Edug 523 Lesson Plan-Math1

Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Subject(s): Math Grade: Kindergarten
Teacher(s): Kayla Darm Master Teacher: Manisha Fish
School: Esencia Elementary School Lesson Time Allotment: 45min Date: 9/28/21
TPE Target Skills:

1. 1.7 Provide students with opportunities to access the curriculum by incorporating the visual and performing
2. 2.5 Maintain high expectations for learning with appropriate support for the full range of students in the
Classroom
3. 3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student
understanding of subject matter, and make accommodations and/or modifications as needed to
promote student access to the curriculum.
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
CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.
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
Part 1.B.5. Listening actively to spoken English in a range of social and academic contexts (pg. 27)
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas
Part 2.A.1. Understanding text structure (pg. 27)
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)
Students will be able to demonstrate their knowledge of adding up to 5 by counting red and green apples. Students will get
practice with different numbers that add up to 5 (2 red + 3 green, 1 red + 4 green, etc.)
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 we are going to be working on our adding up to 5. We are going to do some practice all together and then we will
each be making an apple basket with 5 apples.
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/13/21
Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Standards-Aligned Lesson Plan Template / Multiple Subject
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)
Right now, the students are continually practicing their addition skills up to five. They are doing lots of small activities to
help them master this concept. Specially, they have been using sentence frames to help them with adding. In addition, the
focus of the past month has been apples, which is why we will be using an activity centered around apples.
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?
We have been working on our adding skills. Remember how we use the dice to roll a number and add one? And how we
have been using the sentence “___ and one more make ___”. We will be using this today, but instead of rolling dice, we
will be using apples. We will be using apples just like in the Johnny Appleseed book we just read.
6. Essential Questions: (TPE 1.5)
How many red and green apples do I need to make 5 apples?
7. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Add
Equals
Total
Increase
“One More”
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: 11 Female: 13 Total:24
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
Beginning 1 Low 6 Emerging 1
Intermediate 0 Medium 13 Expanding 0
Advanced 0 High 9 Bridging 0
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
In-class aide
Autism
Speech Pull-out for speech therapy
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: FS!
Special Identifications (ELL, GATE, Special Need): ELL Math (circle one): low
Reading (circle one): low
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)
This girl’s first language is Spanish. At home, they all speak She lives with her mom, dad, brother, and sister. FS!
Spanish. Her dad is the only one at home who speaks some loves to play with her sister. Mom and Dad are very vocal
English. about any concern they have about her schooling.
Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
The only health consideration for FS1 is that she often has
accidents at school. She has about 1 or 2 accidents a week. FS1 is the only English learner in the class. FS1 is a
She will only speak with a teacher one-on-one, but is more sweet and quiet girl. She is more reserved than her
reserved during whole class instruction. She often expresses classmates.
significant distress when asked to speak.
Because of her accidents, she is also sent up to the nurse’s
office. This is a large stressor on her and the parents have
stated that she cries when she talks about going up to the
office.
SEL goal: Because she is so quiet and shy, an SEL goal

for her is to be able to be confident enough to speak up
when she is called on or answer a question.
Assets/Funds of Knowledge: Interests and Aspirations:
This is FS1’s first time ever in school. FS1’s first language is She enjoys playing in the kitchen area during free play.
Spanish, but her English is sufficient enough to clearly At home, her parents say she enjoys Barbie’s, dancing,
understand instruction in English. While she may not verbally coloring, and singing.
respond to teacher instruction, she gives body language that
signals she understands.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Student Name: FS2
Special Identifications (ELL, GATE, Special Need): Special need Math (circle one): high
Reading (circle one): high
When the parents pick him up from school, they have a slight FS2 lives with his mom and dad. They both pick him up from
accent and the mom is typically dressed in a traditional outfit. If school every day. They are a very close family. The parents
they speak another language at home, it has not hindered FS2’s also tried for years to have a child and finally had FS2. They
English. call him their miracle baby.

FS2 has Autism spectrum disorder. He has an aide all day in FS2 is very quiet and shy. He does not engage in conversation
school. She helps to ensure that he can stay on track and focus on unless he is asked something or has a need. The kids are all
his work. very kind and helpful with him.
SEL goal: To be able to respond in a conversational volume

when asked a question.
FS2 is a very bright student and he is above grade level in English. FS2 loves to read books. He enjoys videos that teach him
He also has a very good memory. This is his first time being in something. He loves nature and being outdoors. When FS2
school. needs a break from instruction, he talks a quick walk in the
school garden.
Focus Student #3 (FS3): Special Circumstances Student

Student Name: FS3
Special Identifications (ELL, GATE, Special Need): Special Math (circle one): low
Circumstance
FS3 comes from a home where they speak English only. FS3 comes from a split home and spends time with both mom
and dad. He has three siblings, an older sister, older brother,
and a younger sister. FS3’s older brother was frequently in the
principal’s office due to disciplinary issues in the past year.

FS3 does not have any health or physical concerns.
Coming from a divorced family and having a brother who
misbehaves, can be emotionally tolling on FS3. In the
beginning of the school year, FS3 struggled with his behavior.
He has pushed kids, spent hours crying at school, and
misbehaved in class. However, there was a shift in his
behavior a few weeks into school. The teachers focused on
praising good behavior, instead of focusing on the bad
behavior.
SEL goal: To give his best in all of his work, instead of
rushing to be done with it.
FS3 will go to the library with his family and get new books. He He loves Minecraft, Paw Patrol, building with Legos, and
also enjoys math. sports.
Focus Student #4 (FS4): Academically Struggling Student

Student Name: FS4
Special Identifications (ELL, GATE, Special Need): Low Level Math (circle one): low
FS4 lives in a household where only English is spoken. FS4 lives at home with his mom and dad. His parents are
actively communicating with the teacher about his experience
at school.
There are no physical or health considerations for FS4. He is
smaller than many other students, but not to a degree that is FS4’s parents have expressed disdain towards the school’s
concerning. COVID safety precautions and FS4 occasionally displays his
parent’s attitude in the classroom. Validating the student’s
frustrations with his mask or Purell helps to alleviate FS4’s
attitude.
SEL goal: To be able to dismiss any distractions to focus on
completing his work in a timely manner.
FS4 spent two years in preschool, which gave him basic FS4 loves Star Wars and baby Yoda.
kindergarten skills like using scissors. FS4 cares deeply about his
work and clearly does not want to disappoint the teacher.
Focus Student #5 (FS5): Academically High Performing Student

Student Name: FS5
Special Identifications (ELL, GATE, Special Need): High Level Math (circle one): high
Reading (circle one): high
FS5 grew up in a household where only English was spoken.

FS5 lives at home with his mom and dad.

There are no health or physical considerations for FS5.
FS5 interacts with his close friends in a lively and friendly
manner, however is more reserved with classmates he is
unfamiliar with.
SEL goal: FS5 has a strong mindset about school and has
potential for
FS5 is above grade level in many areas. His penmanship and FS5 loves to draw and color. He is a skilled artist and pays
writing skills are above the average kindergartener. He is close attention to the detail in his work.
hardworking and is often the first student to finish his classwork.
Other General Classroom Considerations

General cultural and linguistic background of students (home/family):
By and large, these students come from a wealthy, new neighborhood where parents are typically involved in their
learning (and sometimes overbearingly involved). The class is made up of a diverse group of students. There is one
English Language Learner student (FS1), whose first language is Spanish.
Health considerations or physical development factors (if any)
There are not any significant health or physical development factors that are a major concern. The class is made up of
fairly healthy children. Because this is their first year of school, there are only two IEPs in the classroom, but there are
other students who may potentially need intervention in the later school year.
Socio-emotional developmental (SEL) factors that may influence instruction in this academic area
This school emphasizes the importance of play in their learning. Every grade level across the school sets out time for the
students to play, sometimes there are academic games and other times they just engage in free play. This has been
beneficial to the social connections in the classroom. In addition, it allows the students to feel more comfortable in the
classroom as they have the opportunity to explore the classroom and dive deeper into their interests. The students use
flexible seating.
SEL goal for this lesson: Be able to display self-control during both circle time and independent work. Ex. Not rolling
around on the carpet, avoiding outside conversations with tablemates. These expectations will be explained prior to the
lesson.
Interests and/or aspirations in the class (relevant to this academic area
The students love whenever they get the opportunity to engage in movement. In class, the students enjoy when songs are
incorporated into the learning. They love to get up, move around, and sing along to the songs. They love the Jack
Hartmann songs about sight words.
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)
The students get along very well, which is good, but can also be a struggle to some students. The students may often get
distracted by talking to their neighbors which slows down their work. It is important to give them access to the content in a
manner that will not be distracting to them.
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?
Three SDAIE strategies that will support my EL student: presenting material orally and giving visuals to support the
lesson, using simple language that limits the amount of complex sentence structures, and reinforcing the learning of
language throughout the lesson. Specifically, language will be paired with visuals. During whole class instruction, there
will be green and red apples displayed on the board while discussing a math sentence.
 How will you address the CA ELD Standards you identified at the beginning of this lesson plan?
I will support my students actively listening by incorporating strategies, like thumbs up/down or using fingers to count, to
ensure that my students are progressing through the lesson. Similarly, my students will be using a sentence structure and
will need to fill in the blank. I will walk through the students through how to fill in the blank in the sentence and have
them read it to a teacher. This can also be used as an assessment on text structures
Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
This lesson can be differentiated for FS2 by allowing him extra time to work on this project.
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):
The students will practice self-management throughout this lesson. They will spend time listening on the rug and need to
show self-control. In addition, they will have to stay focused during their guided practice and not get distracted by their
classmates at their table.
 Specific strategy that you will use to inculcate that competency:

Throughout the direct instruction, the students will get several reminders about where their body is facing and how they
are acting on the rug. Wording like “Check your body are you on your spot facing the correct way?” In addition, I can pass
out love notes (reward tickets) to students who were self-controlled during rug time. Prior to the lesson, I will tell the class
that I will be passing out these as motivation.
Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

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

 Students will engage in the content by coloring in the apples
 Students will get to pair-share during rug time
 Some students will get the opportunity to rearrange manipulative apples on the board
 Students will engage in the content by using their fingers to add
 Students will get to write down what they have learned
Multiple Means of Representation:

 The content will be presented orally
 The content will be supported with visuals
 The content will be delivered through art
Multiple Means of Action and Expression:

 Students will present their knowledge through the way they colored in the apples
 Students can share their answers through the sentence structure
 Students will show their knowledge by reading their sentence structure to the teacher
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 expected to remember, understand, and create. They must remember the numbers they have learned. The
students must understand basic addition to be able to complete the activity. Students will create their own addition
equation to be able to successfully finish their project.
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 How will the students be provided
describe how each will be observed into the lesson? (TPE 1.2, 1.4, 3.6, with opportunities to access the
during the lesson (TPE 1.5, 3.3, 4.7) 3.7, 3.8, 4.4, 4.8 4.9, 5.4) curriculum by incorporating the visual
Creativity- Students must use their and performing arts? (TPE 1.4, 1.7,
creativity skills to color in their NA 3.3, 3.6, 4.4)
activity Students will be hands on in cutting,
Critical thinking- Students must think gluing, and coloring their project.
through how many apples will be red
and green for their activity.
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?
Teachers will know if the students successfully met the lesson objective when they read the text structure to the teacher.
We will look over the work that they’ve done to see if they understood the lesson.
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- During rug time, I will check for understanding by using the thumbs up or thumbs down to
ensure that they are picking up the content before they move on to the activity
Formative Assessment #2- Students will read their math sentence to a teacher once they have finished their work.
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).
I will give the students a checklist of what they must do to be done with their work.
Is your name on it? Did you use 3-star coloring? Did you color all 5 apples? Did you write the correct number in the
sentence structure? Did you read it to a teacher?
3= Students completed task perfectly with no prompting

2= Students completed task with minimal prompting for correctness
1= Student completed task with reliance on prompting
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
13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
Students have been continually working on adding up to 5. They have been doing multiple types of activities to work on
this. This lesson will continue to practice these skills.
14. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Activity print outs

Crayons
Scissors
Glue stick
Apple magnets
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)
I will communicate the lesson objectives to the students during rug time at the beginning of the lesson. This will also be
the time to set behavior expectations for the students for both sitting on the rug and getting our work done. I will use
examples and non-examples to convey these ideas. In addition, i will reinforce the idea that mistakes are okay as long as
you try your best.
Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest
Begin by connecting the Johnny Appleseed book we just read. I can prompt the students to think about what the people
would collect apples in and work towards the answer of “basket.” I will then show them the activity we will be creating, an
apple basket.
Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8)
Teach/or Model: With red and green apple magnets, I will model how to add the apples together to make 5 total apples. I
will do this several times and use different variations of red and green apples.
I will introduce the idea by manipulating red and green apples on brown paper. I will model this a few times.
Examples:
“This basket can only hold 5 apples. I have 2 red apples right now. When I put 3 more in the basket, I have 5 apples in
total.”
“Now I only have 1 green apple. I need 4 more red apples to make 5 apples in all.”
Check for understanding: I will also check for understanding throughout the lesson by asking the students to show the
number of fingers needed.
“I have 3 red apples in the basket right now. In your head, think of how many more green apples I need to make 5 total
apples.”
“Silently, show me with your fingers how many more green apples I need to make 5 apples total.”
Guided practice: Students will be given the opportunity to come up to the board and move the apples to create a basket of
5. This will help me gauge how well the students are understanding the concept.
“Turn to your partner and tell them how many red and green apples you will use in your apple basket to make 5.”
Ask for volunteers
“Name said that they have 3 red apples and 2 green apples in their basket. Thumbs up or thumbs down if that makes 5
apples total.”
Independent practice: I will explain how the students will complete their activity and then send them to do their work.
Students create a combination of red and green apples to make 5 apples in a basket. They will color their picture, fill in
their sentence frame, and read it to a teacher
On their paper is the sentence: I have __ red apples and __ green apples.
The students color their apples and write the correct number in the sentence frame.
Close –
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
Students will have the opportunity to continue to manipulate the red and green magnets after the lesson as a way to
continue their learning.
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
1. Include rubric data here:
3= Students completed task perfectly with no prompting

2= Students completed task with minimal prompting for correctness
1= Student completed task with reliance on prompting
Over half the class recived 3 and they completed their work with ease.
Only 5 students received 1s and needed extra prompting.
The rest of the class received a 2.
2. Student achievement of the lesson objective according to the data analysis:

Explain areas of successful achievement –
During instruction, students successfully created baskets of 5 apples. They understood that they could use 2 and 3 to make
five, 4 and 1, etc. They were very responsive to questions and understood the task.
Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
The sentence structure I had for the students was challenging as some of them did not read it correctly. The students had
the general idea of what the sentence was about, but did not read the sentence accurately. In addition, students were also
unsure about which blank was meant for red apples or green apples and they would swap the placement of the numbers.
How did learning deeply about your students’ assets and learning needs
a. inform and/or shape your lesson plan for the whole class?
This allowed me to give this lesson at a time that was right for the students, meaning they had already had practice with
adding up to 5, but this lesson extended their learning. This also showed me that the activity was in their ZPD zone as they
got to create basically create their own math situation by choosing the number of apples that add up to 5.
b. support student access to and engagement with the content?
This allowed me to choose teaching strategies that I knew would be engaging for the students. Specifically, during direct
instruction, the students were engaged because they were given opportunities to share with a partner and use their hands to
answer.
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?
To engage my students, specially my EL student, I added in a way for them to respond to questions without verbally
speaking by showing numbers on their hands or thumbs up/down. This allowed me to monitor how well my students were
actively listening.
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.
One ELD goal was for my students to understand text structures. I thought that my students would be able to recognize the
words red and green and therefore be able to fill in the sentence correctly, but this was a challenge for a quarter of the
class. As a result, I want to grow as a professional by recognizing that some students will be at different reading levels and
need extra support with even basic sentences.
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)
One instructional strategy that helped my students was examples and non-examples. My students quickly understood the
different ways to make 5 apples in a basket and were quick to point out the flaw during my non-examples.
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?
The math portion of the lesson was sufficient for all of my students as they understood the different ways to make 5.
However, the struggle appeared with the sentence frame they were given.
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)?
This instructional approach supported the whole class and for my focus students.
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.
In this lesson, I would change the way I released my students to begin working independently. Because a quarter of the
class struggled recognizing red or green in the sentence, next time, I will instruct the students color the words red and
green right away so that they know which words they are. This would have helped these students fill in their math
sentences correctly. For example, when students finished their work they read their sentence to a teacher and as I
monitored their work, I saw that some students had colored 3 apples red and 2 apples green, but their sentence said “I have
2 red apples and 3 green apples” and this sentence did not match their picture.
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, a majority of the lesson I would keep the same, but I would change the instruction of
the red and green in the sentence as noted above. In addition, I would use more academic language. I need to being
implementing phrases like “one more” to my lessons.
5. What should be done next to teach the students who were not successful in grasping the lesson? Explain what you
would do next to advance the learning of the whole class of students. How could it be re-taught if given the
opportunity?
a. Do you need to reteach any part of the lesson? Explain why or why not.
Yes, I need to teach the students the proper wording to use when discussing math problems. I was not intentional with the
academic language I used and need to best help prepare them.
b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?
The standard that was taught was the highest these kindergarteners will go for addition this school year. The students will
get more practice with counting up to 5 to master their skills and then transition to subtraction.
6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?
As a teacher, I learned that I can create lessons that are engaging and exciting to my students while they still grow deeply
in their knowledge. In the future, I want to continue to create exciting lessons that help my students progress. I believe that
students are more engaged in lessons that they actually enjoy.
Part VII – Student Samples

FMake 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.
FS5: He finished his work quickly and then even traced over the letters without prompting. This student received a 3 on
the rubric.
FS4 received a
2. He was able to complete his basket with an average amount of prompting. When he read it to me, I recognized his
numbers sentence was correct, but he needed to rewrite his numbers as they were backwards.
FS1 was
received a 2 on her work She was able to complete the assignment but needed an average amount of prompting. When she
read to me, she was very quiet and did not read the sentence with accuracy, but showed that she understood what the
sentence was saying.
FS3 received a 1. He colored the apple basket but was unable to correctly write the number sentence. He needed
prompting to correctly write his sentence. His letters were not legible, but when he read his sentence, he read it correctly.
FS2 was absent and the students took their baskets home before I could take a picture of a 5th student’s work.
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:
Failed
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
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

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Standards-Aligned Lesson Plan Template

Subject(s): Math Grade: Kindergarten

Teacher(s): Kayla Darm Master Teacher: Manisha Fish

TPE Target Skills:

Part I – Goals and Standards

Part 2.A.1. Understanding text structure (pg. 27)

6. Essential Questions: (TPE 1.5)

How many red and green apples do I need to make 5 apples?

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

Demographic Profile: Class and Individual Student Information

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

Five Identified Student Profiles

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

SEL goal: Because she is so quiet and shy, an SEL goal

Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

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

SEL goal: To be able to respond in a conversational volume

Focus Student #3 (FS3): Special Circumstances Student

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

Focus Student #4 (FS4): Academically Struggling Student

Focus Student #5 (FS5): Academically High Performing Student

FS5 grew up in a household where only English was spoken.

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

Other General Classroom Considerations

Health considerations or physical development factors (if any)

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

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

Part III – Universal Access Lesson Adaptations

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

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

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

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:

10. Implementation of Strategies for Enhancing Lessons:

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

Part IV – Assessment of Student Learning

3= Students completed task perfectly with no prompting

Part V – Instructional Procedure

Activity print outs

1. Include rubric data here:

3= Students completed task perfectly with no prompting

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

Part VII – Student Samples

Graduate Education Lesson Plan Rubric

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

All Components Lesson Plan Rubric

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