Individualized Learning Plan (ILP)

March 2, 2021- Lesson Plan Revised 11.5.18

Section 1: Teacher Information
New Teacher Email Subject Area Grade Level
th
Rachel Jung racheldjung@gmail.com ELA 7 Grade
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning
Promoting critical critical thinking by designing structured inquires into complex
strategies, posing/solving problems, and reflection on issues in content.
thinking through inquiry, T – Applying T – Innovating problems.
1.5 S - Students respond to varied questions or tasks designed to promote
problem solving, and S – Exploring S - Innovating S - Students pose and answer a wide-range of complex questions
comprehension and critical thinking in single lessons or a sequence of
reflection and problems, reflect, and communicate understandings based on
lessons.
in depth analysis of content learning.

T- Plans instruction using a wide

range of strategies to address
learning styles and meet students’
assessed language and learning
needs. Provides appropriate
support and challenges for
students.
Planning - Pear Deck, Zoom chat,
instruction verbal participation, para
4.4 that T- support, ELD coordinator
incorporates Applyin T- Uses assessments of students’ support
appropriate g learning and language needs to inform T- Integrating
strategies to S- planning differentiated instruction. S- Integrating S- Students express their responses
meet the Applyin (9/24/20) through various platforms and
learning needs g
of all students. communicate with the
S- In order to check for student teachers/peers. Different
understanding, I have a “check in” assessments will be planned to
Collecting and slide to ensure that they comprehend meet students’ diverse learning
T-
analyzing Applyin the lesson. Students will answer and language needs.
through Pear Deck, Zoom chat, and T- Integrating
assessment g
verbally to express their S- Integrating T- Facilitates Pear Deck responses,
data from a S-
variety of Applyin understanding. classroom discussions, and Google
5.2 sources to g Form check-ins to help assess
inform where students stand in the lesson.
instruction. Do the students fully comprehend
imagery and their poetry
assignment?
S- Students express their responses
via Pear Deck and verbal
participation. They will also be
submitting their assignments via
GC.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should
be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection
How do I ensure that my Each student will be able to Day 1- Students will begin the day with our The pre-Assessment Plan
instruction and lessons are understand and apply at least usual “Quote of the Day” which will be about will be gauged via Pear
meeting each students’ diverse 80% of the overall lesson poetry. Students will answer the following Deck, Zoom chat, and
needs? (reading unit, writing unit, question verbally and/or on Pear Deck: Why is verbal discussions before
poetry unit) through various imagery important in poetry? (sight, hearing, the lesson. My post-
 taste, smell, touch) Explain. Then, we will
transition into a Google Slides presentation in
regards to the elements of poetry. 
Day 2: Application- Students will bring
candy/snack of choice to work on the day’s
assignment. We will be using their snacks to
create a poem about imagery. They will be
using all five senses to create their own poem.
Scaffolding will also be incorporated into the
worksheet for students who need extra
support. 
Day 3: Students will apply their knowledge in
regards to The Giver. They will put themselves
in Jonas’ shoes and create a poem from his
point of view. Connections will be made from
their lesson on imagery/poetry and The Giver.
Day 4: Students will present their poems via
Zoom or post their recordings on Flipgrid. 
Standards:
 CCSS.ELA-
LITERACY.RL.
7.5
platforms. Students who need the Assessment plan entails
Analyze how a
extra support will have the para their poetry presentations
drama's or
teacher or ELD coordinator (live and Flipgrid) along
poem's form or
provide the necessary support. with their assignment.
structure
Platforms such as Pear Deck will Students will be able to
contributes to its
be utilized to measure their level apply the lessons learned
meaning
of understanding.   throughout the week. 
 CCSS.ELA-
LITERACY.RL.
7.4
Determine the
meaning of
words and
phrases as they
are used in a
text, including
figurative and
connotative
meanings;
analyze the
impact of
rhymes and other
repetitions of
sounds (e.g.,
alliteration) on a
specific verse or
stanza of a poem
or section of a
story or drama.

Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please
identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Performance This student just moved to Los This student has ADHD and has difficulty This student expresses his
Data
Angeles from Mongolia and she staying focused. He does extremely well in inner feelings about remote
does not speak English. After social settings and has been turning in learning and is struggling with
reaching out to Admin, we have assignments with his group. He also joins my depression. I cater my lessons
support from the ELD coordinator office hours when necessary to review towards his interests and he
 who joins my Zoom sessions in the
morning. She has been progressing
has been engaged on Zoom!
slowly and is receiving the support
assignments he may have missed. He raises his hand to verbally
that she needs. Her assignments are
participate.
not blank submissions, and she puts
forth effort as of now.
He loves to participate and I always make
Through the support of our ELD In order to keep the student
certain to call on him to either read a question
coordinator and me, we are engaged, I will allow him to
or paragraph for the class. He is always
Expected Results expecting her to comprehend at least create poetry that caters to his
willing to be engaged. I am expecting the
40% of the assignments before the interest. This will minimize
student to consistently submit his assignments
end of the quarter. late/missing assignments.
on time with weekly reminders.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities. March 12-14,
March 11, 2021 March 11, 2021 March 12, 2021 March 16, 2021
2021
Provide 1-2 sentence
This poetry lesson will implement active engagement (snack/candy) for students to comprehend sensory
summary of your lesson
plan. imagery. Students will then apply the lesson in connection with The Giver.
Pre-Assessment: Students will respond to a quote regarding poetry and then answer the following
Summarize process for
question via Pear Deck: Why is imagery important in poetry? (sight, hearing, taste, smell, touch)
administering and Explain. Then, we will transition into a Google Slides presentation in regards to the elements of
analyzing pre- and post- poetry. 
assessments.
Post-Assessment: Live recording of their poetry reading via Zoom or Flipgrid. Students will be
recording themselves reciting their own poetry that targets The Giver.
Semester 3 Only: Identify
the specific technology
tools, applications, links,
and/or devices to be Google Slides, Pear Deck, Zoom chat, Flipgrid, and Macbook
incorporated into the
lesson.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)

Adams, B. (2019). The Far Reaching Impact of Transformative

Curriculum. Journal Of Curriculum Studies  Research, 1(1), 17-32.
Voltz, D. L., Sims, M. J., Nelson, B. (2010). Connecting Teachers, Students, and
https://doi.org/10.46303/jcsr.01.01.2
Standards: Strategies for Success in Diverse and Inclusive Classrooms. United
States: ASCD.
https://curriculumstudies.org/index.php/CS/article/view/8
https://www.google.com/books/edition/_/NPOVDwAAQBAJ?hl=en&gbpv=0
Statement: Constant attempts have been made to improve the curriculum in the
Statement: Educators face similar challenges when it comes to student diversity. This
U.S., and sometimes the curriculum does not reach the highest quality of
book discusses ways in which educators can reach all learners while maintaining high
education for a diverse body of students (ex: ELLs). This read tackles
standards. 
interviews, statistics, findings, and observations that helps cater to a diverse
group of students.