Standards-Aligned Lesson Plan Template

Graduate Program in Education

Subject(s): ELA Grade: 5

Teacher(s): Julia Nguyen Master Teacher: Patti Schraff

School: Oak View Elementary Lesson Time Allotment: 30-45 min Date: March 3, 2021

(For the Covid 19 version of the Graduate Education Lesson Plan, you are required to record your
teaching session and upload the recording to Canvas for the
All Components submission.)
LOPs: https://drive.google.com/drive/folders/1HuxvaXGpBk8pkdzdWdGY2OV-6fJAmYu1?usp=sharing
Part I – Goals and Standards ( TPE 3.1 )

1. Common Core Learning Standard(s) (CCSS) Addressed:

Math, ELA (or the other subjects when they are related to ELA)

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.

L.5.4.B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).

2. State Content Standard Addressed:

History/Social Science, Science, Physical Education, Visual and Performing Arts

N/A

3. ELD Standard Addressed: All Content Areas

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

B. Interpretive.5. Demonstrate active listening of read-alouds and oral presentations by asking and answering
detailed questions, with occasional prompting and moderate support.

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

A. Apply growing understanding of how different text types are organized to express ideas to comprehending
texts and writing texts with increasing cohesion.

4. Learning Objective: What will students have mastered in terms of knowledge and/or skill as a result of this
lesson?

- Students will master identifying the topic, main idea, and details of an informational text.
- Students will be able to summarize what they read verbally, providing the main idea and details with
the support of a graphic organizer.
- Students will be able to apply their understanding of certain Latin roots in order to figure out the
meaning of an unfamiliar word.
- Students will be able to be able to actively listen and answer questions with occasional prompting.
- Students will be able to understand how different text types are organized to express ideas.
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 Standards-Aligned Lesson Plan Template
Graduate Program in Education

Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson to your students in their language:
“Today, we are going to master the concept of…by creating…”)

“First, we will go over Latin roots, which are similar with the Greek roots we learned the previous week. You will
be able to decipher an unknown word with the use of the clues from the root. Transitioning, we had read
“Winter’s Tail,” and went through a close read of the story finding the main idea and details. The end goal for
you all is to be able to summarize the story in your own words with the help of the graphic organizer that we will
create. Make sure you listen very carefully while we review and discuss about the story one more time. We will
be discussing the story in detail. Using a tree map, we will also analyze the text structure and see how the
author gives us information.”

5. Relevance/Rationale: Why are the outcomes of this lesson important in the real world? Why are these
outcomes essential for future learning? ( TPE 1.3 )

The purpose of learning the Latin roots is for students to add another skill to find meanings of unknown words.
This, in turn, can help students add new vocabulary to their dictionary over time and be able to read more
words throughout the learning journey. Students will also continuously be using informational text throughout
each grade level. They will need to be able to pull out the main idea and details in order to understand the
contents of what they are learning. More so, as they progress in grade levels, the more independently they will
need to understand what they are reading. This will help them in honing their comprehension skills and also
how to summarize stories in their own words.

Student-Friendly Translation:

“There are still many words that all of you will need to learn and having the tool to understand words you don’t
know is very useful in the future. Even when I read, there are still words that I do not know, so using the skills
that I had learned in the past, I can still use it throughout my life. Comprehension is a skill that you will need to
use even in 6th grade, 7th grade, even in university. You will need to read a book, and pull out the important
information from it. Even in university, you still need to know how to summarize the main points of a story or
text. So, this lesson will help you practice the skills you will need to use in order to understand the main
contents of the reading. We will also be working on summarizing the story because the more practice you have,
the better you will get at it.”

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6. Essential Questions: ( TPE 1.5 )

What benefits come from people working as a group?

What does it take to put a plan into action?

7. Academic Vocabulary: ( TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5 )

Artificial
Collaborate
Dedicated
Flexible
Function
Mimic
Obstacle
Techniques

Part II – Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )

Number of Students in Class Male: 16 Female: 12 Total: 28

English Language Arts ( ELA ) Mathematics

For Multiple Subject and Single Subjects related to Math
Level Number of Male or Female Level Number of Male or Female
students per students per
level level
Beginning 3 1 Male, 2 Low 11 5 Male, 6
Female Female
Intermediate 13 8 Male, 5 Medium 7 3 Male, 4
Female Female
Advanced 12 7 Male, 5 High 10 8 Male, 2
Female Female

English Language Learners ( ELL )

Level Number of Male or Female Specific Needs

students per
level
Emerging 2 1 Female, 1 Student needs a lot of support and one-on-one
Male instruction. Use of prewritten notes could be
needed and also use of simpler vocabulary.
Expanding 3 3 Female Preview of academic language needed and
requires support. Use of sentence frames or
graphs are helpful for the students.
Bridging

Special Education Students Total Number:

Specific Needs Male or Female

There are currently none.

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Five Identified Student Profiles

One identified special education student, one English language learner,
one special circumstance student, one high performing student, and one low performing student

Student #1
Student Name: ZR
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
GATE Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

ZR speaks English at school and both Spanish and
English at home. She is from a Hispanic/Latino
background and has a good grasp on academic
language from the past. She can comfortably answer
a question that involves critical thinking with a
thorough explanation.
ZR has a sister and lives with her parents. Her
parents are very proud of her accomplishments and
continually receive feedback about her
accomplishments and learning progress.

Health and/or Physical Concerns: Socio-emotional Learning Concerns/Social

(and how these may influence instruction)
She does not have any serious health conditions that
could affect instruction.
Development Factors:
(and how these may influence instruction)
ZR socializes with the others students and always
brings a smile to the classroom. She has good
citizenship by always greeting everyone when she
comes to class and assisting students who are
struggling. She sets very high goals and continues to
work hard even during recess. She stated that even
though she is comfortable with talking with her
classmates, she prefers time to herself also.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)

ZR is a sociable student who also has self-awareness.

She states that she prefers being by herself and
understands that each person needs some time to
themselves in order to be happy. She does well with
individual work as well as collaborative work. She
brings an optimistic attitude to the class and always
smiles. She is very driven by her learning and will
strive to do more than the norm.
ZR loves Fortnite and basketball. She loves drawing
and watches cartoons. She has various aspirations
such as becoming a writer or a video game creator in
the future. She plans on attending high school and
college.

Student #2
Student Name: MT
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
ELL Reading (circle one): low medium high
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Linguistic and/or Cultural Background:
(and how these may influence instruction)
MT speaks primarily Spanish at home and speaks
mostly English with her classmates. She was
identified as an ELL in her earlier years of elementary.
She is familiar with her culture and celebrates its
traditions.
Health and/or Physical Concerns:
(and how these may influence instruction)
She currently needs prescribed glasses, but she does
not have any serious health issues that would affect
instruction.
Assets/Funds of Knowledge:
(and how these may influence instruction)
MT is very skilled with drawing and crafts. She also
enjoys reading when she has time. She is very nimble
with kinesthetic activities and enjoys talking about her
thoughts with me.
Student #3
Student Name: FS
Special Identifications (ELL, GATE, Special Need):
Circumstantial
Linguistic and/or Cultural Background:
(and how these may influence instruction)
FS mainly speaks English and is Hispanic. He knows
about his culture, but does not talk very much about it.
He has very clear pronunciation and good volume
when speaking.
Health and/or Physical Concerns:
(and how these may influence instruction)
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Family/Home Background:
(and how these may influence instruction)
MT has a sister and lives with her parents in an
apartment. She enjoys making bracelets and trinkets
with both her sister and mother. She helps her mother
make money by creating bracelets.
Socio-emotional Learning Concerns/Social
Development Factors:
(and how these may influence instruction)
MT stated that she is very shy when answering during
class. She refrains from answering out loud because
she is embarrassed about being wrong and said her
English was not good. She is a hard worker when in
the classroom, but does not turn in a lot of work.
When encouraged, she puts more effort to complete
work, but then soon returns back to the original cycle.
Interests and Aspirations:
(and how these may influence instruction)
MT often watches Youtube and likes doing arts and
crafts. She is also interested in things that she does
not know about. So, she is open to any new
knowledge and is focused during the lesson. She
stated that she has no specific job she wants in the
future, but she wants to go to university.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
FS currently lives with his mother and his father is
currently separated. His father had been abusive and
his mother is constantly trying to connect with him.
She is also actively contacting us about anything
happening with FS at home and there is open
communication between us.
Update: His mother had attempted to end her life and
Fernando is now living with his step-father's parents
who refuse to support or acknowledge him.
Socio-emotional Learning Concerns/Social
Development Factors:
(and how these may influence instruction)
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FS is underweight and is more on the smaller side. He
has no serious health conditions that could affect
instruction.
Assets/Funds of Knowledge:
(and how these may influence instruction)
FS is very skilled with drawing and technology. He is
very nimble when we are on Zoom and can navigate
to different platforms well. He is also good at typing.
Although he reads at a 3rd grade level, he speaks very
well and can decode words when running into any
unfamiliar words.
Student #4
Student Name: FP
Special Identifications (ELL, GATE, Special Need):
Low performing
Linguistic and/or Cultural Background:
(and how these may influence instruction)
FP speaks only Spanish at home and struggles with
oral and written English in class. She can understand
simple or repetitive words. If she sits at the front of the
classroom, she is able to copy down notes more
effectively. She moved from Mexico under 3 years
ago. She has taken EL lessons throughout her time at
this school.
Health and/or Physical Concerns:
(and how these may influence instruction)
FP is average in weight and overall is a healthy 5th
grader. So, there are no health or physical
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FS struggles with depression, bullying, and self-harm.
He is very vocal about his opinions and normally
draws attention by being outspoken or spamming in
the Zoom chat. He repeatedly stated that he is afraid
to turn on his camera because he does not want to be
made fun of. His mother also told us that he
occasionally cries when he has to go to school. He is
refusing to come to school and has missed class for
several weeks now. He had experienced a lot of
trauma throughout his life and recently saw his mother
try to end her life in front of him.
Interests and Aspirations:
(and how these may influence instruction)
FS enjoys playing Among Us and other games. He
likes talking when asked questions and is very vocal
when it comes to the chat. He states that he has no
specific goal, but wants to get further in his education.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
She lives with her sister and her parents in a house.
Her parents have chosen to not receive messages
from the school and the teacher.
Socio-emotional Learning Concerns/Social
Development Factors:
(and how these may influence instruction)
She is mostly quiet in class and likes to keep to
herself. She states that she had two friends in the
class whom are equally soft-spoken or quiet. She was
retained in 4th grade and refused to come to school
for a while. She normally does not keep eye contact
and looks towards the floor a lot. She listens to sad
songs on YouTube. Over the year, she has become
more acquainted with her class mates and she is
laughing more at recess now.
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Assets/Funds of Knowledge:
(and how these may influence instruction)
FP is mostly quiet in class, but tries to focus during
instruction. She is a hard worker if watched over and
monitored. She prefers socializing with a select few
who are equally quiet or soft spoken in class. This
means that either individual work or partner work
would be best for this student. Her listening skills have
definitely improved over the years and can
comprehend English more effectively.
Student #5
Student Name: MM
Special Identifications (ELL, GATE, Special Need):
High Performing
Linguistic and/or Cultural Background:
(and how these may influence instruction)
MM speaks only English at home and at school. He is
very eloquent with his words and writing. He is from
an American Indian background and does not practice
the traditions often.
Health and/or Physical Concerns:
(and how these may influence instruction)
MM has no serious health concerns that could affect
instruction. He is an active student and enjoys sports.
Assets/Funds of Knowledge:
(and how these may influence instruction)
MM enjoys reading novels and also enjoys math
problems. He is also good at drawing and is not shy
when it comes to speaking his mind. He is able to pull
key information from a story and can remember
details well.
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Interests and Aspirations:
(and how these may influence instruction)
She loves drawing, painting, and listening to music.
She dreams of becoming a police woman in the
future.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
MMlives with his parents and his sister. His mother is
very active with MM’s learning and is always trying to
find a way to help us. She constantly brings class
materials and sanitizing supplies. Both sides are
comfortable with contacting each other. MM states
that he loves his sister and talks well about his
mother.
Socio-emotional Learning Concerns/Social
Development Factors:
(and how these may influence instruction)
MM sets very high goals and strives to work harder.
He completes high quality work and always reaches
out when there is confusion. He is not afraid to answer
questions during class and is confident with his
abilities. He occasionally becomes irritated when
things do not go his way or when he feels like he is
belittled. He is also good at socializing and speaks
with both boys and girls.
Interests and Aspirations:
(and how these may influence instruction)
MM enjoys watching anime such as Attach on Titan
and also enjoys playing games such as Call of Duty or
Among Us. He would like to go to university in the
future, but is unsure about his career choice.
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Other General Classroom Considerations

Student Assets and Funds of Knowledge (Including general cultural and linguistic background of students’
home and family):

Most students have read a fair share of books during silent reading and have also learned how to draw main
ideas and details from a story several weeks prior. They also learned how to summarize during the same time.
The students are also familiar with using graphic organizers from previous stories that they explored during
direct instruction.

Health considerations or physical development factors (if any)

There are no serious health conditions that would affect instruction.

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area or that could
be address in this academic area

Students will need to practice social awareness and relationship skills when participating in discussions. They
will need to know how to take turns, respect others, and have proper etiquette.

Interests and/or aspirations in the class (relevant to this academic area)

Students primarily prefer math, but the students tend to have interest when it is an interesting topic. So, the
topic of a dolphin without a tail would intrigue them which will help them be more engaged with the lesson.

9. Opportunities to address challenges (such as misunderstandings or misconceptions) related to the

learning objective and lesson (using Growth Mindset Language): This section is the bridge between the
concerns for individual students identified in Section 7 and how this will play out in the context of the actual
classroom setting and the lesson plans you are currently preparing. Based on the information above, what
difficulties may students have with the content? Specify anticipated difficulties for English language learners,
students with special needs, or students with unique needs. Work to connect your information based on the
student’s IEP, behavioral plan, and/or observations by the teacher and teaching candidate.

- English Language Learners: The anthology that we will be using only has one version that does not
leave a lot of room for lower Lexile readers. So, there may be more academic vocabulary and words
that they are not familiar with. This can affect their comprehension of the story. Writing grammatically
correct sentences and summarizing can also be more difficult for ELLs because their vocabulary is
more limited. The use of Greek and Latin roots can also be a difficult concept for them to understand.
- Special needs: Paying attention can be difficult, especially with the use of an expository text.
Summarizing can also be difficult for this student because their reading level is at a 3rd grade level and
their vocabulary is also limited.
- Unique Needs: Discussions will be taking place and because they have experienced bullying, there is a
possibility that their participation can be affected. He also reads at a 3rd grade level so academic
language will be more challenging to learn and understand. There is also a high chance of the students
being absent as a result of fear or anxiety.

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Part III – Universal Access Lesson Adaptations

( TPE 1.4, 3.5, 3.6, 4.4, 4.5, 5.7, 5.8 SSP-ELD )

9. Modifications / Accommodations: What specific modifications/accommodations will be made based on the

anticipated challenges for this set of students for this specific lesson?

ELL / SDAIE Strategies:

• What are at least three general SDIAE strategies you will engage?

1) Use of a graphic organizer- I will be using a tree map for the main ideas and details. This will help the
students visualize the story’s structure and how everything is organized and presented.
2) Tapping into prior knowledge- I will be using a similar format to the previous week’s lesson about main idea,
details, and summarizing. This will help them follow a similar pattern and connect this week’s idea with the
previous lesson.
3) Going over academic language or vocabulary- I will clarify any words that would be challenging to
understand or any new academic language that would require more time to understand.
4) I will also be using a lot of hand motions to represent words or phrases in order to help ELs connect the
meaning with a movement.
• How will you address the CA ELD Standards you identified at the beginning of this lesson plan?

“We will be discussing what we have read so far and create a tree map so that we can see how the author
presents their information to us. Using this tree map, we can see the structure of the story and how the author
organized it. We will then use this organizer as support to summarize the story out loud. ”

Differentiation for Special Needs:

Students will have full support during instruction and have sentence frames to help them express the main
ideas and details without their shortage of vocabulary holding them back. They also have the tree map with the
main idea and details to look at for further support.

Socio-emotional Learning Support: https://casel.org/what-is-sel/

• Identify a specific SEL competency(ies) that you will focus on (Self-awareness, Self-management,
Social awareness, Relationship Skills, Responsible Decision-making):

Relationship skills and self-management

• Specific strategy that you will use to inculcate that competency:

Students will need to participate in discussions that involve communicating effectively. They will also need to
know how to seek or offer support and help others when needed. Students will also practice self-management
by knowing how to brainstorm and plan a summary. One of the strategies is using a tree map where they can
gather the information from the story.

Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

• Multiple Means of Engagement: Optimize relevance, value, and authenticity. Students will be provided
opportunities to discuss the connection between this story and how it answers a question that can be
transferred to socially relevant topics such as disabilities and the use of prosthesis.

• Multiple Means of Representation: Comprehension. Maximize transfer and generalization. Students will
be using a tree map to aid in note-taking which will scaffold for them to be able to summarize.

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• Multiple Means of Action and Expression: Facilitate managing information and resources. While
students are summarizing the story orally, students can practice keeping information sorted by looking
at the tree map in order to organize their thoughts.

Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E. Strategies,
Graphic Organizers, etc.). What three levels of Bloom’s will you address in this lesson to enhance the depth
with which your students will engage the lesson objective? (Remember, Understand, Apply, Analyze, Evaluate,
Create):

• Remember: Students will remember the main idea and details of the story.
• Understand: Students will understand the effects of a group helping others.
• Apply: Students will apply their understanding of Winter’s story, the main idea, and details in order to
create a summary of the story and answer the essential question.

10. Implementation of Strategies for Enhancing Lessons:

(Please address each of these only if you plan to use them, they are NOT mandatory)

21st Century Skills: Technology: Visual and Performing Arts:

Circle all that are applicable and How will technology be How will the students be provided
describe how each will be incorporated into the lesson? ( with opportunities to access the
observed during the lesson ( TPE TPE 3.6, 3.7, 4.4, 4.8 ) (For the curriculum by incorporating the
1.5, 3.3, 4.7 ) special Covid 19 version of the visual and performing arts? ( TPE
lesson plans, some form of 1.7 )
Communication digital media technology is a
Collaboration mandatory component)
Creativity
Critical Thinking I will be using a document camera Will not be using.
and Zooming with my students as I
Will not incorporate. write in my notebook.

Part IV – Assessment of Student Learning ( TPE 1.8, 5.1 )

11. Assessment Criteria for Success: How will the teacher and the student know if each of the specific
objectives identified above have been successfully met?

Formative Assessments: At least two formative assessments total, at least one with a rubric (attach rubric to
this template)
Formative Assessment 1:

Students will complete a tree map of the story, “Winter’s Tail.”

Formative Assessment 2:

Students will need to summarize the story verbally with the use of their tree map.

Rubric for Formative Assessment 2

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Student is not Student is Student is able to Student gives the

able to give the moderately able give the main idea main ideas of the
main idea and to give the main of the story while story while
providing many
the details are idea with a few providing several
details that support
not supporting. details. Student is details that
it. Student is able to
Student is unable able to identify at support it.
identify meaning of
to identify least one root: Student is able to habitare and sensus
meaning of roots habitare/sensus identify meaning while giving
or provide and provide one of habitare and multiple examples.
examples. example. sensus while
giving at least one 4
1 2 example.
3
Summarize topic,
main idea, and
details of an
informational text.

Greek and Latin

roots: habitare,
sensus

Total

Peer and 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? Must include a
rubric for either self-assessment or team assessment ( TPE 5.3 )

I will ask students to raise a number at chest level to see how confident they are in summarizing and finding the
key points of the story.
Self-Assessment

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I was not able to I can kind of give I can give the I am able to give the
give the main the main idea main idea of the main ideas of the
idea and the with a few details. story while giving story while giving
many details that
details did not I can identify at several details
support it. I can also
support the main least one root: that support it. I
identify the
idea. I do not habitare/sensus can also identify
meaning of habitare
understand the and give one the meaning of and sensus while
meaning of example. habitare and giving multiple
habitare or sensus while examples.
sensus. giving at least one
example.
1 2

4
3
Summarize topic,
main idea, and
details of an
informational text.

Greek and Latin

roots: habitare,
sensus

Total

Part V – Instructional Procedure

12. Instructional Method: Circle all that apply–

Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:

Students will have already been exposed to summarizing a story and finding the main idea and details of the
story. I will remind them of the story from the previous week and the essential question that will be used this
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 Standards-Aligned Lesson Plan Template

week as well. They will also use their knowledge of marine animals and real-life experiences in order to
understand the answer to the essential question.

14. Resources / Materials: What texts, digital resources and materials will be used in this lesson?

Notebooks, pencils, document camera, Wonders anthology, Nearpod (Latin roots)

15. Procedure: Provide a detailed procedure that includes estimated times and intended questions.

Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest

Opening to the title page, I will ask students what they observe about Winter the dolphin once again. Then, I
will ask: Imagine if you are missing your arm or your leg, what would life be like?

Lesson Explanation: How will the goals of the lesson be explained? How will you communicate how it will relate
to prior learning? How will you communicate your expectations for learning and behavior?

“First, we will go over Latin roots, which are similar with the Greek roots we learned the previous week. You will
be able to decipher an unknown word with the use of the clues from the root. Transitioning, we had read
“Winter’s Tail,” and went through a close read of the story finding the main idea and details. The end goal for
you all is to be able to summarize the story in your own words with the help of the graphic organizer that we will
create. Make sure you listen very carefully while we review and discuss about the story one more time. We will
be discussing the story in detail. Using a tree map, we will also analyze the text structure and see how the
author gives us information.”

“There are still many words that all of you will need to learn and having the tool to understand words you don’t
know is very useful in the future. Even when I read, there are still words that I do not know, so using the skills
that I had learned in the past, I can still use it throughout my life. Comprehension is a skill that you will need to
use even in 6th grade, 7th grade, even in university. You will need to read a book, and pull out the important
information from it. Even in university, you still need to know how to summarize the main points of a story or
text. So, this lesson will help you practice the skills you will need to use in order to understand the main
contents of the reading. We will also be working on summarizing the story because the more practice you have,
the better you will get at it.”

Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding,
Guided Practice, Independent Practice

-Have students go onto the Nearpod for the Latin roots.

-Review other Latin roots that students learned last week. (Mer-,Mare-, Port-)
-Introduce new roots (Habitare, Sensus)
-I will then provide other examples of the root, 3 each.
-Have students figure out the meaning of the unknown word. (Uninhabitable, sensible)

~~~~Transition to Reading~~~~

I will quickly review the essential question- What benefits come from people working as a group?

Check for Understanding

I will review the story and have a quick informal assessment to see how much the students retained from the
lesson before.

1. Who was Winter?

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2. Why was Winter special?

3. How did she lose her tail?
4. Who were some of the people who helped her?
5. Who helped her first? Second? Third? Etc.
6. How did working as a group benefit Winter?
7. How did Winter help benefit others?

Modeling
I will start a class discussion about what the main idea of the story is. (What does the author want us to know
about Winter?)
I will model how to draw a tree map and how to set it up. Then, I will do a think-aloud of the first detail. (Jim the
fisherman—cut Winter free from the crab trap)

Guided
Walk through several other details with the students (Clear Water Museum, Carroll)

Independent
Have students find last detail within the text.

Model
Do another think-aloud of how to summarize the story verbally.
1. Tell what story it is – Winter's Tail
2. What is the main idea? - Winter was able to live an inspiring life that ended up helping others as a
result of a group of people working together.
3. What are the details supporting the main idea? - Jim, Clear Water Aquarium, Carroll, Veterans

Have whole class summarize the story with me.

Close –

I will tell students that they must summarize the story on flipboard. They must include:
4. Tell what story it is – Winter's Tail
5. What is the main idea? - Winter was able to live an inspiring life that ended up helping others as a
result of a group of people working together.
6. What are the details supporting the main idea? - Jim, Clear Water Aquarium, Carroll, Veterans

(Students that need more support can have a prompt or frame to start verbal summary)

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

They will be going over more short stories in small groups in order to keep practicing pulling the key ideas from
a text. They will also be working on summarizing for several weeks, so it is okay if they do not feel like they
completely mastered this skill.

Part VI – Reflection ( TPE 3.4, 6.1 )

After presenting the lesson in the classroom, review and reflect on student work related to the lesson

1. Include rubric data here:

1: Did not meet standards -- 4: Met standards
ZR: 4
MM: 4
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FS: Absent
MT: 3
FP: 1

2. Student achievement of the lesson objective according to the data analysis:

Explain areas of successful achievement –

Students were able to orally summarize the story using main idea and details with the support of their tree map.
Students were also actively listening and answering about the story during the class discussions. Many of the
summaries contained the key ideas of the story and followed the original order of the story.

Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –

Student had trouble with flow when summarizing the story. Students are able to answer simple questions, but
struggle with coming up with how to start. The students need more support with structure in terms of
summaries and structure. As for EL students, they struggled with coming up with complete sentences, so I
should provide more sentence frames for them as a support.

How did learning deeply about your students’ assets and learning needs

a. inform and/or shape your lesson plan for the whole class?

I knew that students still struggled with finding the main idea and details and more specifically,
summarizing the story in their own words. I also know that the students often feed off of each
other’s energy level, so having a class discussion can help engage them and bring a sense of
inclusion.

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

Having a tree map to help organize and visualize the information of the story was helpful for most students
because they were able roughly to summarize the story with the help of the organizer. This provided a
way for them to organize their thoughts when reciting it and also a visual representation of the story’s
main idea and detail.

Think about your teaching practice during the learning segment and what you learned from your analysis of
multiple types of assessment about your students’ understanding of content and/or ELD learning goal(s).

a . What was most effective about your teaching or assessment in helping students achieve the content
and/or ELD learning goal(s) of the segment?

I would say my most effective strategy was using the tree map and student engagement. The students
were able to remember the key points of the story. When asked, the EL student was able to give
accurate answers with the help of the organizer. Students were also actively participating and engaging
in discussion or were listening to their peers.

b. What was less effective about your teaching or assessment? What do you want to set as an area for
growth to increase your effectiveness as a teacher? Explain why you have chosen this professional
learning goal.

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I would like to help students develop more academic language when explaining the story. They were able to tell
the main idea and details, but the structure of their summary had little flow and many lacked a topic sentence.
So, I will go back to writing summaries in order to improve their summarizing structure.

3. What instructional strategies were used to help students achieve the lesson objective? Which subject-
specific pedagogical skills were used to help students be successful? (reference TPE SSP 1-7 Part 2: Subject-
Specific Pedagogy)

Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to incorporate
specific instructional, in-the-moment adaptations for particular students? Why or why not?

Most students were able to create summaries with the main ideas and details, but ELL students struggled
coming up with complete sentences and structure. This was because they lacked sentence frames in order to
start their summary, so additional support is needed in order to start a summary for ELL students.

Did your instructional approach support learning for the whole class and for each of your focus students to
achieve the content-specific learning goal(s)?

I think the use of the graphic organizer was effective for the class. This helped most types of students because
it helped them practice organization and the other was a visual way of seeing the book’s information.

4. According to the data analysis, what changes could be made to the lesson and why? Please use specific
examples from your student samples or note other specific evidence.

If you were to develop and teach this lesson again, what would you do the same or differently to improve deep
learning of content and academic language for the whole class of students and why?

I would keep the tree map, but I would provide another sheet of a summary structure frame so that they can
complete the sentences with the correct ideas for ELLs.

5. What should be done next to teach the students who were not successful in grasping the lesson? Explain
what you would do next to advance the learning of the whole class of students. How could it be re-taught if
given the opportunity?

Do you need to reteach any part of the lesson? Explain why or why not.

I would reteach how to summarize the story verbally. I would follow a strict structure which could
be projected on the board so that students will know what I am looking for and they will have
an example to look to.

b. Based on what the whole class of students learned about the content you were teaching, what will you
teach next?

I will continue to go over summarizing the story, but most students have understood main and details, so I will
teach Author’s Point of View because it also utilizes a main idea and detail. So, for a counter, there needs to
evidence which connects with the main idea and detail. Similarly, counter-arguments also need evidence.

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6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the
future?

I learned that I have underestimated myself too much and that I am capable to teaching this class. The energy
and connection I have with the students help engage them in their own learning. I also learned that I need to
improve adaptability within the classroom and also how to create questions that provoke thinking.

Part VII – Student Samples

Make copies or take clear pictures of student work for each level (high, middle, low, ELL and special needs
students). Write comments on the copies. Include scores according to the formative assessment rubric
categories. Also include information about how and what was communicated to the students regarding their
work.

Rubric Data and Comments:

https://drive.google.com/file/d/1S0_TZfhqeo0_Y76sJU26EQq_UZsIlJLD/view?usp=sharing

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 Standards-Aligned Lesson Plan Template

Graduate Education Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Goals Failure to align Inadequate choices and Adequate choices and Strong choices and Excellent choices and
standards and alignment of standards alignment of standards alignment of standards alignment of standards
and objective and a lack and objective with and objective with and objective with clear, and objective with clear,
Standards of rationale and poor rationale and basic rationale and robust rationale and insightfully robust
essential questions. essential questions. essential questions. essential questions. rationale and essential
questions.
Part 2: Failure to develop Minimally helpful Moderately Good demographic Robust demographic
demographic profile demographic profile appropriate profile and adaptations profile and adaptations
Demo- and adaptations that and adaptations that demographic profile that will potentially that will potentially excel
graphic provoke diversified will not likely provoke and adaptations that provoke significant, at provoking significant,
Profile and learning or engage significant, diversified will likely provoke diversified learning that diversified learning that
Lesson 21st Century learning and only significant, diversified engage 21st Century engage 21st Century
Learning, the Arts, vaguely engage 21st learning that engage Learning, the Arts, Learning, the Arts, and/or
Adaptations and/or technology. Century Learning, the 21st Century Learning, and/or technology. technology.
for specific Arts, and/or the Arts, and/or
students technology. technology.
Part 3: Failure to provide Inadequate Adequate Strong demonstration of Excellent, robust
Universal Design for demonstration of demonstration of multiple means of demonstration of multiple
Universal Learning. multiple means of multiple means of instruction that are means of instruction that
Design for instruction that are not instruction that are likely to provide are highly likely to
Learning likely to provide somewhat likely to engaging Universal provide engaging
engaging Universal provide engaging Access for all learners. Universal Access for all
Access for most Universal Access for learners.
learners. most learners.
Part 4: Minimally useful Minimally useful Moderately useful Very clear, useful Outstanding, powerfully
formative formative assessments formative assessments formative assessments useful formative
Assessment
assessments and and rubric that will not and purposeful rubric and purposeful rubric assessments and
Plan rubric that will not enable some that will enable some that will enable purposeful rubric that
enable some meaningful assessment meaningful meaningful assessment will enable meaningful
meaningful for most students. assessment, but not for every student. assessment for every
assessment for most likely for every student.
students. student.

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Part 5: Failure to create a Poor plan that will do Adequate plan that Strong plan that will Excellent plan that will
meaningful student little to empower will empower students empower students to empower students to
Peer and
self-assessment students to genuinely to reflect on their critically reflect on their critically reflect on their
Student Self- reflect on their learning and gain some learning and gain good learning and gain
Assessment learning or gain insights insights significant insights
Plan personal insight
59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Part 6: Failed to create Developed minimally Developed adequately Developed strong, Developed extremely
meaningful plans thought-out plans realistic, and well realistic, and well strong, realistic, and well
Instructional without potential to thought out plans with thought out plans with thought out plans with
Procedure create a well- potential to create a, potential to create a potential to create a
structured classroom well-structured thriving, well- thriving, well- structured
classroom where structured classroom classroom where students
students might where students understand the
understand the understand the boundaries and can work
boundaries boundaries and can well within them.
work well within them.
Point Chart: Final
180-200 A Score:
160-179 B
140-159 C
120-139 D
119 and
below:
Failed

All Components Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
14.9 and 15-17.4 17.5-19.9 20-22.4 22.5-25
below
Student Work Failure to include Submission of two to Submission of three to Submission of five Submission of five
student samples on three samples little five samples some samples representing samples representing a
Sample
a meaningful level diversity in abilities diversity in abilities ample diversity in wide range of diverse
Submission and needs and/or and needs with abilities and needs with abilities and needs with
lacking appropriate appropriate comments strong, useful comments excellent, clarifying
comments and grades and grades and grades comments and grades

Lesson
Observation The LOP was submitted to Canvas in a timely manner and in readable form.
Protocol (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this assignment and may
(LOP) affect being allowed to go on to the next stage of the Grad Ed Program).
Submission
29.9 and below 30-34.9 35-39.9 40-44.9 45-50

Teaching Failed to reflect on Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
the lesson in a lesson and specific lesson and specific lesson and specific lesson and specific
Candidate pedagogically assessments showing assessments showing assessments showing assessments showing
Reflection on meaningful way poor analysis into the some analysis into the good analysis into the robust analysis into the
Lesson strengths and strengths and strengths and strengths and weaknesses
weaknesses of the weaknesses of the weaknesses of the of the instructional
instructional method instructional method instructional method method and process,
and process, and process, and process, adaptations, and levels of
adaptations, and levels adaptations, and levels adaptations, and levels inclusion and engagement
of inclusion and of inclusion and of inclusion and for both the whole class
engagement for both engagement for both engagement for both the and individual needs with
the whole class and the whole class and whole class and excellent consideration of
individual needs with individual needs with individual needs with next steps
inadequate satisfactory sound consideration of
next steps

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consideration of next consideration of next

steps steps
Point Chart: Final
90-100 A Score:
80-89 B
70-79 C
60-69 D
59 and below:
NOT YET

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