Edug 587 Grad Ed Lesson Plan 2 Ela Tanner A

Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Subject(s): ELA Grade: 2nd
Teacher(s): Alyssa Tanner Master Teacher: Lisa Pursley
School: ___Bonita Canyon Elementary Lesson Time Allotment: 1 hour___ Date: 2/15/2022
TPE Target Skills:
1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as
well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
4.7 Plan instruction that promotes a range of communication strategies and activity modes between teacher and
student and among students that encourage student participation in learning.
5.4 Use technology as appropriate to support assessment administration, conduct data analysis, and communicate
learning outcomes to students and families.
Part 1 – 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. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
2. Learning Goal(s): 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 be able to answer literal, inferential, and evaluative questions during a guided reading of
Luke Goes to Bat and by participating in a live Quizizz on their Chromebooks.
2. Through an interactive poster activity, students will analyze Luke Goes to Bat to identify and describe the
correct sequence of events.
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…”)
Today, after we read and discuss Luke Goes to Bat together, we are going to identify the sequence of events with a
fun poster activity followed by a Quizizz game on your Chromebooks.
2. Relevance/Rationale: Based on prior lessons and assessments of your students, why is this the right lesson for your
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
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students to learn right now in your class? (TPE 1.3, 2.6, 3.2)
Prior to this lesson, students will have participated in a read-aloud of the literary text, Luke Goes to Bat, by Rachel
Isadora. Engaging the class in a guided reading of the text will help to develop their reading comprehension through
answering literal, inferential, and evaluative questions. Furthermore, students have had repeated exposure to
sequencing as they have previously analyzed fictional stories to identify the beginning, middle, and ending. However,
students have depended heavily on teacher support which is why additional practice with sequencing is necessary to
foster independence.
In terms of background knowledge for the story, Luke Goes to Bat, the class is currently involved in a baseball unit for
PE. Students are familiar with how to play the game as well as the baseball-related terminology. In addition, we have
talked about Jackie Robinson as a class.
Student-Friendly Translation:
Yesterday, you were introduced to the story, Luke Goes to Bat, through a read-aloud. Today, we are going to take a
deeper look at the story as we read and discuss it together. We will also identify the sequence, or order, of events.
Remember, on our story summary sheets, you have had lots of practice writing the beginning, middle, and ending of
other stories.
3. ELD Standards 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
1. Exchanging information and ideas (Bridging – Class & FS1):

Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following
turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building on responses,
and providing useful feedback.
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas
1. Understanding text structure (Bridging – Class & FS1):

Apply understanding of how different text types are organized predictably to express ideas (e.g., a narrative versus an
informative/explanatory text versus an opinion text) to comprehending and writing texts independently.
Continue to identify how you will support your students in mastering these ELD Standards below in Part 3 – Universal
Access Lesson Adaptations
4. ELD Learning Goal(s): 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 make meaningful contributions to class discussions pertaining to the story, Luke Goes to Bat,
while listening attentively to others and taking turns.
2. Students will understand how stories are organized by a sequence of events including signal words such as
first, next, last, then, and finally.
Student-Friendly Translation:
As we talk about Luke Goes to Bat, I will listen carefully to others, take turns, and share meaningful comments. I will
pay attention to the order of events in Luke Goes to Bat.
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5. Essential Questions: (TPE 1.5)
Why does order matter? How are stories organized by a sequence of events? Why is it important to keep trying even
if something is difficult to do?
6. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Sequence of events, signal words (first, next, then, last, and finally)
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 (2nd graders) Male: 5 Female: 4 Total: 9
English Language Arts ( ELA ) Mathematics English Language Learners (ELL)

Level (Circle) Number of Level (Circle) Number of Level (Circle) Number of students
students per students per per level
level level
Beginning 2 Low 0 Emerging 0
Intermediate 3 Medium 3 Expanding 0
Advanced 4 High 6 Bridging 1
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
Speech Impairment – 2 Male Students Both students can function within a classroom setting without assistive
technology and/or services.
According to his IEP, FS2 is working towards improving his ability to

clearly articulate the /r/ phoneme in all word positions and in blends, at
the word level. He currently averages a 10% accuracy with the goal of
achieving 80% accuracy.
Another student has an IEP for stuttering. He presents with disfluent

speech that interferes with his ability to communicate in the classroom
and with his peers. His speech goal is to employ fluency strategies while
engaging in conversations.
Three Focus Student Profiles

One identified special education student, one English language learner,
and one special circumstance student
Student #1
Student Name: FS1
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
English Language Learner Reading (circle one): low medium high
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Linguistic and/or Cultural Background: Family/Home Background:

(and how these may influence instruction) (and how these may influence instruction)
FS1 is Chinese and is able to speak, read, and write Mandarin Based on a conversation with FS1, she explained that she
Chinese. In one of her writing assignments, she wrote that she lives at home with her mom and her 15-year-old sister.
is “different,” demonstrating her awareness of her linguistic Her dad lives in China for work and visits the family once
and cultural identity. Based on her ELPAC scores, she is per year. FS1, her mom, and her sister do not express
identified as a Bridging ELL. positive feelings towards her dad. While FS1’s sister wants
their parents to divorce, their family cannot separate from
her dad because they are dependent on him for income.
FS1’s mom does not have a job, nor is she looking for
employment.
While they speak Mandarin Chinese at home, FS1

indicated that her thoughts are in English. She also
mentioned that she prefers English, which is her stronger
language.
Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
FS1 has repeatedly conveyed her disinterest in P.E.,

frequently questioning the purpose of her participation.
She often vocalizes her thoughts in an innocent, yet
unfiltered way. As part of instruction, I can address her
questions with deeper, well-supported answers that would
satisfy her curiosity while also planting seeds of
inspiration.
Your SEL goal for this lesson for this specific student:
My SEL goal for FS1 is growth in self-awareness. I want

to help her continue to process her thoughts, feelings, and
beliefs so that she can identify and adjust internal
motivations. One strategy FS1 can use when she has
strong thoughts and feelings is to ask herself, why am I
thinking this? Or why am I feeling this way?
Assets/Funds of Knowledge: Interests and Aspirations:

FS1’s mom enrolled her in a variety of extracurricular classes FS1 loves school because it is fun and there are
that she attends every day after school including Chinese, opportunities to see her friends. She enjoys baking with
math, English, art, P.E., and music. Her wide range of her sister, going to the park to feed ducks, watching TV
academic experience has boosted her confidence as she has and YouTube, playing piano, swimming, and hanging out
claimed to be skilled at everything. with friends. Spaghetti, ice cream, and rice are among her
favorite foods. FS1 aspires to become a Geologist or
From my observations, I have noticed FS1 to be rather teacher in the future.
inquisitive and expressive. She pursues answers to extend the
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breadth of her understanding on numerous subjects.
Student #2
Student Name: FS2
Special Identifications (ELL, GATE, Special Need): Special Math (circle one): low medium high
Needs – speech impairment Reading (circle one): low medium high
Caucasian – English speaking FS2 lives at home with both of his parents along with his
younger brother (4.5 years old). He said that he is close
with brother and loves to teach him. His mom stays at
home while his dad works. FS2 also mentioned that his
dad picks him up from school and makes delicious meals
for dinner. As a family, they like to go to the park and hit
baseballs. FS2’s grandparents also live in the same
neighborhood and are actively involved in his life.
Based on these details, it is apparent that FS2 has a very

supportive and tight-knit family.

Based on my observations, FS2 has a lot of energy which

allows him to enthusiastically engage in learning but
creates challenges for him when it comes to distracting the
class. He is physically active in his seat, constantly
maneuvering his body and chair despite being asked to
keep his seat fully on the ground. It proved to be
incredibly helpful for FS2 to have an alternative kind of
flexible seating that allows him to expend his energy in a
safe, controlled manner. From an instructional
perspective, FS2 would benefit from bodily-kinesthetic
activities and frequent breaks from seat-work
assignments.
My SEL goal for FS2 is self-management because I want

to help him improve on controlling his body. Squeezing a
stress ball is one specific strategy that he can employ to
redirect his energy. Manipulating the ball in his hand will
allow him to expend his energy in a quiet, non-distracting
way.

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FS2 is an avid reader and has been exposed to a wide range of FS2 enjoys playing Minecraft, soccer, baseball, iPad
literature. He completes tasks efficiently and is very games, and basketball. He loves watching movies, making
enthusiastic about learning, spurring on his peers. crafts, reading, and eating food. In the future, he aspires
Furthermore, FS2 loves to participate in class discussions, to be a video game creator, a spy, or a professional soccer
providing detail-rich answers that promote instructional player.
learning. In addition, he has proved to be technologically
capable, drawing from his experience at home with iPad and
video games. He also is taking on the initiative to learn sign
language at home.
Student #3
Student Name: FS3
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
He has special circumstances, low-performing student Reading (circle one): low medium high
FS3 was born in Saudi Arabia and moved to Southern During the summer of 2021, FS3 moved to Southern
California when he was 7. He has fond memories of Saudi California from Saudi Arabia. Two months later, they
Arabia, where he enjoyed visiting fun places and playing with moved again to a neighboring city so FS3 could be
friends. Although his parents are from Lebanon and speak enrolled in our school.
Arabic to each other, FS3 primarily speaks English,
understanding only a little Arabic. FS3’s mom insisted on placing him in 3rd grade because he
completed 2nd grade in Saudi Arabia. However, testing
indicated that he is performing at a beginning 2nd grade
level.
FS3 lives at home with his mom and his 5-year-old sister.
His father is currently living in Saudi Arabia, where he is
employed, and is planning on moving to California in
December.

FS3 mentioned that he is working on making friends,

seeing that he is new to the country and to the school.
Based on my observations, FS3 sometimes demonstrates

difficulty in communicating with others and having
positive interactions. He is socially reserved, especially in
academic contexts, providing one-word or two-word
responses.
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Having this in mind helps me to strategically plan

instruction so that there are plenty of collaborative
opportunities for FS3 to cultivate social skills and
establish friendships.
It is my goal for FS3 to develop his relationship skills with

his peers, specifically in the area of communication. I will
support him in this process by prompting him to speak in
complete sentences when communicating his ideas and by
providing him with sentence frames. One specific strategy
that he can utilize is intentionally listening to the way his
peers talk with each other. His active observation will
equip him with language skills to cultivate deeper
relationships.

One major advantage FS3 has is that he is equipped with a Some of FS3’s interests include animals, nature,
unique worldview from living in another country. He can basketball, math, science, nerf toys, TV shows, BBQ food,
share his diverse cultural and linguistic experiences with the and animal toys. He also enjoys swimming, playing on his
class, enhancing the quality and depth of discussion. tablet, and reading Dog Man and animal books. A dream
job of his would be to become an engineer because he loves
building things.
Other General Classroom Concerns

General cultural and linguistic background of students (home/family):
The class is represented by students with diverse cultural and linguistic experiences, with half of the students having
visited or lived in another country. While many of the students have been exposed to languages other than English, a
few being fluent in Georgian and Mandarin, English remains the dominant language in the class. Another
commonality among members of the class is that they come from families with high socioeconomic status. Family
units are stable, supportive, and complete as most students live at home with both parents and a sibling.
Health considerations or physical development factors (if any)
Socio-emotional developmental (SEL) factors that may influence instruction in this academic area
Overall, the class consists of students with mild personalities who demonstrate reputable character traits. They have
a healthy social awareness as they are sensitive and welcoming to people of all sociocultural backgrounds. Moreover,
their compliance to social behavioral norms and their ability to acknowledge other people’s emotions is
commendable. For the most part, students work well together in partner and group activities by demonstrating their
active listening and communication skills. Nonetheless, there is still room for improvement with their interpersonal
skills because part of the class is more reserved than others during discussions.
Some areas of concern include the class becoming distracted as well as talkative during a lesson. A few students have
developed the habit of shouting out words that do not contribute to a positive and productive learning environment.
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In addition, they frequently preoccupy their hands with a variety of off-task behaviors during a lesson, such as
drawing on their mini-whiteboards and coloring on their worksheets, despite being asked to stop multiple times.
Maintaining eye-contact during direct instruction is also a challenge. These reasons indicate opportunities for
growth in self-management and responsible decision-making.
Interests and/or aspirations in the class (relevant to this academic area
Most students in the class are interested in sports, with several currently playing on teams such as soccer and
softball. Dogs and other animals are major topics of fascination as well as art. Becoming future veterinarians or
professional athletes are common aspirations of the class. Moreover, every student loves reading and has expressed
their enthusiasm about the books they are invested in. Dog Man books are popular choices.
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)
Since I have two students classified as beginning in ELA and one English language learner, they may struggle with
identifying the correct sequence of events. I am anticipating needing to pause at various points during instruction to
check for understanding and adjust the pace and complexity of instruction accordingly. I may need to provide
additional clarification and examples to ensure that my lowest-performing ELA students and EL student can
succeed.
During the interactive and engaging activities, I am expecting the class to have some difficulty staying focused on the
content as they might become chatty and distracted. Furthermore, I am concerned that some students may not
actively participate in peer discussions or only provide limited responses.
Furthermore, I am anticipating my student with unique circumstances (FS3) to need more support with the writing
aspect of the poster activity. I plan guide him with strategic questions and prompt him with sentence frames to help
him communicate his thoughts effectively. Regarding my students with speech impairments, their IEP plans do not
specify any modifications to instruction. However, I am prepared to restate their answers to provide clarification for
the class and to model desired speech. Should they seem rushed in speaking, I will kindly ask them to slow down and
articulate clearly, providing auditory supports. I will not highlight any disfluencies to embarrass them but rather
encourage breathing and pausing during “bumpy” speech.
Part 3 – Universal Access Lesson Adaptations

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
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,
1. ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

What are at least three general SDIAE strategies you will engage?
- Think-Pair-Share: Students will have numerous opportunities to discuss questions and topics related to
Luke Goes to Bat.
- Graphic Organizer: The illustration of bases on a baseball field will serve as a flow chart for sequencing the
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main events of the story.

- Carousel Brainstorming: Students will use different colored markers to contribute key details to posters
around the room during the class sequencing activity.
How will you specifically address each the CA ELD Standards you identified at the beginning of this lesson plan to ensure
your students will master your Learning Outcomes?
- Several times throughout the lesson, students will participate in Think-Pair-Share discussions with a
partner. This involves the application of speaking and listening skills. As I call on individuals to share their
responses with the class, students will practice active listening. They will also contribute relevant points to
the class discussion in response to questions about Luke Goes to Bat.
- Students will continue to build on their understanding of text structure within literary texts as they further
analyze the story, Luke Goes to Bat. They will apply their prior knowledge of text features and patterns of
organization to help them identify the sequence of events in the story.
2. Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
- For my students with speech-impairments, I will provide ample time for them to discuss each topic with
their elbow partners so they do not feel rushed and can communicate in more relaxed circumstances. I will
also encourage students to take turns talking so that each child can share their thoughts without being
interrupted. In addition, to boost my SPED students’ confidence in their speaking abilities, I plan to
frequently call on them when they are raising their hands to answer in front of the class. When they
respond, I will listen patiently and restate what they say in a slower, clearly articulated way, providing
auditory supports. I will not highlight any disfluencies to embarrass them but rather encourage breathing
and pausing during “bumpy” speech.
- According to their IEPs, there are no required modifications; however, I will support them in their learning
using the methods listed above.
3. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

- Identify one or more specific SEL competencies that you will focus on for the whole class (Self-awareness, Self-
management, Social awareness, Relationship Skills, Responsible Decision-making):
Social awareness
- Specific strategy that you will use to inculcate that competency:

As we read Luke Goes to Bat together, students will have several opportunities to empathize with the
characters and take their perspectives as prompted by strategic questioning.
4. Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

(TPE 1.4, 4.4, 4.7)
- Multiple Means of Engagement:

This lesson optimizes relevance, value, and authenticity by engaging students with activities based on a
literary text about baseball. This appeals to their interests because the many students in the class participate
on sports teams and play sports at recess. In addition, students have enjoyed learning how to play the game
of baseball during P.E.
The concept of sequencing is also personalized to the students’ lives through discussing the importance of
order, specifically with the example of baking chocolate chip cookies for the anticipatory set.
I will minimize threats and distractions by clearly establishing behavior expectations in the beginning of the
lesson. I will reward students with Home Run Awards when they are working hard and listening with their
whole bodies. Furthermore, the initial establishment of a safe learning environment through a mindfulness
meditation will pave the way for student success by minimizing threats and distractions.
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Multiple Means of Representation:

- To help students remember and understand the meaning of sequencing, I will lead them in breaking the
word into its syllables while moving their hands along with the syllables like a little chant, “Se. Quence. Ing.
Put. Things. In. Or. Der.”
- I will also show students a picture of a baseball field to further illustrate the concept of sequencing by
connecting it to first, second, third, and home base.
- Printouts of the learning goal, vocabulary words, behavior expectations, and lesson outline will also be
displayed on the whiteboard for students to refer to.
- I will set up four bases in the classroom to resemble a baseball field. At each base, I will hang a poster on the
wall with an image from the story along with the corresponding signal word (first base = first, second base =
next, third base = then, home base = last). Students will have 5 minutes to walk around the room and write
details on the posters using markers. Their goal is to come up with the main event that happened at each
part of the story. Students can talk with each other to brainstorm ideas and key words to include.
- Moreover, the pictures cards from the story on the posters will serve as another visual aid that will help
students with describing the main events.
Multiple Means of Action and Expression:

- In a bodily-kinesthetic capacity, students will have the opportunity to order themselves as they each hold a
strip describing a different step involved in baking chocolate chip cookies (for the anticipatory set). Students
will also be able to process their learning through numerous small group and large group class discussions,
specifically in a Think-Pair-Share format. In a group activity, students will get hands-on with their learning
as they physically move around the room to write on posters representing each major event in the story.
Finally, the Quizizz activity will be completed independently on their Chromebooks, tailoring to students
who prefer to work alone, like technology, and are competitive.
5. 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? At least one of them must be from one of the top three levels of higher order
thinking. (Remember, Understand, Apply, Analyze, Evaluate, Create) (TPE: 1.4, 4.4)
Through collaborative discussion, students will understand the key details of the story, Luke Goes to Bat. Students
will also answer literal, inferential, and evaluative questions during the guided reading portion of the lesson and
during the review game on Quizizz. Then, they will analyze the text to determine the correct sequence of events.
6. 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 How will the students be provided with
describe how each will be observed into the lesson? (TPE 1.2, 1.4, 3.6, opportunities to access the curriculum
during the lesson (TPE 1.5, 3.3, 4.7) 3.7, 3.8, 4.4, 4.8 4.9, 5.4) by incorporating the visual and
performing arts? (TPE 1.4, 1.7, 3.3, 3.6,
Communication - Students will have On their Chromebooks, students 4.4)
many opportunities to express their with visit joinmyquiz.com and enter
ideas orally with a partner and to the game code to participate in a live
the class. Respectful listening and quiz. On the quiz, there are 9
interaction will be encouraged. They questions that will assess students’
will also communicate on paper comprehension of the story, with an
through writing details on posters emphasis on sequencing. They will
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around the room. be able to compete against each

other to answer the most questions
Collaboration – Students will work correctly.
together to physically order
themselves based on the step they
are holding in their hands for the
anticipatory set. They will also
collaboratively identify and write
the main events in Luke Goes to Bat
on posters around the room.
Creativity
Critical Thinking - Students will

answer literal, inferential, and
evaluative questions during the
guided reading portion of the lesson
and during the review game on
Quizizz. Then, they will analyze the
text to determine the correct
sequence of events.
Part 4 – Assessment of Student Learning

TPE 1.5,1.8, 4.4, 5.1, 5.3, 5.5
Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified
above have been successfully met?
1. Formative Assessments: At least two formative assessments total, at least one with a rubric (copy or attach rubric to this
template) (TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1: Interactive Poster Activity

- I will set up four bases in the classroom to resemble a baseball field. At each base, I will hang a poster on the
wall with an image from the story along with the corresponding signal word (first base = first, second base =
next, third base = then, home base = last). Students will have 5 minutes to walk around the room and write
details on the posters using markers. Their goal is to come up with the main event that happened at each
part of the story. Students can talk with each other to brainstorm ideas and key words to include.
- After 5 minutes have passed, we will review each poster as a class to develop a quality sentence that
summarizes that part of the story.
- This activity will show me how well students are able to describe the sequence of events in Luke Goes to Bat.
Formative Assessment 2: Quizizz (with rubric)

- On their Chromebooks, students with visit joinmyquiz.com and enter the game code to participate in a live
quiz. On the quiz, there are 9 questions that will assess students’ comprehension of the story, with an
emphasis on sequencing. They will be able to compete against each other to answer the most questions
correctly.
- This concrete formative assessment will reveal students’ understanding of key details in the text and
sequencing as they answer 9 multiple-choice questions.
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2. 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? A rubric is required for the students to
use in either self-assessment or team assessment (TPE 1.5, 5.3)
At the end of the lesson, students will complete a short self-assessment where they will indicate their progress
towards the two lesson goals. They will write an “M” if they met the goal, a “P” if they made progress towards it, or
an “L” if they have a limited understanding of the content.
Part 5 – 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
1. 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
2. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
Prior to this lesson, students will have participated in a read-aloud of the literary text, Luke Goes to Bat, by Rachel
Isadora. Engaging the class in a guided reading of the text will help to develop their reading comprehension through
answering literal, inferential, and evaluative questions. Furthermore, students have had repeated exposure to
sequencing as they have previously analyzed fictional stories to identify the beginning, middle, and ending. However,
students have depended heavily on teacher support which is why additional practice with sequencing is necessary to
foster independence.
In terms of background knowledge for the story, Luke Goes to Bat, the class is currently involved in a baseball unit for
PE. Students are familiar with how to play the game as well as the baseball-related terminology. In addition, we have
talked about Jackie Robinson as a class.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
- Calm Classroom video
- Chocolate chip cookie baking steps on strips of paper with pictures
- Picture of baseball field bases
- Printouts of the learning goal, vocabulary words, behavior expectations, and lesson outline
- Home Run awards printed on pieces of paper
- Baseball bases
- 4 posters with signal words and picture cards
- Markers
- Printouts of sequencing sentences
- Quizizz code
- Chromebooks
- 9 copies of student self-assessment
4. 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)
Open –
Multiple Subject
Anticipatory Set: For engaging in initial problem solving and recruiting interest
Calm Classroom Mindfulness Meditation (3 minutes):

- Before beginning the ELA lesson, students will participate in a guided meditation through a video on Calm
Classroom. As they follow the instructions, they will relax their bodies, become aware of their internal state,
and prepare their minds for learning.
Baking Cookies Object Lesson (5 minutes):

- Say: Raise your hand if you like eating cookies! Put your other hand in the air if you have baked cookies
before. Quickly tell someone at your table what your favorite cookie is.
- Ask: Who thinks they know all of the steps involved in baking chocolate chip cookies? Now, I am going to put
you all to the test!
- I will give each student a slip of paper with a specific step written on it and they will work together to order
themselves from the first step to final step in the front of the classroom.
- Once I check to see that they have correctly ordered themselves, I will ask:
o Does order matter? Why? (It helps everything stay organized and reduces confusion)
o Would words like first, next, then, and last have helped you order the steps easier?
o What would happen if we put all of the ingredients into the oven before mixing them?
o What would happen if we did not preheat the oven until after we removed the cookies from the oven?
- Say: This activity points to the big idea of our lesson for today: order matters!
Connect to Prior Learning: Yesterday, I introduced you to the story, Luke Goes to Bat, through a read-aloud. We also
talked about the vocabulary words.
Learning Goal: Today, we are going to read and discuss the story together and then we will identify the sequence of
events.
Introduce Academic Vocabulary: The sequence of events is a fancy way of saying the order things happen in a story.
- To help students remember and understand the meaning of sequencing, I will lead them in breaking the word
into its syllables while moving their hands along with the syllables like a little chant, “Se. Quence. Ing. Put.
Things. In. Or. Der.”
- I will also show students a picture of a baseball field to further illustrate the concept of sequencing by
connecting it to first, second, third, and home base.
- Signal words, such as first, next, then, last, and finally can help us figure out the sequence of events.
- Remember, on our story summary sheets, you have had lots of practice writing the beginning, middle, and
ending of other stories. You are going to get even better at it today!
Expectations for Learning & Behavior: Because the theme of our story is baseball, I am going to be looking for
students throughout the lesson to give Home Run Awards to. You can earn a Home Run Award by listening with your
whole body and by working hard. You will be able to trade these in for Star Student Tickets.
Clarify Lesson Outline:

1. Read Luke Goes to Bat Together
2. Poster Sequencing Activity
3. Quizizz
4. Closing
Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8)
Multiple Subject
Guided Reading: Luke Goes to Bat (20 minutes)

- Say: As we read, pay attention to the sequence, or order, of events in the story as well as the signal words.
- Genre: Realistic Fiction (a story that could happen in real life)
- Review the essential question: Why is it important to keep trying even if something is difficult to do?
- Then, we will begin reading. Taking turns, each student will read one page. At several points throughout the
story, I will pause and show students 1 of 4 picture cards for that section. We will recap what happened in that
part of the story before moving on.
- Questions I will ask while reading: (Some of these questions will be answered in a Think-Pair-Share format)
o Why don’t the kids let Luke play?
o How does Luke feel when the other kids won’t let him play? (sad and disappointed) What clues
helped you determine that?
o How does Luke respond to being rejected?
o What happened when Luke first asked if he could play ball?
o What happened next that makes the older kids decide that Luke can play?
o What happens when Luke finally does play ball?
o Do you think the kids were treating Luke fairly? Why or why not?
o How would you describe Luke’s brother? How does he show that he cares about Luke?
o How does Grandma encourage Luke?
o What happens after Jackie Robinson has two strikes?
o Based on what you know about Luke, why do you think he runs to the roof?
o Do you think Luke really saw and talked to Jackie Robinson or did he just imagine it? What clues
from the story make you think so?
o Do you think Luke needed to hear Jackie’s advice? Why or why not?
o What do you think will happen the next time Luke gets to play baseball?
Interactive Poster Sequencing Activity (15 minutes)

- I will set up four bases (tables) in the classroom to resemble a baseball field. I will place a poster at each base
with an image from the story along with the corresponding signal word (first base = first, second base = next,
third base = then, home base = last). Students will have 5 minutes to walk around the room and write details
on the posters using markers. Their goal is to come up with the main event that happened at each part of the
story. Students can talk with each other to brainstorm ideas and key words to include. I will tell students to
limit their writing to only what happened in that section.
- After 5 minutes have passed, we will review each poster as a class to develop a quality sentence that
summarizes that part of the story.
- Possible sentences:
o First, Luke wanted to play baseball, but the other kids did not let him play because he was too young.
o Next, the team reluctantly gave Luke a chance to play, but he struck out.
o Then, when Luke felt discouraged, Grandma surprised him by taking him to a Dodgers game at
Ebbets Field.
o Finally, Luke imagined talking to Jackie Robinson on the roof, who told him to not give up.
- Finally, I will place all of the posters on the board and students will partner up to retell the story to each
other.
Independent Practice: Quizizz (10 minutes)

- On their Chromebooks, students with visit joinmyquiz.com and enter the game code to participate in a live
quiz. On the quiz, there are 9 questions that will assess students’ comprehension of the story, with an
emphasis on sequencing. They will be able to compete against each other to answer the most questions
correctly.
Multiple Subject
Close – (5 minutes)
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
Lesson Review: Great job today! We accomplished our learning goal by reading and discussing the story, Luke Goes
to Bat, and by identifying the sequence of events. I am so proud of you for working hard!
Check for Understanding:
- Why does order matter?

- What is a sequence of events?
- What are some signal words that can help us figure out the sequence of events?
Next Steps: Tomorrow, you will partner read Luke Goes to Bat to further understand the story. You will also apply
these sequencing skills as you write about the American heroes you have researched for your hero reports.
Self-Assessment
Home Run Awards!
Multiple Subject
Multiple Subject
Multiple Subject
Formative Assessment #2 Rubric

Assignment Title: Luke Goes to Bat Sequencing Quizizz
Scoring: 1 point – Limited 2 points - Developing 3 points - Exceeds
Student answered 0-4 Student answered 5-7 Student correctly answered 8-9
comprehension questions correctly comprehension questions comprehension questions on
on Quizizz, struggling to correctly on Quizizz. However, Quizizz, showcasing a robust
comprehend Luke Goes to Bat. They sequencing skills need further understanding of the sequence of
demonstrated a limited development. events in Luke Goes to Bat.
understanding of sequencing events
in a story.
FS1 3
FS2 2
FS3 2
Lilia 2
Noah 2
Andy 2
Leif 3
Sloane 2
Elea 2
Total Students Students
Name:
M = I met the goal.

Student Self-Assessment
P = I made progress towards the goal.
L = I have little understanding of the content.

I can ask and answer questions
about a story to understand
important details.
Multiple Subject
I can describe the sequence of

events in a story using signal words
such as first, next, then, and last.
Part 6 – 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
1. Include rubric data here:
See rubric above.
2. Student achievement of the lesson objective according to the data analysis:

a. Explain areas of successful achievement –
According to the data, most students correctly answered the following questions:
1. Why do the kids of Bedford Avenue not want Luke to play on their team? (89% correct)
4. What happens to Luke when Franky gets back from his aunt's house? (89%)
6. How would you describe Luke's Grandma? (100%)
7. What happens after Jackie Robinson hits a home run? (78%)
9. What does Luke learn at the end of the story? (89%)
Overall, students successfully answered these comprehension questions, showing that they were paying attention to
b. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
According to the data, many students incorrectly answered the following questions:
2. What happens before Luke plays in the game? (44%)
5. What happens before Grandma shows Luke the tickets? (44%)
Some students struggled with the following questions:

3. How does Luke probably feel when he strikes out in the game? (67%)
8. What happens after Nicky tells Luke that it is bedtime? (67%)
Since this was the first time for students to participate in a self-paced competitive Quizizz, they were very excited.
Students were most likely unsuccessful because they rushed through the quiz and did not carefully consider each
question. They spent an average of 10 seconds on each question even though they were given 1 minute.
3. How did learning deeply about your students’ assets and learning needs:
a. inform and/or shape your lesson plan for the whole class?
Understanding that my class consists of students who are highly interactive, curious, physically active, and talkative
led me to design a lesson plan with a mindfulness meditation, multiple peer discussion opportunities, movement-
related activities, and thought-provoking questions. Recognizing that my students are technologically competent
influenced me to use Quizizz as a formative assessment. In addition, I capitalized on my students’ fascination with
sports by making the whole lesson baseball-themed. With my students’ learning needs in mind, I clearly explained our
behavior goal (to be respectful) and how to achieve it through whole body listening, working hard, and participating in
class. This addressed my students’ tendencies to engage in a variety of off-task behaviors and interrupt the lesson by
shouting out words.
b. support student access to and engagement with the content?

Learning about my students’ assets and learning needs influenced me to support student access to the content by using
visuals, concrete examples, hand motions, and physical representations. Learning goals, key vocabulary, behavior
expectations, and the lesson outline were clearly displayed for students on the whiteboard. I maximized students’
engagement with the content by breaking up the lesson into smaller, varied chunks. The use of a Calm Classroom
Multiple Subject
mindfulness meditation video, a cookie baking object lesson, interactive discussion, a poster sequencing activity, and a
Quizizz also kept the class’s full attention.
4. 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?
The direct vocabulary instruction in the beginning of the lesson along with the class discussion opportunities were
most effective in helping students achieve the content goals. As students learned about sequencing and signal words,
they benefitted from the connections to cookie baking and baseball bases, which were supported with visuals. They
also enjoyed moving their hands along with the syllables like a little chant, “Se. Quence. Ing. Put. Things. In. Or. Der.”
Later in the lesson when I checked for understanding, students referred to these images, examples, and motions as
they accurately answered questions in their own words.
b. 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.
Based on observing the class during the poster sequencing activity, I realized that students were leaving out key details
on for each of the main events. While they demonstrated some understanding of the beginning and ending of the story,
there was some clear confusion between the second and third events. Even though I paused and summarized each of
the four events while reading, students did not seem to have the events organized in their minds. To increase my
effectiveness as a teacher, my goal is to maximize the opportunities to use graphic organizers and visuals to support
student understanding of the content.
5. 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)
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?
While my lesson plan was fairly flexible to support all students’ learning, I did need to incorporate specific in-the-
moment adaptations. First, because students were having trouble with ordering the steps involved in cookie baking
during the anticipatory set, I had to help them arrange the papers. Even though I did not originally think this activity
would be challenging, I ended up using it as an opportunity to emphasize the importance of signal words like first,
then, and last. In addition, during the guided reading portion of the lesson, I noticed that students were extra
distracted and wiggly, so I had to respond quickly with different classroom management strategies and varied
discussion opportunities.
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)?
Students responded well to my instructional approach, seeing that they were highly engaged throughout the lesson,
understood and correctly applied the academic vocabulary, and made meaningful contributions to our class
discussion. However, the rubric data proves that students still needed additional support with sequencing the events in
Luke Goes to Bat.
6. 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.
According on the data analysis, next time I would fill out a graphic organizer while reading Luke Goes to Bat to
give students a clear visual representation of the main events in the story. I would also provide additional
scaffolding with guiding questions to help students as they described each event on the posters. Additionally, I
would more clearly encourage students to take their time on the Quizizz, explaining that accuracy is more
important than speed.
Multiple Subject
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 use the same concrete examples, discussion questions, and poster
sequencing activity. To improve deep learning of the content and academic language, next time I would have
students individually fill out a graphic organizer with the sequence of events. This would serve as a concrete
formative assessment and as a tool to engage students in higher-order thinking as they analyze and summarize the
story.
7. What should be done next to teach the students who were not successful in grasping the lesson? Explain what you would do
next to advance the learning of the whole class of students. How could it be re-taught if given the opportunity?
a. Do you need to reteach any part of the lesson? Explain why or why not.
Since students grasped the concept of sequencing and signal words, I do not need to reteach the lesson. I do,
however, need to continue to provide new opportunities for them to apply their learning through reading and
writing. Through repeated practice, students will become better at analyzing and summarizing what they have
read.
b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?
Next, students will apply these sequencing skills as they write about the American heroes they have researched for
your their reports. They will practice organizing important information with signal words.
8. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?
Teaching this lesson helped me realize just how many teaching strategies and classroom management techniques I
have acquired so far from my student teaching experience. Even though my class was wired from the rainy weather, it
provided me with an opportunity to showcase many different tools in my toolbox. I also learned that I balance being
firm with humor as I correct student behavior. In the future, I want to continue to add to my repertoire so that I can
more effectively support students in their learning. I also want to maintain a calm and gracious demeanor as I teach,
being careful not to take my frustration out on the students.
Part 7 – Student Samples

Make copies or take clear pictures of student work for each level (ELL, and special needs students, and special circumstance
students). Write comments on the copies. Include scores according to the formative assessment rubric categories. Also include
information about how and what was communicated to the students regarding their work.
Once students completed the Quizizz, I was able to immediately view their scores and take note of which questions
were challenging for most students. We briefly discussed the correct answers and revisited the questions they
answered incorrectly.
Multiple Subject
Multiple Subject
Multiple Subject
Multiple Subject
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Standards-Aligned
Emerging ProficientLesson Plan
Highly Template
Proficient Total
11.9 and below 12-13.9 14-15.9 16-17.9 Multiple
18-20 Subject
Part 1: Does not yet align More work is Some alignment of Graduate
Proficient alignment of Program
Strong in of
alignment Education
standards and needed to align standards and standards and standards and objective
Goals and objective and/or does standards and objective with limited objective with basic with clear, robust
Standards not yet provide clear objective and/or rationale and essential rationale and essential rationale and essential
rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Part 2: Does not yet provide Demographic Provides somewhat Provides proficient Provides strong
demographic profile profile and helpful demographic demographic profile demographic profile and
Demo- and adaptations that adaptations that profile and and adaptations, with adaptations, with
graphic facilitate diversified facilitate diversified adaptations, but with clear significance for insightful significance
Profile and learning or engage learning or engage unclear significance diversified learning for diversified learning
Lesson 21st Century 21st Century for diversified learning and integrates 21st and integrates 21st
Learning, the Arts, Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Adaptation and/or technology. and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
s for Learning, the Arts, technology.
specific and/or technology.
students
Part 3: Does not yet include Minimal multiple Some integration of Proficient Strong demonstration of
multiple means of means of instruction multiple means of demonstration of multiple means of
Universal instruction that are that are likely to instruction, but unclear multiple means of instruction that are
Design for likely to provide provide engaging about providing instruction that are likely to provide
Learning engaging Universal Universal Access engaging Universal likely to provide engaging Universal
Access for most for most learners. Access for most engaging Universal Access for all learners.
learners. learners. Access for most
learners.
Part 4: Does not yet provide Minimal formative Provides some Provides proficient Provides strong
formative assessments and formative assessments formative assessments formative assessments
Assessment assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Plan rubric that will enable meaningful how they will enable that will enable some that will clearly enable
enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Part 5: Does not yet provide Provides minimal Provides a self- Provides a well- Provides a strong, well-
a well thought out self-assessment or assessment or peer- developed self- developed self-
Peer and plan for self- or peer- peer-assessment for assessment for assessment or peer- assessment or peer-
Student assessment students that is not students that has a assessment for assessment for students
Self- likely to support chance of supporting students that is likely that is highly likely to
Assessment metacognitive some metacognitive to support support significant
reflection and reflection and metacognitive metacognitive reflection
Plan learning. learning. reflection and learning. and learning.
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Part 6: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
Instruction out plans without thought out plans with thought out plans with well thought out plans
al potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Final
Chart: Score
180-200 A :
160-179 B
140-159 C
120-139 D
119 and
below: Not
yet!
Multiple Subject
All Components Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient 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
n Protocol The LOP was submitted to Canvas in a timely manner and in readable form.
(LOP) (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
Submission and may affect being allowed to go on to the next stage of the Grad Ed Program).
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

Edug 587 Grad Ed Lesson Plan 2 Ela Tanner A

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Standards-Aligned Lesson Plan Template

Subject(s): ELA Grade: 2nd

Teacher(s): Alyssa Tanner Master Teacher: Lisa Pursley

TPE Target Skills:

Part 1 – Goals and Standards

1. Exchanging information and ideas (Bridging – Class & FS1):

1. Understanding text structure (Bridging – Class & FS1):

5. Essential Questions: (TPE 1.5)

Demographic Profile: Class and Individual Student Information

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

According to his IEP, FS2 is working towards improving his ability to

Another student has an IEP for stuttering. He presents with disfluent

Three Focus Student Profiles

Linguistic and/or Cultural Background: Family/Home Background:

While they speak Mandarin Chinese at home, FS1

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

FS1 has repeatedly conveyed her disinterest in P.E.,

My SEL goal for FS1 is growth in self-awareness. I want

Assets/Funds of Knowledge: Interests and Aspirations:

breadth of her understanding on numerous subjects.

Based on these details, it is apparent that FS2 has a very

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

Based on my observations, FS2 has a lot of energy which

My SEL goal for FS2 is self-management because I want

Assets/Funds of Knowledge: Interests and Aspirations:

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

FS3 mentioned that he is working on making friends,

Based on my observations, FS3 sometimes demonstrates

Having this in mind helps me to strategically plan

It is my goal for FS3 to develop his relationship skills with

Assets/Funds of Knowledge: Interests and Aspirations:

Other General Classroom Concerns

Health considerations or physical development factors (if any)

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

Part 3 – Universal Access Lesson Adaptations

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

main events of the story.

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

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

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

- Multiple Means of Engagement:

Multiple Means of Representation:

Multiple Means of Action and Expression:

6. Implementation of Strategies for Enhancing Lessons:

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

around the room. be able to compete against each

Critical Thinking - Students will

Part 4 – Assessment of Student Learning

Formative Assessment 1: Interactive Poster Activity

Formative Assessment 2: Quizizz (with rubric)

Part 5 – Instructional Procedure

Calm Classroom Mindfulness Meditation (3 minutes):

Baking Cookies Object Lesson (5 minutes):

Clarify Lesson Outline:

Guided Reading: Luke Goes to Bat (20 minutes)

Interactive Poster Sequencing Activity (15 minutes)

Independent Practice: Quizizz (10 minutes)

Check for Understanding:

- Why does order matter?

Home Run Awards!

Formative Assessment #2 Rubric

M = I met the goal.

L = I have little understanding of the content.