning goals for this lesson:

a. Using the rubric 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.

The learning goal of this lesson was for students to be able to write an organized explanatory essay in which they convey
their support or argument against the truism of technology being both the problem and solution. Based off of the work of
FS1 and FS2, it appears that several students were able to successfully achieve this goal as they were able to explain their
stance of the truism and also provide evidence to support such stance. FS1 provided her stance on her support of the truism
and provided evidence of what she read, watched, and experienced. FS2 also supported his stance with evidence such as
quotations, something he has watched, and personal life. While students were not required to provide evidence of all three
sources of evidence, it appears that my Focus Students 1 and 2 did so in order to support their stance which demonstrated
achievement of the learning goal. Both focus students also explained their quote, which demonstrated high achievement in
the learning goal as well. Overall, several students established a successful trend in that they were able to provide an
explanation of their stance and also provide evidence to support their stance. Students also provided an explanation of their
citation. Thus, the learning goal was achieved in this lesson for those specific students and several others as well.

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:

While many students achieved the learning goal, there were several who contained grammatical mistakes in their essays
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which demonstrates to me that this is something that should be worked on in the future. Several students did not use correct
punctuation. In addition, there were several misspelled words and tenses. This reveals that students will need further
instruction on how to catch grammatical mistakes in order to better craft an essay. Students should have further practice in
correcting grammatical mistakes within sentences, which is an activity that students have participated in in the past.
Furthermore, several students did not choose to craft their evidence into one essay. Instead, they placed one paragraph in the
finalized essay portion, which demonstrated lack of achievement in the learning goal of being able to write an organized
explanatory essay in which they convey their support or argument against the truism of technology being both the problem
and solution. Thus, students may need additional guidance on the organization of an essay and the importance of providing a
clear stance along with evidence that supports such stance.

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:

The learning goals for this lesson were for my English language learners to be able to write an informational text
independently using appropriate evidence and being able to connect three different ideas (personal, something they have
read, and something they have watched) into one essay. My instructional approach of providing a graphic organizer and
sentence starters proved helpful for several students such as my FS1. My FS1 demonstrated achievement in achieving each
ELD goal as she was able to write an informational text where she used appropriate evidence (personal, something they have
read, and something they have watched) into one essay. My FS1separated each piece of evidence by paragraph which
reveals her ability in understanding the importance of organizing essay by paragraph. Furthermore, my FS1 chose to
implement the sentence starters in her final essay which reveals that the sentence starters were an effective instructional
approach for my multilingual/EL students. The graphic organizer also appeared to provide assistance as my FS1 chose to
implement each form of evidence that the graphic organizer questioned on. Thus, it appears that my instructional approaches
of providing a graphic organizer and sentence starters were effective forms of instruction for my multilingual/EL students.

b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson:

For several other English language learner students, the ELD Standard learning goals for this lesson were not achieved. In
one example, an English language learner only filled out one textbox where he was asked to provide evidence. The student
only provided evidence from something they have read, but did not explain the quotation. It was expected that students
explain the quotation. This expectation was communicated both verbally and in written form. While the student did attempt
to craft his essay, the essay does not flow in an organized manner. He did not explain his point. While several evidence was
provided, his point/claim was not clear therefore demonstrating lack in achievement of the learning goals of being able to
write an informational text independently using appropriate evidence and being able to connect three different ideas
(personal, something they have read, and something they have watched) into one essay.

c. How effective your instructional approach for your FS1?

My FS1 demonstrated achievement in achieving each ELD goal as she was able to write an informational text where she
used appropriate evidence (personal, something they have read, and something they have watched) into one essay. My
FS1separated each piece of evidence by paragraph which reveals her ability in understanding the importance of organizing
essay by paragraph. However, my FS1 still struggled with using the correct tense forms within her essay. Several words
were not in the correct tense. This reveals that while FS1 was able to provide a claim and support such claim with evidence,
she needs assistance in grammar. Thus, it is important that FS1 receive help on grammar and using the correct tenses within
her writing.

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3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional app for the whole class?

My students enjoy engaging in discussion. I have noticed that they have an inquisitive nature as they ask specific questions
related to the topic. They ask deeper questions regarding topics that are of high interest to them. This includes asking what
happens to certain characters in a film. They have also been heard to ask what happens to an individual featured in a
documentary after the film had been concluded. Within conversational times, students have been heard to give their opinion
on topics as well. Such as, whether a character should be behaving a certain way. Because of their inquisitive nature and
enjoyment in engaging in conversation, I provided students an opportunity to discuss with one another. Students were
provided several opportunities to discuss. The first opportunity was during the “Three of a Kind” activity. Students were
provided the directions of the activity, and then discussed what the answer could be. This provided students space to not
only think about the answer, but to also bounce ideas off of each other. In addition, students were asked to say the answer
out loud at the same time. In doing this, those who were typically shy had the opportunity to share out loud without being
overwhelmed with many people listening to them. Students were also provided an opportunity to discuss following the film
The Social Dilemma. Time was provided for students to react to the film and process what the film had discussed.

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

Students have been shown to become more engaged in the material when they are able to have ownership in their learning.
Students had the ability to choose what they wrote about in the 16 minute essay activity. They decided whether we wanted
to agree or disagree with the truism. In allowing the students to choose their stance, it increased the engagement as they did
not have to be concerned with a correct answer. In addition, it provided students with more choice. Allowing students to
have a choice in their learning provides students with ownership and increased engagement. Furthermore, students were
allowed to choose the evidence they included in the writing. Students were specifically asked to include a quote from the
textbook. However, students had a three options that they could choose from which worked to increase engagement.
Furthermore, in the 16 minute essay activity students were able to include any evidence regarding films they had watched
and personal experiences with technology. This increases student engagement as it provided students to opportunity to bring
in outside knowledge as opposed to knowledge that they have solely learned within this classroom. Furthermore, students
did not have to include all pieces of evidence in their finalized piece of writing. Rather, they had the opportunity to choose
what they included. This decreases the amount of structure pushed upon the student which creates space for creative
freedom, therefore engaging students who enjoy freely expressing themselves.

Students had access to quotations from the text that we have been reading in class – Genius: The Game. Three quotations
were provided from the text, which assisted the students in completing their 16 minute essay activity. In addition, students
were shown the film The Social Dilemma, which further assisted them in completing the 16 minute essay activity. All
students were provided the 16 minute essay graphic organizer, which worked to help students structure their writing.

c. Enable you to affirm and validate the cultural and linguistic backgrounds of you whole class in general and your focus
students specifically?

My class is very diverse. About half of the class is of Hispanic descent. Those of Caucasian descent are the second highest
population. An even smaller population consists of those who identify as Asian and Black. This tells me that my classroom
is very diverse and each student consists of very different backgrounds. Because I know this, I aimed to implement an
activity where they had the opportunity to share their cultural and linguistic backgrounds. This was provided in the 16
minute essay activity where they were allowed to react to the truism by discussing a personal experience. Students could
describe any personal experience to help support their argument. With this, students were also allowed to discuss any film
that would support their statement. While The Social Dilemma was viewed in class, students were not required to use this
film in their activity. They had the opportunity to include a film they had watched previously, which created opportunity for
students to share their cultural and linguistic backgrounds.

My focus students 2 has been very engaged in the book that is being read in class. He has been observed to read the book
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prior to class beginning, and his location in the book shows that he has read much farther compared to where the class is
currently reading. Knowing this, I incorporate an activity that would allow students to include their knowledge about the
book. Thus, in the 16 minute essay activity, students were asked to discuss a quote from the book. My focus students 1 and 3
are both English learners. Their linguistic background encouraged me to provide sentence starters as it would be most
beneficial for my English learners.
iep
A

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?

There were several in-the-moment instructional adaptations that needed to take place for the whole class to support them in
achieving the learning goal of my students being able to write an organized explanatory essay in which they convey their
support or argument against the truism of technology being both the problem and solution. While the 16 minute essay
activity was occurring, I noticed that students needed extra time to finish certain columns. For example, during the section
where students were asked to respond using the knowledge of a film they had watched, I realized that by the end of the four
minutes many students were still typing profusely. After noticing this, I decided to provide them an additional minute to give
them more time. This occurred with several other columns.

When students were provided time to discuss, I noticed that they remained quiet after I had asked them to talk with their
partners. Thus, I began encouraged individual students to begin discussing with one another. I directed them to their partners
and reminded them that they were to discuss with one another. When other students noticed my redirecting, they began
discussing with their partners.

b. For your three focus students to help them achieve the learning goals?

The learning goal for this lesson was for students to be able to write an organized explanatory essay in which they convey
their support or argument against the truism of technology being both the problem and solution. For my FS1, the goal was
for her to achieve both the learning goal of the class along with the learning goals from the ELD standards which were for
(1) my English language learners to be able to write an informational text independently using appropriate evidence and
connect three different ideas (personal, something they have read, and something they have watched) into one essay. In-the-
moment instructional adaptations for my FS1 specifically included providing more time for her to fill out the different
sections of the 16 minute essay graphic organizer. In addition, because my FS1 is very quiet, I made sure to monitor her
engagement when being asked to discuss with a partner. FS2 was able to follow along with the 16 minute essay activity. FS3
was not present for this 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?)

Based off of student work, I will need to teach a combination of reteaching the material and moving on to a new subject.
Several students were successful in their ability to write an informational text where they made a claim and supported such
claim with evidence. However, several students failed to do so and simply provided a claim or piece of evidence. Thus, it is
important to teach students that, in order to write an essay, it is important to have a claim and support such claim with
evidence. In addition, because students have general knowledge on the vocabulary terms “technology, truism, and problem,
and solution”, students are able to receive the next lesson on the new vocabulary terms. Thus, students will need re-teaching
of how to write an informational text but are also prepared to receive instruction on new vocabulary terms (such as,
“vampire”).

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2) If applicable, was your grouping strategy effective?

My grouping strategy could have been more effective. Although students are typically talkative through class periods, I
found that it takes students time to discuss with one another when being asked to do so. Students hesitate to discuss with one
another when being asked to do so. At times, they have to be further encouraged individually to discuss with one another. In
order to create a more effective grouping strategy, I would have put the prompt on the board. In addition, I would have
specified that each student was to share one thing. For example, for the “Three of a Kind” activity, I would have specified
that each student was to discuss one word they had in mind. For the post Netflix documentary, I would ask students to share
one observation with their partner. In addition, I would also provide students a number or letter that would indicate in which
order they were to discuss their findings. For example, one student would be labeled as “A” which would indicate that
they would be the first to share. The second student would be labeled as “B” which would indicate that they would be the
second to share. This would work to assist students in discussing with one another.

b. If you were going to teach this lesson again, would you change anything about how you engaged your students in terms
of (CHOOSE WHOLE CLASS OR ONE STUDENT for each category)…

1) Higher order thinking:

 Your whole class?
 To engage all students in further higher order thinking, I would have adjusted the way that I provided instruction
during the time in which students were filling out the boxes that asked about pieces of evidence. During this time, I
remained silent while students were filling out the section in the case that certain students would need quietness in
order to complete their work. However, if I work to re-teach this lesson, I would have used the time that I had to
provide examples of what students could write. In addition, I would ask further questions such as: What are some
films that you have watched that showed where technology was a problem or solution? Where do you see
technology used in your life? Have you observed technology being used as a problem? Have you observed
technology being used as a solution?. This would assist students in their writing process and help them to craft their
argument.
 FS1
 FS2
 FS3

2) Academic language:
 Your whole class?
 FS1
 FS2
 If I were to re-do this lesson, I would have allowed students time to discuss what they believe their stance on the
truism is. This would be primarily to assist FS2 in his writing process as he requires assistance in talking through
ideas out loud prior to writing (as stated by his IEP). Thus, I would allow students about two minutes to discuss
with one another what they believe that they will write about. This way, FS2 would be able to share his ideas and
possibly receive ideas from his partner or other students he overhears.
 FS3

3) English language learning:

 Your whole class?
 FS1
 In order to assist my FS1 in writing this essay, I would have written a list of vocabulary words on the board. This
would be a list students could use in their evidence in order to strengthen their argument. Such words would
include: technology, truism, problem, and solution. I would encourage students to use these words throughout their
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writing to help strengthen their argument as their position would be reemphasized. In addition, I would provide
students examples of how they could use such words in their writing. This would be stated as students were
participating in the 16 minute essay activity so that, if students had a hard time thinking of what to write, they could
listen to ideas while they were thinking.
 FS2
 FS3

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.

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 Standards-Aligned Lesson Plan Template
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging
BeginningHighly
Proficient
Student Teaching
Proficient Total
School of Education
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Section 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
standards and needed to align standards and standards and standards and objective
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet provide objective and/or rationale and essential rationale and essential rationale and essential
Standards clear rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative assessments formative assessments formative assessments
Formative assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Assessment rubric that will enable meaningful how they will enable that will enable some that will clearly enable
Plan enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong, well-
provide a well self-assessment or assessment or peer- developed self- developed self-
Peer and thought out plan for peer-assessment for assessment for assessment or peer- assessment or peer-
Student Self- self- or peer- students that is not students that has a assessment for assessment for students
Assessment assessment likely to support chance of supporting students that is likely that is highly likely to
Plan metacognitive some metacognitive to support support significant
reflection and reflection and metacognitive metacognitive reflection
learning. learning. reflection and learning. and learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile and
demographic profile adaptations that profile and and adaptations, with adaptations, with
Differentia- and adaptations that facilitate diversified adaptations, but with clear significance for insightful significance
tion Case facilitate diversified learning or engage unclear significance diversified learning for diversified learning
Studies learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
21st Century Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Learning, the Arts, and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
and/or technology. Learning, the Arts, technology.
and/or technology.

Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration of
include multiple means of instruction multiple means of demonstration of multiple means of
means of instruction that are likely to instruction, but unclear multiple means of instruction that are
Universal that are likely to provide engaging about providing instruction that are likely to provide
Access provide engaging Universal Access engaging Universal likely to provide engaging Universal
Lesson Universal Access for most learners. Access for most engaging Universal Access for all learners.
for most learners. learners. Access for most
Development learners.

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

Section 4: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
out plans without thought out plans with thought out plans with well thought out plans
Instructional potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Chart: Final
Score:
225-250 A
200-224.9 B
175-199.9 C
150-174.9 D
149.9 and
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yet!
 Standards-Aligned Lesson Plan Template
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All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
14.4 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Student Work Failure to Submission of two to Submission of three to Submission of five Submission of five
include three samples little five samples some samples representing samples representing
Sample Submission student diversity in abilities and diversity in abilities and ample diversity in a wide range of
samples needs and/or lacking needs with appropriate abilities and needs diverse abilities and
on a appropriate comments comments and grades with strong, useful needs with excellent,
meaningf and grades comments and grades clarifying comments
ul level and grades
Lesson The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and in
readable form.
Observation (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this and may
Protocol affect being allowed to go on to the next stage of the Grad Ed Program).
(LOP) Submission
29.9 30-34.0 35-39.9 40-44.9 45-50
and
below
Teaching Failed to Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
reflect on lesson and specific lesson and specific lesson and specific lesson and specific
Candidate the lesson assessments showing assessments showing assessments showing assessments showing
Reflection on in a poor analysis into the some analysis into the good analysis into the robust analysis into
Lesson pedagogic strengths and strengths and weaknesses strengths and the strengths and
ally weaknesses of the of the instructional weaknesses of the weaknesses of the
meaningf instructional method method and process, instructional method instructional method
ul way and process, adaptations, and levels of and process, and process,
adaptations, and levels inclusion and engagement adaptations, and adaptations, and
of inclusion and for both the whole class levels of inclusion levels of inclusion
engagement for both the and individual needs with and engagement for and engagement for
whole class and satisfactory consideration both the whole class both the whole class
individual needs with of next steps and individual needs and individual needs
inadequate with sound with excellent
consideration of next consideration of next consideration of next
steps steps steps
Point Chart: Final
90-100 A Score:
80-89.9 B
70-79.9 C
60-69.9 D
59.9 and below:
NOT YET

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