Standards-Aligned Lesson Plan Template

Multiple Subject
Graduate Program in Education

Subject(s): ELA Grade: 3rd GATE

Teacher(s): Natalie Phillips Master Teacher: Leslie Liddell

School: Garretson Elementary ___ Lesson Time Allotment: 60 min ___ Date: October 14, 2021

TPE Target Skills:

1._TPE 1: Engaging and supporting all students in learning. _________________________________________
2._TPE 3: Understanding and organizing subject matter for student learning. ___________________________
3.TPE 4: Planning instruction and designing learning experiences for all students. ________________________

Part I – Goals and Standards

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. Common Core Learning Standard(s) (CCSS) Addressed: (TPE: 3.1, 3.2, 3.3, 4.4)
Math, ELA History/Social Science, Science, Physical Education, Visual and Performing Arts

CCSS.ELA-Literacy.R.I.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
CCSS.ELA-Literacy.R.I3.2: Determine the main idea of a text; recount the key details and explain how they support the
main idea.

SCS.LS.3: Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for
understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and
reproduction

Due to the fact that this is a GATE class, we have incorporated cross-curricular standards to incorporate a level of
complexity and teach students how to integrate ELA skills in other standards like science.
2. ELD Standard Addressed: All Content Areas (TPE 1.1, 1.6, 3.5, 4.4)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive
A.1: Exchanging information and ideas via oral communication and conversations
A.2: Interacting via written English (print and multimedia)
B.6: Reading closely and explaining interpretations and ideas from reading
C.9: Expressing information and ideas in oral presentations

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas
A.1: Understanding text structure and organization based on purpose, text type, and discipline

3. Learning Objective: What will students have mastered in terms of knowledge and/or skill as a result of this lesson?
(TPE 2.2, 2.6, 3.2)

1. Students will correctly answer text specific questions.

2. Students will have mastered constructing a main idea and supporting it with details identified in the text.
3. Students will demonstrate their understanding of how an animal’s adaptations help them survive in their
environment through writing, discussion, and illustration.
4. As a result of this lesson, students will have developed their use of the English language through oral and written
collaboration, examining written text, and dissection of the written structure of an informational text.

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 Standards-Aligned Lesson Plan Template
Multiple Subject
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…”)
1. Today we are going to answer the question “What biome would be most suitable for animals with this
adaptation?” by reading our articles on fur, skin, sales, and feathers.
2. We will also master writing main ideas and supporting them with the evidence we find in our articles.
3. When you have finished your poster, you should have a deep understanding of different ways animal adaptations
help them survive.
4. Throughout our lesson we are going to strengthen our language skills by talking, writing, reading, and even
presenting our ideas.

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5. Relevance/Rationale: Why is this the right lesson for your students to learn right now in your class based on prior
lessons and formative assessments that these students have already had? How are you specifically building on prior
learning? (TPE 1.3, 2.6, 3.2)
Students have been working on analyzing texts and identifying the main idea and then supporting it with details from the
text with teacher support for several weeks. However, we have observed that students need more practice developing these
skills independently. This lesson specifically builds on the prior reading in the Benchmark magazine and the practice of
using icons of depth and complexity to guide their reading and organize the information from a text.
The day before the lesson, students were given an article on the adaptations of sharks to read and analyze for main ideas
and details. Based on collection and assessment of their work, students need more opportunities to read and construct the
main idea of a text and support their idea with details from the text.
They were efficient in identifying the main idea, but struggled to identify the details that actually supported the main idea.
I am using this lesson to reinforce what they have learned about main idea and details as well as utilizing collaboration to
assist ELLs. Peer interactions will reinforce the learning using student vernacular and expand on their prior knowledge
through this alternate form of engagement.
Student-Friendly Translation: What have the students learned before that this lesson is connected to, and what can you
explain to help them connect the new lesson to what they already know?

Yesterday Mrs. Liddell showed you a video on what animal?

 Sharks
Correct! After watching the video on sharks, you worked individually in your animal magazines to find what?
 Main Idea and Supporting Details
Great! Today I want to see if you can find the main idea and details of a new article.
You will use the same strategies you did yesterday of annotating and analyzing text features to help you construct the main
idea.
As you are reading, I want you to think about the other adaptations we have been learning about this month. How did they
help the other animals survive? Are the adaptations you are reading about today similar in any way?
6. Essential Questions: (TPE 1.5)
How do living things adapt to change?

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

Review words:
Adaptations
Suit
Camouflage
Environment
Climate
Physical Features
New words:
Mammals
Predators
Prey

Demographic Profile: Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )
Number of Students in Class Male: 8 Female: 8 Total:16

English Language Arts (ELA) Mathematics English Language Learners (ELL)

Level (Circle) Number of Level (Circle) Number of Level (Circle) Number of
students per students per level students per
level level

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Beginning Low 1 Emerging
Intermediate 2 Medium 3 Expanding 1
Advanced 14 High 12 Bridging
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
Jack McCrory-Speech This student struggles to correctly articulate his /r/ sound.
He visits the Speech Pathologist on campus twice a week for 25
minutes and is given skills to use at home per his IEP.
This student struggles to correctly articulate his /r/ and /th/ sound.
Dylan Deal-Speech He visits the Speech Pathologist on campus twice a week for 25
minutes and is given skills to use at home per his IEP.
This student struggles to correctly articulate his /s/, /z/, and /th/
Michael Lim-Speech sound.
He visits the Speech Pathologist on campus twice a week for 25
minutes and is given skills to use at home per his IEP.

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

Focus Student #1 (FS1): English Learner

Student Name: Kartavya Shah
Special Identifications (ELL, GATE, Special Need):
ELL
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Asian-Asian Indian
Primary Language: Gujarati
Our only ELL student and the only student required to
leave the class for ELD. Classified as an S3 which is
Moderately Developed English Language.
Health and/or Physical Considerations:
(and how these may influence instruction)
FS1 has vision difficulties and the parents have requested
he sits close to the board. We have not observed any
issues.
He also has Environmental Allergies, but we have not
observed any instances of this yet.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
FS1 comes from a two-parent home with very involved
parents. He has one older sibling but does not mention them
very often.
FS1’s mom is against the fact that he is an ELL and has to
attend an ELD class during the day. He is the only student that
goes to a different room during the ELD time. She has denied
speech services for her son in fear of him missing out on more
instruction time.
Socio-emotional Learning Considerations/Social
Development Factors:
(and how these may influence instruction)
We have observed the student making comments in which he
recognizes that others are having difficulty in understanding
him because of his articulation issues. In one comment he
even said “I need speech”, so unfortunately he knows he has a
need but no progress can be made towards receiving services
until permission is granted by his mother.

Assets/Funds of Knowledge: Interests and Aspirations:

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

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Veracious reader and very motivated in academics. He is
very socially advanced and is constantly looking out for
the well-being of others. Very polite and patient with
others.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)
Student Name: Jack McCrory
Special Identifications (ELL, GATE, Special Need):
(Special Need: Speech)
Linguistic and/or Cultural Background:
(and how these may influence instruction)
White-English Only
Health and/or Physical Considerations:
(and how these may influence instruction)
FS2 is one of the more athletic students in the class. He
is a very kinesthetic learner, often getting out of his
chair and approaching the board to explain his answer.
Student tends to work half out of his chair and fidget
when he is engrossed in work. Student has been
observed climbing on his chair and table while
screaming out or pretending to fall off his chair from
laughing too hard.
We have observed that he learns best when he has the
space and opportunity to engage movement in his
learning. In order to foster a safe and effective learning
environment for him his desk is placed on the end so
he has the space to sit on the edge of his chair and
fidget without disrupting others. However, he excels
when given the opportunity to learn kinesthetically
because including the movement keeps him focused.
His unique learning style creates fun and engaging
opportunities for the class. In differentiating instruction
for him, we are integrating movement into all students’
learning and forming more permanent brain
connections through this additional form of
engagement.
Assets/Funds of Knowledge:
(and how these may influence instruction)
A very joyful and excitable child. He has a great
retention rate. He is very polite and takes constructive
criticism to heart which makes him very thoughtful in
his actions and self-corrections.
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Fascination with all things military. Has the ability to recall
very specific information about military vehicles and
missions.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
Oldest child in a family of three boys. Both parents work in
education. Student makes comments regarding his parents’ time
often being dedicated to the needs of his younger sibling.
Student’s father has been observed at pick-up and expressed the
struggles of being occupied with the two little ones.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
Acts out for attention and therefore appreciates positive
affirmations more than other students.
As is the case with most gifted students, he requires a lot of
assurance and lacks the confidence and trust in himself and his
abilities. Student has been observed repeatedly approaching the
teacher for reassurance and then making comments such as “I
knew it was right!”
My SEL goal for him would be to build up his self-confidence
and limit the amount of times he approaches the teacher to hear
reassurance that he is doing well. By the end of the year I would
like this student to only approach the teacher for clarifying
questions rather than the routine reassurance.
Interests and Aspirations:
(and how these may influence instruction)
Loves basketball, is very excited by the opportunity to play
basketball with his classmates during PE and show off the skills
he has mastered on his own. Loves dragons, picks out AR books
about dragons and chose to write his narrative on dragons as
well.
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Focus Student #3 (FS3): Special Circumstances Student
Student Name: Evie Rasmussen
Special Identifications (ELL, GATE, Special Need):
(Special circumstance student: Divorce)
Linguistic and/or Cultural Background:
(and how these may influence instruction)
White-English Only
Health and/or Physical Considerations:
(and how these may influence instruction)
FS3 had a tonsillectomy scheduled for the beginning of
the school year. It was posited that her enlarged tonsils
could have been a factor for her need for speech.
Student has since returned from her ten days of
recovery. We were concerned about her missed
instruction so student was put on a contract to continue
her academics while resting at home. Student has since
caught up and is now beginning the process of
assessments for placement in speech.
Assets/Funds of Knowledge:
(and how these may influence instruction)
FS3 seems to be a visual learner. She struggles in
penmanship so when given the opportunity to complete
an assignment orally or with technology she can work
much faster and reach a higher level of thinking.
Focus Student #4 (FS4): Academically High Performing Student
Student Name: Angel Zhou
Special Identifications (ELL, GATE, Special Need):
(High Performing Student) GATE
Linguistic and/or Cultural Background:
(and how these may influence instruction)
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Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
FS3’s parents went through a difficult divorce, and we have
observed behaviors from her that indicate the need for attention.
Her father’s girlfriend is very involved in her education and
responds often in a positive manner. FS3 has six
parents/guardians added to her communication portal (Dojo).
She is often moved between parents and has an observed lack of
organization because of this. During instruction, FS3 needs to be
monitored because she is often off task and has a hard time
starting her work.
Both parents have joint legal and physical custody.
Two siblings, one in 7th grade and a former GATE student and
in kindergarten. However, FS3 never mentions having siblings
or her interactions with them. FS3’s mother has been diagnosed
with bipolar disorder, we have not observed any negative
behaviors, however FS3’s previous teacher did warn us about
erratic and possibly damaging behavior.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
FS3 has a hard time waiting her turn to speak. Often times she
will keep talking even when the teacher has asked her to wait, or
while others are in the middle of talking.
My SEL goal for her would be learning to raise her hand and
wait her turn to speak.
Interests and Aspirations:
(and how these may influence instruction)
FS3 loves school supplies, however these are also very
distracting to her as she keeps her hands busy with supplies
rather than beginning her work. However, we hope that by
allowing certain supplies at specific times she will be excited to
use them to complete the assignment.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
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Asian-Chinese
English Only
Health and/or Physical Considerations:
(and how these may influence instruction)
We’ve observed that the student struggles with
kinesthetic learning. For example, during PE she
lacked the coordination to complete high knees. During
PE she made comments about preferring core
instruction. FS4 showed a lack of enthusiasm about her
performance during basketball and spends most
recesses reading in the shade. However, when
informed that PE will be given a grade, she increased
her effort and has seen major improvements.
Assets/Funds of Knowledge:
(and how these may influence instruction)
Extremely intrinsically motivated and constantly
asking if each assignment is going into the gradebook
or just for practice. She has the highest reading level in
the class and is reading three grade levels ahead.
Focus Student #5 (FS5): Academically Struggling Student
Student Name: Kamron Wright
Special Identifications (ELL, GATE, Special Need):
(Low performing student)
Linguistic and/or Cultural Background:
(and how these may influence instruction)
Hispanic/Latino and African American
English Only
Health and/or Physical Considerations:
(and how these may influence instruction)
No observed health or Physical Conditions. We have
observed that he is one of the more athletic students in
the class.
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FS4 has three older siblings that are all GATE identified. Her
parents are very involved in her academics and always
responsive to communication. We have observed that she is
very focused on grades, have heard her make several comments
about her home life and the grades that are expected from her.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
We have observed that FS4 is very affected by others not being
on task. She had an instance in which the disarray of a classmate
became so overwhelming for her that she became emotional.
My SEL goal for her would focus on self-regulation and
learning that we can only control our own actions. By the end of
the school year FS4 will be equipped with the tools to address
when she feels emotionally affected by other’s off-task
behaviors.
Interests and Aspirations:
(and how these may influence instruction)
She loves school, she clearly excels above her peers and enjoys
learning. She also loves to share random facts with the class and
to correct others misconceptions.
Math (circle one): low medium high
Reading (circle one): low medium high
Family/Home Background:
(and how these may influence instruction)
FS5 is the youngest of four boys, his mom is a corrections
officer, and his dad works in sales. We have observed a lack of
communication from parents. This behavior was surprising to
my Master teacher, because when his older brother was in her
class parents were always on top of communication. FS5 is
often consumed with the activities of his siblings. Although
their student is in danger of failing, and both parents have been
extensively informed of this fact, neither has reached out in
response.
When asked why his homework is not completed, he often
reports his siblings activities as time consuming and keeping
him away from home.
Socio-emotional Learning Considerations/Social Development
Factors:
(and how these may influence instruction)
FS5 was switched into our class around the second week of
school and his father claimed that he was being bullied in his
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previous class. However, he seems to get along well with all the
students in here. He is very friendly, and the other students
interact positively with him. My worry would be that he is

We have observed that FS5 has a hard time completing

assignments on time. Following instruction, he will sit at his
desk and look around rather than start the assignment. Multiple
times, FS5 has asked a question restating the directions that
were just given. Unfortunately, he is missing out on
opportunities for social interactions because he has repeatedly
had to stay in or wait until he finished an assignment to interact
with his classmates during free time.

My SEL goal for FS5 would focus on self-worth and teaching

him the value he has and that one way he can love himself is by
working hard at his education. By the end of the year, FS5 will
be able to follow directions independently for an entire
assignment.

Assets/Funds of Knowledge: Interests and Aspirations:

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

FS5 is very compassionate, he creates drawings for
others and is constantly thinking of others’ feelings. He
loves his family so much! He is constantly telling the
class about his older brothers and relating them to what
we do in class.
Enjoys drawing and connecting with others. He is very proud of
his ethnicity and even exclaimed that he had never seen so many
books written by Black authors before when visiting our class
library.

Other General Classroom Considerations

General cultural and linguistic background of students (home/family):

The majority of our students are of Asian descent. About half of those students are enrolled in Kumon, extra math
instruction, and/or Chinese school.
About 3 of our students come from Spanish speaking homes but have been labeled as English only. This gives these
students deeper funds of knowledge and an awareness of culture and perspective that differs from that of students from
English speaking homes. Fifteen of our sixteen students are classified as English Only.
Despite the mix of demographics, we have not observed any economic disparities among students during fundraisers, class
shirts, or when asked for supplies from parents.

Students bring their own unique funds of knowledge due to their culturally rich backgrounds. One student is middle
eastern and has shared with the class some of the traditions and practices that his family follows, like not eating meat.
Another one of our students has grandparents that live in Afghanistan and was able to share her and her family’s unique
perspective on the American evacuation. Two of our students have parents in high-interest jobs, one at NASA and one a
weather reporter. These students were able to share artifacts from their parents and expertise that the rest of the class had
never heard before. The background of each student helps to create a vast array of funds of knowledge that contribute to
the perspectives and contributions within the class.
Health considerations or physical development factors (if any)

While teaching PE rotations for third grade, across all classes, including general education, Dual Immersion, and GATE
classes, the students in the GATE class were observed to be the least athletically inclined. Upon classroom discussion, it
was expressed that while most students in the other classes were members of team sports or active in physical extra-
curriculars, the majority of students in the GATE class used their free time involved in academic extracurriculars such as
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Chinese school, Kumon, math enrichment, or lessons for a musical instrument.
Socio-emotional developmental (SEL) factors that may influence instruction in this academic area

Seven of our sixteen students are new to the school and one of those seven is new to the district. This creates a unique
social-emotional environment because they are facing challenges different to that of the other third graders. We have not
observed any issues in their assimilation and every single student seems to have at least one person they get along with.
Areas of concern would be their apprehension to their new school, missing their friends, missing their other teachers, and a
general dislike of their new surroundings. As is the case with all students, we have also observed the negative effects of
the COVID-19 pandemic. There is a lack of social development and an observed lack of familiarity with the rigorous, fast-
paced routine of in-person school.
I decided to use this assignment as an opportunity for student collaboration as well as introduce heterogenous groups. I
used these groups due to the academic mixed ability of students. Each group was mixed in terms of

Discussion boots the retention rate by

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

This class loves to read and be read to, they often ask our morning reading time to be extended because they get so
engrossed in the story. This class is also full of artists, we receive drawings almost every week from students and have
observed that they like to spend their free time drawing with each other and showing each other new techniques. We have
also observed an advanced digital literacy in these students and a love of creating google slides.
During last recess, a third of the class chooses to draw and color with each other, one third spends their recess making
google slides together, and the other third plays with the math games or holds Mancala tournaments.

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. (TPE 1.4, 1.6, 2.1, 3.5, 4.4)
Nine of our students passed the GATE test and are now GATE identified, the other seven went through an SST or Student
Success Team plan in order to be a part of the GATE magnet program at the school. We have already observed that our
GATE identified students work and process information much quicker than the rest of the class. This disparity demands
constant differentiation to ensure that our GATE identified students are being challenged and our other middle or low
performing students are not getting left behind. More than ever, we have to be sure that we are scaffolding very logically
so that we can continue with instruction while our students are on a spectrum of understanding. This unique demographic
also means we need more small group time. We have utilized homogenous groups to assist students at their current zone of
proximal development. Within these groups we plan specific lessons that challenge them using the appropriate depth of
knowledge.

Part III – Universal Access Lesson Adaptations

TPE 1.4, 3.5, 3.6, 4.1, 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? (TPE 1.4,

ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

 What are at least three general SDIAE strategies you will engage?
In order to meet the needs of my ELLs, I have/will:

1. Created a lesson that utilizes small groups and pairs to provide students with opportunities to converse with their
peers, make meaning and communicate authentically, all while creating another form of engagement. FS1 feels
most confident articulating his answers in small groups, so this method of sharing out and collaborating as a table
will give him opportunities to interact with the language more confidently.

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2. Reinforce language learning while teaching the content, which includes communicating with the students orally,
through written text, and with pictures. Clarify vocabulary, utilize student input when constructing written
answers and providing sentence frames to my ELLs and other students that struggle.
3. Access his funds of knowledge as much as possible. FS1 loves animals found in ocean biomes, so I will tie in his
article to adaptations that are very similar to ones we covered during ocean adaptations.

 How will you address the CA ELD Standards you identified at the beginning of this lesson plan?

Students will have to collaborate orally when making their poster as a group this includes working as a team
sharing ideas and making decisions. (Part 1: A.1, B.6)
Students will have to write the main idea and other annotations in their workbook. They will also have to transfer
ideas to the graphic organizer poster, as well as answer free response questions digitally through the Nearpod.
(Part 1: A.2, B.6)
Students will have to share out their ideas with the rest of the class during their oral presentation. (Part 1: C.9)
Students will use the text features of their informative text to inform the ideas they put ont heir graphic organizer.
(Part 2: A.1)

Differentiation for Special Needs: Tie it to the specific needs of your students.
(TPE 3.5, 4.4)
In order to meet the speech articulation needs of FS2 we will go over the skills used when presenting correctly, such as:
 Speaking loud and clear so that everyone can hear and understand you
 Speaking at a slower pace to ensure that his brain has time to utilize the articulation strategies given to him by the
speech therapist
 Practicing so he is prepared and confident to present in front of others
 Using notecards if needed

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

 Identify a specific SEL competency(ies) that you will focus on for the whole class (Self-awareness, Self-
management, Social awareness, Relationship Skills, Responsible Decision-making):
During this lesson, our class will focus on the SEL competency of Relationship Skills. Students will be given the
following expectations:
o Communicating effectively
o Developing positive relationships
o Practicing teamwork and collaborative problem-solving
o Seeking or offering support and help when needed

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

o Assigning partner and group work
o Giving students sentence frames to aid in respectful discussion
o Praise students for positive interactions and helping each other

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

(TPE 1.4, 4.4, 4.7)

 Multiple Means of Engagement:

Checkpoint 8.3: Foster collaboration and community
 Students will be working in collaborative groups
Checkpoint 9.3: Develop self-assessment and reflection
 Students will be using Nearpod to reflect on their learning for that lesson

 Multiple Means of Representation:

Checkpoint 2.5: Illustrate through multiple media

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 Students will hear information and instruction, they will read information and instruction, and they will see
visuals and examples of information and instruction.

 Multiple Means of Action and Expression:

Checkpoint 4.1: Vary the methods for response and navigation
 Students will respond by raising their hand, think-pair-share, in their workbooks with pencil and highlighter, with
markers on poster, through oral explanation, and on their Chromebooks.

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) (TPE: 1.4,
4.4)

Students will be using a graphic organizer to display their ideas.

The GATE icons or icons of Depth and Complexity that students will be using are Language of the Discipline and Details.
The three levels of Bloom’s Taxonomy that will be used are Analyzing, Evaluating, and Creating.
Students will be using their depth of knowledge at level three to be able to assess knowledge from science and language
arts in order to reach an answer. They will also be using level four in order to apply information from multiple sources as
well as prior knowledge to fill out their graphic organizer poster.

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 incorporated
describe how each will be observed into the lesson? (TPE 1.2, 1.4, 3.6,
during the lesson (TPE 1.5, 3.3, 4.7) 3.7, 3.8, 4.4, 4.8 4.9, 5.4)
A Google Slides presentation will be
Communication used during direct instruction and
Collaboration display the directions for completing
Creativity the activity during student work. The
Critical Thinking second formative assessment and
student self-assessment will both be on
Nearpod and accessed through student
Chromebooks.
How will the students be provided
with opportunities to access the
curriculum by incorporating the visual
and performing arts? (TPE 1.4, 1.7,
3.3, 3.6, 4.4)
Students will be asked to draw as part
of the assignment and as a group, they
will be presenting their findings and
the Animal Adaptation poster they
have made to the entire class.

Part IV – Assessment of Student Learning

TPE 1.5,1.8, 4.4, 5.1, 5.3, 5.5
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)
(TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1:
Students will be working in their Benchmark magazine, the teacher will be walking around and looking to see the header
“Main Idea” with the main idea of their passage written under it, supporting details should be highlighted, and Language
of the Discipline should be circled. (Rubric included with student samples)

Formative Assessment 2:
At the end of the lesson students will use their Chromebooks and the assigned Nearpod to answer questions and assess
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their own learning. (Rubric included with student samples)

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 that is based on achieving the objectives of the lesson, not the student’s feelings about how they did
(TPE 1.5, 5.3). Doesn’t need a rubric
Self-Assessment will be included at the end of the Nearpod used for the second Formative Assessment. Students will be
shown a slide that says “I learned…” and has each of the objectives listed in student-friendly language and will be asked to
put a check mark on the ones they have learned.

Part V – Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
12. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

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

Students are familiar with the adaptations animals use as tools for survival. They have also been previously taught about
the GATE icons and have used Language of the Discipline, Patterns, Details, and Unanswered Questions in previous
assignments. Students have been investigating the essential question for over a week in their Benchmark magazine.
Students have also been prepared for this lesson by gradually introducing the academic vocabulary in the weeks prior to
reading the article. Students will also have to pull in their knowledge of biomes from last week’s lesson to be able to
answer the question “Based on what you have read, what biome do you think would be most suitable for animals with this
adaptation?”

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

 Benchmark Magazine: Animal Adaptations

 Teacher created google slides
 Graphic organizer poster, teacher made
 Gate Icon magnets
 Pencils, Highlighters, and Markers
 Chromebooks
 Teacher created Nearpod

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

Lesson Explanation: How will the lesson objectives be explained to the students? How will you communicate how it
relates to prior learning? How will you communicate your expectations for learning and behavior? How will you establish
a positive and safe learning environment? (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)

In order to meet our standards and objectives for this lesson, students will examine the text, formulate a sentence for the
main idea of the passage, support their main idea by identifying details in the text. They will then collaborate as a group to
transfer their findings on a poster graphic organizer. After they have identified and organized their main idea and details,
they will present their poster to the entire class in an oral presentation.

Anticipatory Set: Gets students ready for the lesson in a way that inspires interest and attention:
Teacher will show animal SEL check-in
 “With your fingers, hold up the number to the picture that matches how you feel right now.”
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 “Does anyone want to share why you picked that number?”
 “Let’s take three deep breaths to get oxygen in our blood and our brains ready to learn.”

Connect to Prior Knowledge

Teacher directs student attention to the ELA poster on the wall.
 Have a student read out the essential question: “How do living things adapt to change?”
 “Think back to your schema and I want you to raise your hand if you can remember an adaptation we have
discussed.”
o Bioluminescent Fish
o Polar Bear skin
o Webbed Feet
o Bug camouflage
o Human eyebrows
Teacher will pass out a brown paper bag to each table group. Inside each bag is a texture that resembles each of the
articles: “Fur, Skin, Scales, or Feathers”
 Students will have fifteen seconds to feel around in the bag without looking and try to guess what is inside.
 They will then have a minute to converse with their partner and come up with an answer to share out.
 The teacher will then reveal the items in each bag as a segue into introducing the Benchmark article “Fur, Skin,
Scales, or Feathers”

Teaching/input/explanation:
Teacher will then instruct students to take out their Benchmark magazines.

 That was really fun hearing you guys make inferences about what was in the bag, did you like that activity?
 I’m so glad, please turn in your magazine to page 12, what page?
 “Page 12”
 Can someone read the title at the top of the page please
 “Fur, Skin, Scales, or Feathers”

Thank you, now I want you to put your finger on paragraph one.

Teacher will then model how to write a main idea and highlight supporting details using the first paragraph as an example.
 Follow along as I read this first paragraph.
 Teacher will read the first paragraph one time all the way through
I saw one of our past vocab words in this paragraph can anyone tell me what word it is?
 “Suit”
 Turn to your partner and tell them what suit means.
 Model circling the word and have students do the same
 Teacher will read through the paragraph again, this time highlighting the details and making annotations
 Teacher will then write the main idea of the paragraph and the details that supported her main idea

Teacher will then display group names on the Google Slide presentation, each group of four will be tackling a different
section of the article, “Furry Coats”, “Smooth Skins”, “Dry Scales”, or “Fantastic Feathers”.
 “Look at the board and put your finger on the section you will be doing. Circle the title of your section.”
 Check that your neighbor has circled the correct title.
 “On the lines in the margin of your magazine I want you to do this next to your title” *Demonstrate writing
“Main Idea:” in the margins*
 Everyone in your table group will read the same section and annotate as they go.
 You should be highlighting supporting details, and circling any language of the discipline, what is language of the
discipline?
o “Vocabulary”
 (Instructions will be presented on the board) “At this point I will
work with my
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Teacher should be monitoring students as they are working and checking for understanding through observation and
individual conversation.

When students are beginning to finish up, the teacher will introduce the next piece.
 Within your groups you will be filling out this graphic organizer poster:

The poster asks students to identify the main idea and use GATE icons like Language of the Discipline and Details to
support it. They must also answer the question: “Based on what you read and your schema on biomes, what biome would
best suit this adaptation?” In the last bubble, students will draw a picture of the adaptation.

Students are prepared to work collaboratively, by addressing the Relationship Skill expectations and reviewing sentence
frames to assist their discussions.
Group work and the practice of relationship skills for Social Emotional Learning will be assessed with a self-assessment so
students can reflect on how they participated in the group, what worked well during collaboration, what could be improved
upon, and what they learned from working with others.
 While the groups are working, the teacher should walk around to assess their understanding of the text and the
task at hand.
 Teacher will give students a time limit for their work and display how much time they left to keep students on
task.
 About two-thirds of the way through the activity, the teacher will inform students that they will be presenting
their poster to the rest of the class, and they should use some of their time to figure out who will present each
bubble.

When students are done creating their poster and preparing for their presentation, the teacher will call on groups one by
one to present to the rest of the class.
 “I need you to pay very close attention to each group because you will be taking a quiz after everyone presents on
all four sections of the article.”
 Have students place their Chromebooks on their desk while going over audience expectations.
 All four groups present.

Close –

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

To close the lesson, students will be completing a Nearpod on their own individual Chromebooks. The Nearpod assesses
their learning by asking questions on the other three sections of “Fur, Skin, Scales, or Feathers” and their ability to meet
Lesson Objective number one.
The Nearpod also asks students to engage in self-assessment of their learning by placing a checkmark next to each of the
objectives listed in student-friendly language.
Earlier this week you learned how to find and construct the main idea of a text and support it with details from the text. I
showed you how to do it, we did it together, and then today you did it with your group. Tomorrow we will take the next
step and have you find the main idea and details of the chameleon article all on your own.

Part VI – Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, review and reflect on student work related to the lesson

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1. Include rubric data here:

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

Explain areas of successful achievement –
Students were very successful in their presentations. This was the first time these students had ever presented in front of
the class, and I was so impressed with their performance. There were several students that I was concerned would be too
quiet or feel shy or embarrassed to present but setting the expectation that every student must speak seemed to be very
helpful. I gave them very clear expectations for how to present with examples of how not to present and then gave them
ample time to prepare. Every student met these expectations and when asked how they felt about presenting, 13 out of 16
said it was easier than they had expected.

Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
The area that stood out the most for unsuccessful achievement was in terms of collaboration between two students.
Students were asked to share with their group what they thought the main idea of the text was and then come to a
consensus for what main idea should be written on the poster. The other two groups did this without an issue, however the
Smooth Skins groups did not. I noticed an altercation was taking place when the group could not move on with the
assignment. After talking to each of the students in the group, it was apparent that two students were disagreeing over
whose main idea was better. The rest of their group was a lot less outspoken to give their opinion and resolve the situation,
so I stepped in to delegate the conversation. Even though we had reached a decision and four of the five group members
began to carry on with the work, one student sat at her table with her arms crossed and hood on. After meeting with her
and listening to her frustrations, I gave her and the other student each a sticky note to write their main idea and place it on
the poster.

How did learning deeply about your students’ assets and learning needs
a. inform and/or shape your lesson plan for the whole class?
The fact that I knew three of my students have articulation issues and may run into problems with speaking directly
affected my approach to this lesson. I knew I wanted students to get experience presenting in front of the class and in order
to help these students feel more comfortable, I gave very specific instructions and expectations that were not solely based
on their ability to articulate, so that they could still feel successful.
Since I had knowledge on FS#1’s abilities and on the ELD standards that could help him, I was able to provide extra
assistance during parts of the lesson that I thought would be more difficult for him. For example, since I had students write
their own main idea for the section they had read, I provided a sentence frame for him and other students that need support
in that area. I also included the opportunity to draw and illustrate on the poster, because the majority of the class are
artistic and 40% are visual learners (based on a multiple intelligence quiz taken at the beginning of the year).

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

Based on these students different learning styles and funds of knowledge I found ways to incorporate visual, written, and
oral engagement with the learning. Students heard the information from me, read the information themselves, and also
discussed the information with their peers.

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?
Having students work with their group to formulate their answers for their posters was the strongest teaching strategy used
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to meet my ELD learning goals because:
Students had to collaborate orally when making their poster as a group this includes working as a team sharing
ideas and making decisions. (Part 1: A.1, B.6)
They had to write the main idea, details, and vocab multiple times. (Part 1: A.2, B.6)
And they had to share out their ideas with the rest of the class during their oral presentation. (Part 1: C.9)

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.
An area of growth I have set for myself is to better familiarize myself with the ELD standards and SDAIE strategies in an
effort to better assist ALL of my students in their language development. I have chosen this goal because our class as a
whole is not focused on ELD instruction since we only have one EL, but I think the whole class could learn from these
strategies.

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)
This lesson helped add to our print-rich environment because students saw text on the instructional slides, within their
Benchmark Magazines, and on the posters they created which we have now displayed in the room. This lesson also
provided students with the opportunity to to read purposefully and listen attentively to build discipline specific-knowledge
in ELA and science.

a. 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?
Yes, I did have to incorporate adaptations because some students were not getting along. I delegated conversations within
groups and even re-focused some groups to help them in the creation of their main idea. I was flexible with time
because creating the poster did take longer than I expected, so I just moved around the order of some of the plans. As I
was walking around and seeing areas of struggle, I made announcements to the class in an effort to clarify or provide
better help during their work. I realized that some students needed more assistance than others, so I offered more
specific guidance and hints whereas other groups just needed encouragement and time reminders.

b. 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 based my lesson plan on incorporating skills and strategies that would benefit my focus students and the whole class, so
yes, my instructional approach did support learning for the whole class and my focus students. The learning goals were
constructed with student achievement in mind, so that by participating in the lesson and activity students could meet those
objectives.

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.
I noticed in my rubric data that there was a repetitive issue with students’ ability to explain the biome that would meet the
needs of their adaptation. Two of the three groups failed to do this on their poster and during their presentation. This
makes me think that it was my fault, and I should have explained my expectations better. If I were to reteach it I would
have checked each poster more closely and then given students the chance to fix or add to their answer to meet these
expectations.

c. 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?
If I were to teach this lesson again, I would incorporate more formal writing practices. I think that if I had students write
their answers out formally on another worksheet first then I could have provided an opportunity for deeper learning of the
content and an opportunity for them to increase other skills. Another way to have increased the complexity of this lesson
would be to attach a summative assignment to this lesson in which I asked students to write a paragraph that combines the
five different sections they worked on with their group. They would have to give the main idea of their section with
supporting details using the RACE writing strategy and then answer what biome that adaptation best suits and why. I
would also set the expectation that students are incorporating academic language throughout the paragraph.

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

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opportunity?
In order to meet the needs of the students that were not successful in grasping this lesson, I will meet with them in a small
group. I will pull a small section of informational text and go over how to write a main idea and support it with details
from the text. We will do this with several different small sections of text until they have a firm grasp on these skills.
For the whole class, we will advance their learning of this concept by applying it to different genres, starting with
fictional texts. If I were given the opportunity to reteach the lesson, I would focus more on how to form a solid main
idea and why we use text to support it. I think I would begin by having all students read their section and then walk
them through writing a sentence frame for their main idea.

a. Do you need to reteach any part of the lesson? Explain why or why not.
I think the part of the lesson I need to reteach is the difference between regular details and supporting details for your main
idea. I had assumed based on previous work that the students had a solid grasp on this concept, but after reviewing their
work I can see where they are getting confused. I want to reaffirm what they know about main idea and details but place
an emphasis on which details support or prove their point and which are just interesting facts. I think this is very important
because our next step is to look at main ideas and details in fiction texts.

b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?
Since the students all completed the work with 80% and above, I feel confident in their ability to identify the main idea
and support it with details from the text. They have followed these directions beautifully throughout our Benchmark
magazine; however, they have never done this with texts that are not nonfiction informational texts. It is harder to find
good salient details in fiction texts, so I think this is a logical transition to expand on their learning at a reasonable pace
while still challenging them.

6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?
From this lesson, I learned that I need to be more aware of the class as a whole. I have the tendency to get caught up in
helping a student or answering a question that I spend too much time with one student and other students are waiting for
assistance. I need to develop my ability to meet the needs of students quickly, so I can be more available to my class. I
think one way I can achieve this is my looking at the material through the eyes of a child and trying to come up with
possible questions or obstacles they might have before even giving the lesson. Then I can answer those questions in my
lesson and help to minimize the amount of correcting and reexplaining during individual student work.

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 that you created. Also include
information about how and what was communicated to the students regarding their work.

Throughout the lesson, I walked around providing feedback. During the individual work, I noticed that some of the
students were struggling to find a main idea that encompassed the entire section. Several students were just writing the title
of their section whereas other students were getting too specific in their main ideas. In order to provide assistance, I asked
questions like “Is that what the WHOLE section was about?” and “What adaptation is it talking about and what is the
purpose?” in order to realign students with the idea that animals have adaptations that help them survive.

FS #1 ELL:

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FS #2 Special Needs: Speech:

FS #4 High Performing:

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Average Performing Student:

FS #5 Low Performing Student:

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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: Failure to align Inadequate choices Adequate choices Strong choices and Excellent choices and
standards and and alignment of and alignment of alignment of standards alignment of
Goals and objective and a lack standards and standards and and objective with standards and
Standards of rationale and objective with poor objective with basic clear, robust rationale objective with clear,
essential questions. rationale and rationale and and essential insightfully robust
essential questions. essential questions. 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
Demo- and adaptations that and adaptations that demographic profile that will potentially adaptations that will
graphic provoke diversified will not likely and adaptations that provoke significant, potentially excel at
Profile learning or engage provoke significant, will likely provoke diversified learning provoking
and 21st Century diversified learning significant, that engage 21st significant,
Learning, the Arts, and only vaguely diversified learning Century Learning, the diversified learning
Lesson and/or technology. engage 21st Century that engage 21st Arts, and/or that engage 21st
Adaptatio Learning, the Arts, Century Learning, technology. Century Learning,
ns for and/or technology. the Arts, and/or the Arts, and/or
specific technology. technology.
students
Part 3: Failure to provide Inadequate Adequate Strong demonstration Excellent, robust
Universal Design demonstration of demonstration of of multiple means of demonstration of
Universal for Learning. multiple means of multiple means of instruction that are multiple means of
Design for instruction that are instruction that are likely to provide instruction that are
Learning not likely to provide somewhat likely to engaging Universal highly likely to
engaging Universal provide engaging Access for all learners. provide engaging
Access for most Universal Access Universal Access for
learners. for most learners. all learners.
Part 4: Minimally useful Minimally useful Moderately useful Very clear, useful Outstanding,
formative formative formative formative assessments powerfully useful
Assessmen assessments and assessments and assessments and and purposeful rubric formative
t Plan rubric that will not rubric that will not purposeful rubric that will enable assessments and
enable some enable some that will enable meaningful assessment purposeful rubric that
meaningful meaningful some meaningful for every student. will enable
assessment for most assessment for most assessment, but not meaningful
students. students. likely for every assessment for every
student. student.
Part 5: Failure to create a Poor plan that will Adequate plan that Strong plan that will Excellent plan that
meaningful student do little to empower will empower empower students to will empower
Peer and self-assessment students to students to reflect critically reflect on students to critically
Student genuinely reflect on on their learning their learning and gain reflect on their
Self- their learning or and gain some good insights learning and gain
Assessmen gain personal insights significant insights
insight
t Plan
59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Part 6: Failed to create Developed Developed Developed strong, Developed extremely

meaningful plans minimally thought- adequately realistic, realistic, and well strong, realistic, and
Instructio out plans without and well thought thought out plans with well thought out
nal potential to create a out plans with potential to create a plans with potential
Procedure well- structured potential to create a, thriving, well- to create a thriving,
classroom well-structured structured classroom well- structured
classroom where where students classroom where
students might understand the students understand
understand the boundaries and can the boundaries and
boundaries work well within them. can work well within
them.
Point Final Score:
Chart:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
below:
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Failed
 Standards-Aligned Lesson Plan Template / Multiple Subject

All Components Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
7.4 and below 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
Student Failure to include Submission of two Submission of three Submission of five Submission of five
student samples on to three samples to five samples samples representing samples representing
Work a meaningful level little diversity in some diversity in ample diversity in a wide range of
Sample abilities and needs abilities and needs abilities and needs with diverse abilities and
Submission and/or lacking with appropriate strong, useful comments needs with excellent,
appropriate comments and and grades clarifying comments
comments and grades and grades
grades

Lesson
Observatio The LOP was submitted to Canvas in a timely manner and in readable form.
n 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
(LOP) and may affect being allowed to go on to the next stage of the Grad Ed Program).
Submission
14.9 and below 15-17.4 17.5-19.9 20-22.4 22.5-25
Teaching Failed to reflect on Minimal reflection Adequate reflection Strong reflection on Superb reflection on
the lesson in a on lesson and on lesson and lesson and specific lesson and specific
Candidate pedagogically specific assessments specific assessments assessments showing assessments showing
Reflection meaningful way showing poor showing some good analysis into the robust analysis into
on Lesson analysis into the analysis into the strengths and the strengths and
strengths and strengths and weaknesses of the weaknesses of the
weaknesses of the weaknesses of the instructional method instructional method
instructional instructional and process, and process,
method and process, method and process, adaptations, and levels adaptations, and
adaptations, and adaptations, and of inclusion and levels of inclusion
levels of inclusion levels of inclusion engagement for both the and engagement for
and engagement for and engagement for whole class and both the whole class
both the whole class both the whole class individual needs with and individual needs
and individual and individual sound consideration of with excellent
needs with needs with next steps consideration of next
inadequate satisfactory steps
consideration of consideration of
next steps next steps
Point Final Score:
Chart:
45-50 A
40-44.5 B
35-39.9 C
30-34.5 D
29 and
below:
NOT YET

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