MSMU Lesson Plan Format

Context and Goals

Grade/Class/Subject: Teacher:
Kindergarten/ Social Studies/ Art Angela Lopez

Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)

45 minutes
English Language Proficiency of Students: (Before classroom instruction, teachers will understand their students’
English language proficiency, and the language demands of the lesson’s instructional materials.)
Students in this class are in the bridging level of English proficiency
California Content Standards:
(Which standards do you plan to teach? Paste these from the Current CA Content Standards)

History-Social Science Content Standards for California Public Schools

K.1 Students understand that being a good citizen involves acting in certain ways.

1. Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

2. Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and

world history from stories and folklore.

3. Know beliefs and related behaviors of characters in stories from times past and understand the

consequences of the characters’ actions.

California Arts Standards for Public Schools

K.DA:Cr2

b. Express an idea, feeling, or image, through improvised movement moving alone or with a partner.

K.D:Cn11

Describe or demonstrate the movements in a dance that was watched or performed.

K.MA:Cr3

a. Form and capture media arts content for expression and meaning in media arts productions.

Enduring Understandings:
(What concepts/big ideas?)
● A good citizen has many different positive qualities
● A good citizen can be of any age, race, culture, sexual orientation, socioeconomic status, and can have
exceptional abilities.
● It is important for others to know that a person is a good citizen, however, self-assessment and self-value is
precious.
Essential Knowledge/Skills:
(What knowledge/skills? How does this lesson build upon prior lessons? How will this knowledge/skill enable students
to understand future lessons?)
● Positive behaviors associated with a good citizen.
● About different historical people from all sorts of backgrounds that are considered good citizens.
● Key vocabulary has also been taught and seen in lessons prior to this one.

Higher-Order Questions:
(What is/are the focusing question(s) for this lesson?)
● What makes a person a good citizen?
● Who can be a good citizen?
● Who decides what makes a person a good citizen or a good person?

Observable Outcomes Assessment/Checking

for Understanding
What do you want students to learn?
gather/look for?
Content Objectives:
(What specific objectives from the content standards
above does this lesson address?)
● Describe and identify honesty, courage,
determination, and responsibility.
● Express and idea or feeling using movements
● Describe the movements and it’s meanings
● Form and capture media arts to express and
form meaning out of it.
What evidence will you
(How will you know if students learned both the
content and language objectives? What informal
and/or formal methods will you use to gather
evidence? What criteria will you use to assess
learning? How might pre-assessment be used in
your analysis of this evidence?)
● Informal assessments will be used to
gain insight on prior knowledge. Asking
questions to the whole group will be used
as a pre-assessment
● Observations and rubrics will be used to
assess the student presentations
● Student art will be collected as evidence

Academic Language Objectives: ● Observations of the student writing and

(What specific objectives from the ELD standards does speaking.
this lesson address?) ●
● Students will be able to use the key vocabulary
both through writing and speaking.
● Students will be able to explain what the key
vocabulary means.
● Students will be able to form ideas and share
with other classmates.
Key Vocabulary: Supplementary Materials:
● Brave (What resources, “realia”, visuals, documents, or
● Courageous manipulatives will you use?)
● Empathetic Book: The Day You Begin by Jacqueline Woodson
● Honest
● Resilient

Technology in Support of Learning: Technology in Support of Learning:

(What type of technology will you use in your
instruction?)
● Ipads, computers, or other recording devices.
Will be used to create art media to demonstrate
their understandings of the characteristics of a
good citizen.
● Speaker
(What type of technology will the students use to
achieve and/or demonstrate the objectives?)
● Ipads, computers, or other recording
devices. Will be used to create art media
to demonstrate their understandings of
the characteristics of a good citizen.
● Headphones

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
● Students might be confused as to why we are reading a book about a common person instead of a historical
person. This misunderstanding will be addressed by continuously asking the students the essential question.
Students can answer and form their ideas of why a common character is in this book.
● The art portion can be seen as being open ended. In order to support students I will provide a checklist to
ensure that objectives are being met. As I observe students as they work I will also continuously ask them
how they are showing____.
● Art activities can easily take a lot of time and students might not have enough time. In order to support
students with remaining on track and moving at a steady pace I will have a timer running that they can all
see. Students will not be penalized for not completing their artwork. Instead students will be encouraged to
share what their idea was and will be allowed to complete their work at a later time.

Student Assets:
(What interests, prior knowledge do students bring to help them with this material? Include for all focus students.)
● Students have already been learning about other characters that demonstrate the characteristics of a good
citizen. Students have already been introduced to those vocabulary words in lessons prior to this one.
● This particular group of students are very artistic. They enjoy art activities and are highly engaged when
lessons include opportunities to draw.

Lesson Pre-assessment and Sequence:

Element Rationale Differentiation:

Describe what will happen-what will
teacher and/or students do
Describe why you chose to do Modifications/Adaptations
it this way. For each segment of the lesson
sequence, describe any needed
modifications for EL, special needs,
or socio-emotional needs.
Pre-Assessment of Students’
Knowledge or Ability: (Before
instruction begins, how will you assess
what students know and/or are able to
do related to the objective?)
● As we being this lesson, I will
ask students, as a whole
group, to name a few
characteristics that make a
“good citizen”
● Questions included:
○ What makes a good
citizen?
○ Who decides if one is
a good citizen?
○ What words would
you use to describe a
good citizen?
LESSON SEQUENCE
● Beginning the lesson ● Prior to the specific
with these questions
will help students in
directing their
attention to the main
ideas of the story that
we will read.
● Furthermore, from the
information on current
understandings, I will
be able to support
student learning.
lesson, we will preview
some of the objectives
from this lesson. Part of
this includes reviewing
and supporting key
vocabulary development.
Images and books read
throughout this unit can
be used to support
examples.
Instruction to Support Learning:
(How will you design learning
experiences to facilitate students’
understanding, knowledge and skills?
Things to comment on: teacher’s role,
student groupings, ways to ensure
engagement (i.e., linking information to
students’ lives and previous learning),
ways you are scaffolding.)
● In a whole group setting, I will
read a book aloud to the
students. Before reading the
book I will ask students to
keep in mind what makes a
person a good citizen? What
does it mean to be brave,
honest, resilient, empathetic?
● The book that I will be reading
is called, The Day You Begin
by Jacqueline Woodson
● I will stop at different points to
check-in with students and to
ask questions. These
questions will mostly guide
students to think about key
characteristics that we have
talked about.
● After reading the book I will
ask students what they
noticed about the characters
throughout the book. Are they
like other historical characters
that we have read about? Are
they good citizens regardless?
Do they show the
characteristics of being a good
citizen?
● I will prompt students to share
their ideas with a peer. After
having a quick share of about
two minutes students will
share their ideas with the
whole group.
Structured Student Learning Activities: Structured Student Learning
(What activities will help students grasp Activities:
and practice concepts/skills? How will
students be grouped and manage their
learning?)
● As a whole group, I will
present students with their
activity. During this activity
● It is important to (EL focus student: describe this
continue to student’s EL goals. Describe the
emphasize the main assets and challenges related to
goal for this lesson. this lesson for this English learner.
Especially to continue What will you do specifically
to ask those essential support this student for this
questions. lesson?
● Similarly, there will be ● Key vocabulary will be
stopping points during posted and available for
the reading of the students to see. Sentence
book. This will help frames will also be
students in provided in the student
developing and activities.
sharing their ideas. ● The visuals will also have
Ideas will be shared visual representations to
to the whole group support further
and we will also use understanding.
think-pair-share. ● Think-pair-share will also
Using different forms be included as part of the
of sharing supports sharing process in order
the various needs of to support EL students.
the students. EL ● The teacher will be
students and Special circulating around the
Needs students will class to provide support to
benefit from sharing in students as needed.
a smaller group. This
also supports in Special Needs focus student:
building confidence to describe this student’s special
then share with the need and relevant IEP goals,
whole class. his/her assets and challenges
related to this lesson. Describe
what you will specifically do to
support this student for this lesson.
● Key vocabulary will be
posted and available for
students to see.
● The student will be paired
with a student that is
known to be a positive
support.
● The student can use
technology to create the
art media with support of
an adult as needed.
● Students can also use
headphones if the noise is
too much of a distraction.
● The activity will be ● The teacher will be
introduced to the circulating around the
whole group initially. class to provide support to
The instructions and students as needed.
expectations will be Focus student with
repeated as needed social-emotional challenges:
 students will be asked to
create a drawing of
themselves. Their art piece
should include space where
they fill in the blanks for:
○ I am___(name)__.
○ I am a good citizen
because__(key
vocab)_.
○ I am unique
because_(anything
they want to add).
○ I am valuable!
● When creating their art
students should take into
consideration that they are
expressing that characteristic.
They are expressing positivity
as well.
● Students have the choice of
using laptops or ipads to
search for images and select
music to go with the additional
activity described below.
● Another option or addition is
that students can create a
dance/poses to represent
themselves as a superhero or
as a super good citizen!
● The teacher will support
students as they work
individually on their projects.
The teacher will also play
music selected by the
students on the music
speaker.
by the students. Describe the social-emotional
Questions may arise, assets and challenges for this
which is valuable for student. Describe what you will
everyone to hear and specifically do to support this
to know the answer student for this lesson.
to.
● Since the students Advance students: What will you
are in Kindergarten, it do for those students who already
is important to provide “get it” and need to be challenged
sentence started or in different ways?)
sentence frames.
These will be visually
available to the
students throughout
the whole activity. The
key vocabulary will
also be available.
● Students can use
other forms of support
in creating their art.
Technology will be
used to support in
creating their artwork
● A positive class
environment is
created by the
teacher's support and
availability to all
students. Music is
also a great way to
create a positive class
community. Students
can either request
songs or the music
playing can be from
an existing
class-made playlist
Post-Assessment: ● In order to assess the
(How will you know if students learned language objectives, it
both the content and the language is most helpful to hear
objectives? What informal and/or formal them using the
methods will you use to gather vocabulary.
evidence? What criteria will you use to ● Students will also
assess learning? How might have the opportunity
pre-assessment be used in your to practice their
analysis of this evidence?) presentation with a
● Students will practice their art peer in order for them
presentation with a peer. to receive feedback
● Students will present their final and support.
art pieces to the whole class. I ● A big part of this unit
will assess students through is for students to be
their ability to explain how they able to take
are a good citizen. What responsibility and to
characteristics make them a feel like a good citizen
good citizen. themselves.
● Students will also complete a Ownership will be
self-assessment form on how handed over to them
they felt about their process of in a form of
creating their art and their self-assessment. The
presentation. self-assessment will
be read aloud to the
students. Their
responses are
recorded with
symbols of a thumbs
up/down/sideways.
● EL focus student will work
with a partner in order to
provide the time to
practice saying the words
aloud. The teacher will
also be available to
support and provide
positive feedback and
recognition.
● Similarly, focus student
with special needs will
work with a peer that has
been a positive support.
● Students will be given
additional time to
complete the
self-assessment. The
questions will also be
repeated as needed.

Extension:
(How might this lesson be extended
into future content areas or lessons?)

This lesson can be further extended

into writing lessons. The students might
become very fond of themselves and
see themselves as superheroes. This
can be extended onto writing lessons
related to storytelling.
This lesson can also be extended by
addressing the Theatre CA standards.
Students can create skits that
demonstrate how a character chooses
to be a good citizen. The students that
are the audience members will be
asked to analyze the character’s
choices and how that demonstrated
characteristics of an honest, brave,
respectful, resilient individual.
Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for helpful resources further
explaining below):
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression; Multiple
means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate

EDU 155/255 Lesson Planning Rubric

TPEs Addressed Criteria Exemplary Standards Met Partially Developing Inadequate

Proficient
TPE 3: Knowledge of Candidate Candidate Candidate Candidate In planning the
Understanding content and the displays displays solid displays displays partial lesson,
and Organizing structure of the extensive knowledge of the familiarity with familiarity with candidate
Subject Matter for discipline knowledge, concepts in the the important the important makes content
Student Learning application, and discipline and the concepts in the concepts in the errors and/or
analysis of the content standards discipline and discipline and fails to use
3.1 Demonstrate concepts in the associated with the content the content content
knowledge of discipline and the grade level. standards standards standards
subject matter, the content associated with associated with associated with
including the standards the grade level. the grade level. the grade level.
adopted California associated with
State Standards the grade level.
and curriculum
frameworks.

3.3 Plan, design,

implement, and
monitor instruction
consistent with
current subject
-specific pedagogy
in the content
area(s) of
instruction, and
design and
implement
disciplinary and
cross-disciplinary
learning
sequences,
including
integrating the
visual and
performing arts as
applicable to the
discipline.
TPE 3: Knowledge of Candidate’s Candidate’s plan Candidate’s plan Candidate’s Candidate
Understanding subject-specific plan includes a reflects a reflects some plan reflects a displays little or
and Organizing pedagogy wide range of moderate range range of limited range of no
Subject Matter for effective of effective pedagogical pedagogical understanding
Student Learning research-based research-based approaches or approaches or of the range of
pedagogical pedagogical includes some includes pedagogical
3.3 Plan, design, approaches. approaches approaches that approaches that approaches
implement, and are not suitable are not suitable suitable to
monitor instruction to student to student student learning
consistent with learning of learning of of content
current subject content content
-specific
pedagogy in the
content area(s) of
instruction, and
design and
implement
disciplinary and
cross-disciplinary
learning
sequences,
including
integrating the
visual and
performing arts as
applicable to the
discipline.

TPE 5: Assessing Establishes All learning Most learning Learning Learning Learning
Student Learning Learning outcomes are outcomes are outcomes are outcomes are outcomes are
Outcomes clearly stated , clearly stated, unclear or unclear or either not
5.1 Apply represent high represent high consist of a consist of a stated, or are
knowledge of the expectations expectations and combination of combination of stated as
purposes, and rigor, focus rigor, focus on outcomes and outcomes and activities, rather
characteristics, and on important important grade activities, activities, than as student
appropriate uses of grade level level content representing representing learning.
different types of content standards, and moderately high limited Outcomes
assessments (e.g., standards, and suggest viable expectations and expectations represent low
diagnostic, suggest viable methods for rigor. Some and rigor. With expectations
informal, formal, methods for assessment outcomes adjustment, and lack of
progress assessment suggest viable outcomes rigor. They do
-monitoring, methods for suggest viable not reflect
formative, assessment methods for important
summative, assessment learning or
and performance) viable methods
to design and for assessment
administer
classroom
assessments,
including use of
scoring
rubrics.
TPE 5: Assessing Assessments All formal and All outcomes are Most of the Some of the Formal and
Student Learning align with informal aligned with outcomes are outcomes are informal
Outcomes assessments purposefully aligned with the aligned with the assessments
5.2 Collect and are purposefully selected formal formal and formal and are not aligned
analyze selected and and informal informal informal with outcomes.
assessment data tightly aligned assessments assessments, assessments,
from multiple with the but some are but many are
measures and outcomes, in not. not.
sources to plan and both content
modify instruction and process.
and document
students' learning
over time.

5.5 Use
assessment
information in a
timely manner to
assist students and
families in under-
standing student
progress in meeting
learning goals.
TPE 1: Engaging Knowledge of Candidate Candidate’s Candidate Candidate Candidate
and Supporting developmental displays current, knowledge of how displays some displays partial displays little or
All Students in level and how extensive and students of this knowledge of knowledge of no knowledge
Learning children learn subtle developmental this this of this
understanding level learn is developmental developmental developmental
1.4 Use a variety of of how students accurate and level; some level but level or of how
developmentally at this current. knowledge of knowledge of students learn
and developmental how students how students
ability-appropriate level learn. learn may be learn is limited
instructional limited or or outdated
strategies, outdated
resources,
and assistive
technology,
including principles
of Universal D
esign of Learning
(UDL) and
Multi-Tiered
System of Supports
(MTSS) to support
access to the
curriculum for a
wide range of
learners within the
general education
classroom and
environment.

TPE 4: Planning
Instruction a
nd Designing
Learning
Experiences for
All Students

4.2 Understand and

apply knowledge of
the range and
characteristics of
typical and atypical
child development
from birth through
adolescence to
help inform
instructional
planning
and learning
experiences for all
students.
TPE 4: Planning Logically The lesson The lesson has a The lesson has The lesson has The lesson has
Instruction a designed structure is clear clearly defined, recognizable a partially no clearly
nd Designing Lesson and logical, logical structure structure, recognizable defined
Learning allowing for around which although the structure, the structure, or is
Experiences for different activities are structure is not structure is chaotic.
All Students pathways organized, and uniformly uneven. Activities do not
according to which anticipates maintained Progression of follow an
4.4 Plan, design, diverse student student difficulties throughout. activities is organized
implement and learning needs, or confusion. Progression of uneven; Some progression,
monitor instruction, and anticipating Progression of activities is time allocations and time
making effective misconceptions. activities is even, uneven; most are reasonable allocations are
use of instructional The progression with reasonable time allocations unrealistic
time of activities is time allocations are reasonable
to maximize highly coherent
learning with appropriate
opportunities and time allocations
provide access to
the curriculum for
all students
By removing
barriers and
providing access
through
instructional
strategies that
include:
•appropriate use of
instructional
technology,
including assistive
technology;
•applying principles
of UDL and MTSS;
•use of
developmentally,
linguistically, and
culturally
appropriate
learning activities,
instructional
materials, and
resources for all
students, including
the full range of
English
learners;
•appropriate
modifications for
students with
disabilities in the
general education
classroom;
opportunities for
students to support
each other in
learning; and
•use of community
resources and
services as
applicable.
TPE 4: Planning Selection of Candidate’s Candidate Candidate Candidate Candidate is
Instruction a Instructional knowledge of displays displays some displays limited unaware of
nd Designing Materials resources for awareness of awareness of awareness of resources for
Learning classroom use resources for resources for resources for classroom use
Experiences for is extensive and classroom use classroom use classroom use and/or materials
All Students instructional and instructional and most and instructional selected are not
material materials selected instructional materials suitable for the
4.6 Access selected are are suitable for materials selected are lesson/students
resources for suitable for the selected are partially suitable
planning and lesson/students lesson/students suitable for the for the
instruction, lesson/students lesson/students
including the
expertise of
community and
school colleagues
through in
-person or virtual
collaboration,
co-teaching,
coaching, and/or
networking.

TPE 2: Creating Purposeful Instructional Instructional Instructional Instructional Instructional

and Maintaining Instructional groups are groups are groups mostly groups partially groups do not
Effective Groups purposefully purposefully support the support the support the
Environments for varied as varied as outcomes, with outcomes, with outcomes and
Student Learning appropriate to appropriate to the some effort at limited effort at offer no variety
the students, students and providing variety providing variety
2.2 Create learning based on based on
environments (i.e., outcomes and outcomes
traditional, blended, effective student
and online) that interaction
promote
productive student
learning,
encourage positive
interactions among
students, reflect
diversity and
multiple
perspectives, and
are culturally
responsive.
TPE 2: Creating Standards-Base Learning Learning activities Most of the Fewer than half Learning
and Maintaining d Learning activities are are suitable for learning of the learning activities are
Effective Activities highly suitable students or the activities are activities are not suitable for
Environments for for diverse outcomes, and suitable for suitable for students or for
Student Learning learners and most represent students or for students or for instructional
directly support significant the outcomes. the outcomes. purposes, and
2.2 Create learning the outcomes. cognitive Some represent Few represent a are not
environments (i.e., They are challenge a moderate moderate designed to
traditional, blended, designed to cognitive cognitive engage
and online) that engage all challenge challenge students in
promote students in active
productive student high-level intellectual
learning, cognitive activity.
encourage positive activities
interactions among
students, reflect
diversity and
multiple
perspectives, and
are culturally
responsive.

2.5 Maintain high

expectations for
learning with
appropriate support
for the full range of
students in the
classroom.
TPE 3: Modifications Candidate Candidate applies Candidate Candidate Candidate
Understanding for English applies knowledge about applies applies some applies little or
and Organizing learners and information and students’ needs knowledge about limited no knowledge
Subject Matter for student with knowledge to make students’ needs knowledge about students’
Student Learning special needs about individual appropriate to make some about students’ needs to
students’ needs modifications of appropriate needs to make modifications of
to clear and this lesson modifications of limited this lesson or
3.2 Use knowledge appropriate this lesson modifications of makes no
about students and modifications of this lesson modifications
learning goals to this lesson
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.

3.5 Adapt subject

matter curriculum,
organization, and
planning to support
the acquisition and
use of academic
language within l
earning activities to
promote the subject
matter knowledge
of all students,
including the full
range of English
learners, Standard
English
learners, students
with disabilities,
and students with
other learning
needs in the least
restrictive
environment.

TPE 4: Planning
Instruction a
nd Designing
Learning
Experiences for
All Students

4.4 Plan, design,

implement and
monitor instruction,
making effective
use of instructional
time
to maximize
learning
opportunities and
provide access to
the curriculum for
all students
By removing
barriers and
providing access
through
instructional
strategies that
include:
•appropriate use of
instructional
technology,
including assistive
technology;
•applying principles
of UDL and MTSS;
•use of
developmentally,
linguistically, and
culturally
appropriate
learning activities,
instructional
materials, and
resources for all
students, including
the full range of
English
learners;
•appropriate
modifications for
students with
disabilities in the
general education
classroom;
opportunities for
students to support
each other in
learning; and
•use of community
resources and
services as
applicable.