CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
4.1 Using knowledge
background, and individual
of students’ academic
development.
readiness, language
proficiency, cultural
background, and
individual
development to plan
Is aware of the impact of Becomes aware of
instruction.
bias on learning. potential areas of bias and
seeks to learn about
culturally responsive
pedagogy.
This area presents a
unique challenge when
teaching in a foreign
country like Thailand.
Prior to beginning, I did
some online research into
the habits, customs,
educational and career
priorities, and other
potentially relevant
Evidence aspects of my students’
cultural background.
Materials and activities are
chosen with this info in
mind. There are also
definite do’s and don’ts
when it comes to Thai
culture, and I have already
encountered one instance:
irony and sarcasm are not
always interpreted here as
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
Over the course of the
2019-2020 school year, I
have developed a sense
(largely through trial and
error) of what will work
and what will not as far as
materials: texts, graphics,
videos, and activities. I
have learned to judge
potential content for
language, themes, and
references that students
will respond to; intrinsic to
this has been stepping
back from my own biases
about what is engaging or
appealing and looking at
these things from the
students’ perspective: If I
were a 16 year old, do I
think that I would respond
Integrating
Plans differentiated
instruction, which is based
on broad knowledge of
students. Matches
resources and specific
strategies to students’
diverse learning needs
and cultural backgrounds.
Planning addresses bias,
stereotyping, and
assumptions about
cultures and members of
cultures.
Following and building on
the "speed dating"
characterization activity
mentioned in CSTP 3, I
designed an activity in
which students first read
an article on what our
social media habits may
say about our
personalities, then created
multimedia self-portraits
of themselves from their
social media posts. I chose
this approach based on
what I've learned of my
students preferences and
cultural backgrounds; all
of them interact with
multiple social media
platforms (LINE,
Facebook, and Instagram)
Innovating
Plans differentiated
instruction that provides
systematic opportunities
for supporting and
extending student
learning based on
comprehensive
information on students.
Engages students in the
analysis of bias,
stereotyping, and
assumptions
For my Global Citizenship
Education lesson plan, I
designed activities and
selected materials to
engage students in
analysis of texts and
videos to determine bias
and evidence of bad-faith
arguments, as well as
orient them with common
strategies of bad-faith
arguments and actors:
gaslighting,
whataboutism, and the
straw-man fallacy. The
materials and resources
that I used were chosen to
engage students’ existing
funds of knowledge,
including public figures
and current events and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
they would be in a USA to this? Just because I like
classroom, and I’ve had to something does not
adjust my teaching style necessarily mean the
accordingly. students will (often in fact
it seems to be the
9/30/2019 opposite).
5/8/2020
and most of them post
publicly on these.
Students then posted their
self-portraits in a Padlet
gallery and viewed one
another's work in a virtual
gallery walk; each student
had to leave at least five
comments on their
classmates' work.
issues with which they
would likely be familiar
and have opinions about.
Global Citizenship
Education Lesson Plan
April 2021

October 2020
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
In my observations, this
area was identified as one
in which I needed to make
some adjustments. In
response to the input I
received, writing and
discussing learning
objectives and connecting
them explicitly to
standards is now part of
my classroom routine. I am
now looking to build on
this by explicitly
connecting learning
objectives from prior units
to the current unit, and
illustrate how prior
knowledge and skills can
be engaged.
9/30/2019
Evidence
The school’s curriculum
and overall approach
emphasize what they refer
to as ESLOs: Expected
Student learning
Outcomes. This is similar
to the
backwards-planning,
outcome-based philosophy
upon which the CCC
standards are based and
there is a lot of overlap
between the two. Part of
the ESLOs is “essential
questions” for each
learning unit that are used
to establish goals: In the
course of the unit,
activities and discussion
will seek to answer these. I
now begin each unit with a
review and discussion of
the essential questions, as
a way to direct and focus
inquiry.
5/8/2020
In the debrief/Part II of Learning objectives for my
characterization speed Global Citizenship Lesson
dating, I gave students the Plan include both
objective of creating word short-term and long-term
clouds from the objectives, designed to
three-word descriptions engage students at
their classmates wrote multiple levels of
about their characters higher-order thinking in
from the main activity. I alignment with Bloom’s
designed this objective Taxonomy.
with the following in
mind: it is highly visual Global Citizenship
(catering to one of Education Lesson Plan
students' strengths,
affinity for visual April 2021
material); it gives students
creative control (they
choose
font/color/orientation/sh
ape of words and clouds);
and it is likely to be highly
engaging because it
focuses on feedback they
received from peers on the
characters they created
and played in the main
activity. I attached
examples of word clouds
for those who might not
be familiar with them,
provided links to free,
simple word cloud
generators, and did a
demo in class in which I
created a small word
cloud.
After the word cloud
activity, I had the students
write brief responses to
the following questions as
an "exit ticket":
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
● What are some of
the things others
did that helped
you guess their
characters?
● What did you do
to help people
guess your
character that you
think was
effective?
● What would you
have done
differently to help
people guess?

October 2020
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
plans that ensure high
learning
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Planning at my school is
expected to be
outcome-based, and my
lesson plans are reviewed
by my department head
and other supervisors with
this in mind. Sequencing of
lessons is organized into
quarterly units that are
each centered on a
particular theme or idea:
Society and Conformity,
Life and Death, etc… Texts
are chosen for their
appropriateness not only
to the students skills and
abilities, but also their
suitability to a given unit’s
theme. Working within this
curriculum structure has
honed my abilities in this
Evidence
area.
9/30/2019
The school year is divided
into four learning units,
two per semester. Before
each unit, the teachers
meet at the grade level to
brainstorm and
collaborate on plans for
the unit, including the
summative, or final,
assessment for that unit,
which must be uniform for
all class sections within
the grade. Emphasis has
been on giving students a
clear idea at the beginning
of each unit of what the
theme and learning
objectives are and guiding
inquiry and learning
activities towards those.
05/08/2020
The speed dating, word
clouds, and social media
self-portraits were
designed as a series of
activities to prepare the
students for identifying
and analyzing different
kinds and methods of
characterization (direct
and indirect;
actions/reactions,
thoughts, dialogue,
physical description)
using the Kate Chopin
short story, "The Story of
an Hour." Having gone
through the process
themselves of indirectly
creating a character
through behavior and
dialogue during the speed
dating activity, then
curating a selection of
their own social media
posts in order to present a
characterization of
themselves to others, the
goal was for them to
identify how the author
uses literary devices and
descriptive language to
show us who Mrs. Mallard
is and the transformation
she undergoes in the
course of the story. These
activities were designed to
lay the groundwork for
their first step in working
with the text, creating a
three-column chart about
Mrs. Mallard and her
husband Brently: what the
One of my more successful
activities has been
“Characterization Speed
Dating.” It has succeeded
both as an engaging and
fun activity that students
are enthusiastic about,
and has proven to be a
good foundation for
exploring aspects of
characterization and plot
in literature. Evidence of
this can be seen in my
POP Cycle observed
lessons and instructional
materials, as well as in the
feedback I received from
my mentors.
https://sites.google.com/
view/charlesoestreichersf
otip/assessments/pop-cy
cle/semester-1-pop-cycle-
fall-2019
https://sites.google.com/
view/charlesoestreichersf
otip/assessments/pop-cy
cle/semester-3-pop-cycle-
observation
https://sites.google.com/
view/charlesoestreichersf
otip/assessments/teacher
-inquiryilp
May 2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
characterization is
(quoting from the text),
what you think it shows
about who Mrs. Mallard or
Brently is, and whether
you think it is direct or
indirect. The lesson began
with reading the handout
All About Characters,
which reviewed methods
of indirect
characterization they had
been exposed to in the
previous lessons and
activities.

October 2020
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning
students’ diverse language, learning needs. Provides needs and styles to
instruction that
and learning needs and appropriate support and advance learning for all.
incorporates
styles. challenges for students.
appropriate
Is aware of student Seeks to learn about Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
learning needs of all
language needs through and language needs students’ learning and broad range of their learning and the
students
data provided by the site beyond basic data. language needs to inform assessments into planning impact of instructional
and district. planning differentiated to meet students’ diverse strategies to meet their
instruction. learning and language learning and language
needs. needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
When I begin a unit, I
query students on how
much of the key
vocabulary and concepts is
familiar to them. Based on
student responses, I
pre-teach vocabulary as
necessary, using ESL
techniques to elicit
meaning instead of just
giving definitions, and
design activities related to
concepts and relevant
Evidence
background info. For
example, at the beginning
of a recent unit, I had
students in groups of four
create slideshows on
subjects related to a
specific text they were
about to read and spend
several weeks analyzing;
these were presented in
class.
9/30/2019
Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons
curriculum provided. or sequences of lessons to
4.5 Adapting
address students’ learning
instructional plans
needs.
and curricular
materials to meet the
assessed learning
needs of all students.
Key to my efforts at
differentiation has been
variety: In learning
materials, activities, and
assessments. I find that
when I diversify - using
graphics, video, and
technology-based material
in addition to text;
technology-based and
kinetic group activities
along with individual
reading and writing;
individual and group
assessments involving
multimedia products. I
find in this way that I can
effectively accommodate a
broad range of learning
styles and reading levels
within a single lesson.
5/8/2020
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
My work with
characterization and
literary analysis has
followed a pattern of
beginning with simple
tasks, such as
questionnaires and peer
discussions, Kahoots, and
creating word clouds, and
using the knowledge and
academic language from
those to advance to more
complex activities such as
identifying elements of
characterization in texts in
the form of a
three-column chart.
November 2020
Makes ongoing
adjustments to
instructional plans and
uses a variety of materials
as the instructional needs
arise to support student
learning.
The variety of
instructional materials
and activities in my
Technology Playlist for
“The Story of an Hour”
and my Global Citizenship
Education lesson plan
show evidence of this.
https://sites.google.com/
view/charlesoestreichersf
otip/technology-compete
ncy/playlist
https://sites.google.com/
view/charlesoestreichersf
otip/leadership-competen
cy/global-citizenship-edu
cation
May 2021
Anticipates and plans for a
wide range of adaptations
to lessons based on in
depth analysis of
individual student needs.
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
A challenge in my current
situation is that students
are not formally tracked.
All grade 11 students are
expected to be given the
same texts, learning
objectives, and summative
assessment at the end of
each unit, and to come
away with roughly the
same skills and knowledge.
This makes adaptation for
the particular needs of
each section tricky, as they
are not all equal in terms
of ability and motivation.
For example, I recently had
two of my three sections
create “word art” from
Evidence target vocabulary;
however, for my most
advanced section, I made
this activity optional and
instead engaged them in a
slightly more demanding
task.
9/30/2019
As I’ve gotten to know my
students better, I’ve
become better at gauging
the effectiveness of my
lessons and learning
strategies as I go, and
adjusting them on the fly
to better engage the
students and focus on
learning objectives. A big
part of this is paying
attention to the students’
demeanor in class and
how they react to
materials and
assessments: things like
body language and facial
expressions I find can be
very communicative and
revealing. I also regularly
poll them anonymously on
what they think works and
doesn’t, and use that for
guidance.
5/8/2020
As discussed in another of
the CSTP elements, I
recently saw the need to
further teach and review
“The Story of an Hour”
based on student
responses in Kahoots and
other diagnostic tools
showing that they were
unclear on core concepts;
this took the form of a
read-aloud and extended
Q&A discussion in order
to elicit from them greater
understanding.
My incorporation of
technologies like Kahoot,
Poll Everywhere, and
Padlet, as well as a variety
of kinds of assessments
(written and visual) is
intended to reflect
multiple learning
modalities.
November 2020