Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Subject(s): Geometry Grade: 10th

Teacher(s): Russell Gardner Master Teacher: Stevie Bowden

School: Costa Mesa High School Lesson Time Allotment: 1.5 hrs ___ Date: April 22, 2022

TPE Target Skills:

1.6.6 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement
instruction that can improve student learning.
2. 4.7 Plan instruction that promotes a range of communication strategies and activity modes between teacher and student
among students that encourage student participation in learning.

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)

G-C 2.: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between
central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is
perpendicular to the tangent where the radius intersects the circle.

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)

Students will be able to understand the relationship between inscribed angles and central angles, as well as the relationship
between inscribed angles and their corresponding arcs.

Students will be able to solve problems based on their understanding of the relationship between central angles, inscribed
angles, and arcs.

3. Relevance/Rationale:
A. Based on prior lessons and assessments of your students, why is this the right lesson for your students to learn right now in
your class? (TPE 1.3, 2.6, 3.2)

Students have a preliminary understanding of circles, their parts, and their characteristics. In previous lessons, students
focused more fully on central angles. To complement this understanding, they will learn about the other important type of
angle in a circle, the inscribed angle. Students will be able to use their knowledge of central angles to help their understanding
of inscribed angles. This lesson is the logical next step in their learning, since central angles are fairly straightforward, but
inscribed angles provide a slightly more complicated understanding using the very same circles and arcs.

B. Cite specific evidence from prior student learning that supports your rationale:

Students were able to solve problems with known and unknown values for central angles and their corresponding arcs with
relative ease. Further, students were even able to solve these problems with added elements of algebra. Student assessment
data reveals that the majority of students are ready for this next step, having understood and demonstrated an understanding of
arcs and central angles.

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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

4. 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

A.4: Adapting language choices to various contexts

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C. Connecting
and Condensing Ideas

C.6: Connecting ideas

Continue to identify how you will support your students in mastering these ELD Standards below in Part 3 – Universal
Access Lesson Adaptations
5. 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)

Students will be able to adapt their language choices to have academic conversations concerning the relationship concerning
inscribed angles, central angles, and arcs.

Students will be able to connect ideas concerning inscribed angles, central angles, and arcs.

6. Academic Vocabulary: (Please chose content-specific vocabulary terms) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

Inscribed angle, central angle, arc, center, circle, chord, diameter, radius, vertex, line segment, endpoint

Part 2 – Demographic Profile has been completed in previous lessons.

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,

Students will need to use a straightedge for this lesson and follow a specific set of constructions. Because of this, I will
ensure that students are able to engage with this portion of the lesson by clearly modeling where they need to make a given
construction, so that they will be able to make these constructions and engage with the inquiry portion of this lesson.
Further, students will also need to use a protractor, which they have yet to use in this semester with me. As a result, I will
clearly model for them how to use this protractor, and even go from table to table to help those who are unclear with how to
use it.

An additional challenge for this lesson may be seen in the possible confusion students may have in the relationship between
an inscribed angle, a central angle, and the corresponding arc. It is easy to confuse the two types of angles. To clarify this, I
will clearly and repeatedly demonstrate the difference once this has been discovered by students on their own.

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

What are at least three general SDIAE strategies you will engage? These should be distinct from your UDL strategies.

Demonstrating and modeling will occur to help assist all students, including EL’s, and to help students to be able to interact
with constructions and use of a protractor, which may prove initially difficult

Graphic organizers will be proved in the form of guided notes for students to fill in the blanks for the important concepts
surrounding inscribed angles so that they may see these concepts represented in writing with corresponding images.

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Students will engage in active learning by comparing an inscribed angle they will make with the inscribed angles made by
the rest of their table for the same circle. By making their own angles and thinking collaboratively with classmates at their
table, students will be able to discover the concepts surrounding inscribed angles for themselves.

2. Differentiation for Special Needs: Tie it to the specific needs at least one of your SPED students. (TPE 3.5, 4.4)

Students will have opportunities to actively create angles using constructions, measure angles using protractors, and discuss
their findings with their classmates. This will allow students with specific needs, such as a student in my class with ADHD,
to have different outlets for learning to ensure engagement across longer periods of time. Students will have several
opportunities to engage and reengage with the learning goals, along with several methods for representation and expression.

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

(TPE 1.4, 4.4, 4.7) Please identify 2-3 multiple means of learning that you will use in addition to the main teaching strategy
you will be using for this lesson.

Students will be able to engage with the learning goals through multiple means. They will be able to create angles and
visually understand the relationship between central angles, inscribed angles, and arcs. Students will also be able to
understand this relationship through written notes and written equations in order to engage with the lesson material. The
lesson concepts will also be represented through multiple means. Students will be able to visually understand this
relationship through visual proofs using circles, constructions, and measurements of angles, which will be modeled and
explained for them. Additionally, students will be able to understand concepts through written equations which prove the
same ideas, with corresponding verbal explanation to supplement these proofs.

4. Higher Order Thinking Strategy (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E. Strategies,
Graphic Organizers, etc.). What is one level of higher order thinking from Bloom’s will you address in this lesson to
enhance the depth and complexity with which your students will engage the lesson objective? (Analyze, Evaluate, Create)
(TPE: 1.4, 4.4) Please make sure to briefly explain how the category will be incorporated into the lesson.

Students will engage in the higher order thinking strategy of analysis by comparing and contrasting different inscribed
angles made around a circle. Students will be able to use these different angles around a circle to examine the relationship
between any inscribed angle with a corresponding central angle. This process of examining and comparing will allow
students to understand and discover on their own the nature of inscribed angles for any given circle.

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: Please provide at least one formative assessment (Include rubric or other form of assessment)
(TPE 1.8, 2.5, 5.1, 5.5)

Students will engage in a formal assessment through a written exit-ticket where they will be asked to solve several problems
relating to inscribed angles, central angles, and their corresponding arcs. Students will be able to demonstrate their ability to
reason about the relationship between different parts of a circle, and show their understanding of this reasoning by solving
for various measurements. Students will be assessed according to a rubric listed below.

2. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and
progress? (Use a rubric or another assessment strategy) (TPE 1.5, 5.3)

Students will complete a self-assessment for this exit-ticket based on similar criteria as the above formative assessment.
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1 – Beginning 1 – Emerging 3 – Sufficient 4 - Proficient

Understanding the I am is beginning to I am somewhat able I am mostly able to I am always able to
relationship between be able to to demonstrate an demonstrate an demonstrate an
arcs, central angles, demonstrate an understanding of the understanding of the understanding of the
and inscribed angles understanding of the relationship between relationship between relationship between
relationship between arcs, central angles, arcs, central angles, arcs, central angles,
arcs, central angles, and inscribed angles, and inscribed angles, and inscribed angles,
and inscribed angles, but might make a but may make one and do so without
but have several significant error or small error in errors.
major errors in multiple errors in understanding
understanding understanding.
throughout
Using arcs, central I am beginning to use I am somewhat able I am mostly able to I am able to use arcs,
angles, and inscribed arcs, central angles, to use arcs, central use arcs, central central angles, and
angles to solve and inscribed angles angles, and inscribed angles, and inscribed inscribed angles to
problems. to solve problems, angles to solve angles to solve solve problems, and
but make several problems, but make problems, and do so do so without errors.
significant errors several small errors with only a small
or one significant error.
error

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:

Students have the prior understanding concerning the parts of a circle. In previous lessons and units, students have had to
construct circles, diameters, and radii. Students have been able to identify these parts of a circle, as well as the center of the
circle and chords in a circle. Further, students have also engaged in learning about angles in a circle, having a previous lesson
exploring central angles. Students will be able to use their foundational knowledge of circles in order to build a greater
understanding of the parts of circles and the relationship between these parts.

Students have additional funds of knowledge in the form of their social and communicative knowledge. Students have worked
hard over the school year to establish and maintain an environment where collaboration is encouraged and learning can
happen with the added benefit of multiple voices and perspectives. This will be utilized in class as an asset for student
learning, as students will have opportunities to collaborate and form opinions based on their own critical thinking and the
perspectives of their classmates

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

Kendall Hunt Illustrative textbook/workbook and corresponding google slides

Student Circle Packet for notes and practice problems.

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

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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 begin the class with a warm up question to engage student interest and participation, and will allow the class to casually
discuss their answers amongst themselves. Then, students will be informed that the lesson for the day will be building on their
already developed knowledge of circles with another important part of a circle in the inscribed angle. Students will be
encouraged before the lesson as I note that the inscribed angle will share some similarities with the central angle, albeit with a
few key differences. Students will then be able to engage in the main part of the lesson.

Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest

The lesson will be opened with a casual warm up question for students based on solving a problem with central angles. This
will allow students to casually and positively interact with the question and with one another, and simultaneously allow
students to be reminded of an important concept which will help them to see and understand the relationships with inscribed
angles in the main portion of the lesson.

Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8)

Students will begin the lesson by utilizing a circle provided to each of them which is of the same size, with two points on the
circle marked as A and B, and the center marked as C. Students will be asked to first create an angle from the center of the
circle to these two points, and to use the protractor to find the degree measurement of this angle. This will be carefully
modeled for them on a step-by-step basis to provide needed scaffolding for students using a straightedge and protractor, which
are not always part of lessons. Then, each student at each table will be asked to draw a different point on the perimeter of their
circle. One student will draw a point closer to the top, another further down, and so on until every student has drawn one, and
only one of these points. After this, students will be instructed to create an angle, using their drawn point as the vertex, and
utilizing the same two endpoints for the angle as they did for their central angle. Students will be asked to then find the
measurement of the new angle they constructed. After this, students will be asked to compare their angle measurement with
those around them, and to discuss the findings with their table group in order to come up with some conjectures about the
relationship between inscribed angles and central angles. In this discussion, students will hopefully be able to see one or two
truths. First, inscribed angles are half the measurement of a central angle if the two angles have the same endpoints. Second,
students will be able to see that inscribed angles will always be congruent if they have the same endpoints. After a discussion
of this in table groups, I will lead a class discussion where it will be seen that every student in the class made an angle with a
congruent measurement, and the above points about circles will be discussed.

Following this, to supplement this understanding that students discovered on their own, I will demonstrate a proof of these
principles for students on the whiteboard using similar triangles. This will allow students to visualize a proof to corroborate
their conjectures.

After this activity which is based on student inquiry and discussion, a more structured activity will take place. I will utilize a
student packet given to my class for the unit, leading them in guided notes concerning inscribed angles. Students will take
guided notes concerning the two principles listed above, as well as the concept that an inscribed angle with endpoints on
either side of a diameter will always be 90 degrees. After students have completed these guided notes and these principles
have been demonstrated to them visually and orally, I will model several practice problems for the students so that they can
understand how to implement the concepts of the lesson to solve problems on their own. Through the practice problems, I will
complete the first couple through completely modeling for the students, and then gradually allow them to do more of the steps
on their own with less scaffolding until they are ready to completely solve on their own.

Students will then be able to demonstrate their knowledge through an exit ticket which asks students to complete problems
similar to those done in the previous activity. Students will be able to demonstrate their knowledge in two practice problems
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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

involving inscribed angles. Students will have time to self-assess their understanding before the close of the lesson.

Close –

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

I will communicate to my class that they will continue to utilize their knowledge of arcs, central angles, and inscribed angles
in the next lesson, and will build on this knowledge to learn about arc length in the coming lesson.

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. Student achievement of the lesson objectives:
a. Explain areas of successful achievement –

I think that students were successful in understanding the relationships between inscribed angles, central angles, and arcs.
This came somewhat naturally to a vast majority of them, especially the idea that they could use an inscribed angle to find a
corresponding arc or a central angle. Students were able to use the proper vocabulary for each term accurately, and in many
situations were able to solve problems based on their understanding of these three parts of a circle. I was impressed at
student’s ability to reason logically about the total degrees of all the arcs adding up to 360, and using this as a tool to help
them solved for inscribed angles in the more complex problems.

b. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –

Students had several areas where there was some confusion among a number of them. First, students often had mistakes
concerning when to multiply by two and when to divide by two when going from an inscribed angle to a corresponding arc.
Though students could recognize the relationship between the two, during several occasions a student would take an arc and
multiply by two, or take an inscribed angle and divide by two, rather than doing the proper operation. For the future, I would
like to emphasize the relationship between the arc and angle and have students continue to reason logically concerning what
operation should be done depending on the problem.

Further, some students struggled to notice the difference between an inscribed angle and a central angle when the two shared
endpoints. Since the point of emphasis for the lesson was on inscribed angles, some students took their central angles and
multiplied their measurements by two, as they would with inscribed angles. I want to clarify this distinction and continue
having students understand the difference between the two types of angles and what this means for them when they are trying
to solve problems.

2. How does understanding your students’ assets and learning needs:

a. inform and/or shape your lesson plan for the whole class?

Through understanding my students’ assets and learning needs, I was able to have them be engaged in an activity where they
could use their skills in collaboration and socializing with their neighbors in order to develop their own understanding of
inscribed angles based on their own examination and discovery. Further, by understanding the learning needs of my class, I
was able to design a lesson that built upon the prior learning of my students, and allowed them to engage in the learning
content using their own two hands to construct and measure angles, or through solving equations and discovering the learning
goals through a more traditional written means. This allowed each student to engage in the lesson according the preferred
learning style of the student.

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

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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Through understanding my students’ assets and learning needs, I was able to design a lesson which required students to be
actively engaged and communicate with one another. Students were able to compare their angles with the angles created by
their classmates, and discuss this meaning with their classmates in order to arrive at an understanding. Further, through
allowing students the opportunity engage in oral discussion, written notes, and the construction of visual aids, students had the
opportunity to access the learning goals through a multiplicity of ways according to the different learning methods of the
class. Different types of learners were supported through the nature of the learning activities provided.

3. What was most effective about your teaching or assessment in helping students achieve the content and/or ELD learning
goal(s) of the segment? What was less effective about your teaching or assessment?

I believe the most effective element of my teaching during this lesson was found through two different learning segments
which approached a similar learning goal through a different means. By allowing my students the opportunity to have an
explorative activity where they could develop their own understanding of the learning goals, followed by a more structured,
explanatory type of activity for the students, they were able to develop a formative understanding while having this
understanding supplemented by structures in place they could fall back on. In my teaching, I believe what was least effective
was having clearer explanations and adaptations to student struggles. I would have liked to have had a more structured
explanation for my students of when to multiply by two, and when to divide by two, for example. Having a response which
could have included a tangible way for students to remember that inscribed angles are half the measurement of their
corresponding arc besides rote memorization would have been helpful, and I will seek to do this in the future through an
explanation with a higher level of accessibility for my 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.

1 – Beginning 1 – Emerging 3 – Sufficient 4 - Proficient

Understanding the The student is The student is The student is mostly The student is always
relationship between beginning to be able somewhat able to able to demonstrate an able to demonstrate an
arcs, central angles, to demonstrate an demonstrate an understanding of the understanding of the
and inscribed angles understanding of the understanding of the relationship between relationship between
relationship between relationship between arcs, central angles, arcs, central angles,
arcs, central angles, arcs, central angles, and inscribed angles, and inscribed angles,
and inscribed angles, and inscribed angles, but may make one and does so without
but has several major but might make a error in understanding errors.
errors in significant error or
understanding multiple errors in
throughout understanding.

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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Using arcs, central The student is The student is The student is mostly The student is able to
angles, and inscribed beginning to use arcs, somewhat able to use able to use arcs, use arcs, central
angles to solve central angles, and arcs, central angles, central angles, and angles, and inscribed
problems. inscribed angles to and inscribed angles inscribed angles to angles to solve
solve problems, but to solve problems, solve problems, and problems, and does so
makes several and makes several does so with only one without errors.
significant errors small errors or one error.
significant error

For the below student samples, numbers 1-4 were either partially or fully modeled for students, whiles numbers 5-8 were used
for the exit ticket and for the rubric provided.

The below student received a 4/4 on the rubric. This is an example of a high performing student, who clearly recognized the
differences between central angles, inscribed angles, and arcs, and was able to utilize this understanding well. The student
even demonstrates a strong understanding of how to utilize inscribed angles when algebra is involved according to numbers 7
and 8. The student divides the arc by two in number 7, and is able to use this value to solve for x.

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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

This is an example of a low performing student, who received a 2/1 on the rubric. This student did fairly well to work towards
a solution for number 5 by taking the combined measurements for the two arcs and subtracting them from 360. However, the
student failed to recognize this value as the remaining arc and use it to find the corresponding inscribed angle by dividing by
two. The other problems do not allow for very accurate assessment of the student’s abilities because it is unclear whether he
failed to put forth effort, or whether he needs support in understanding, or perhaps a combination of both. The evidence may
suggest the last option, since the student may have taken a good initial step but failed to understand where to go from there.

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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

This last sample is from an English learner. This student received a 3/3 on the rubric. It is clear that the student understands
the relationship between inscribed angles and the corresponding arcs due to their ability to solve number 5 and 6 accurately.
Further, the student was able to solve for number 7 as well, though no work was shown here, so it is unclear the methodology
utilized by the student. It is probable that the student did most of the work on the calculator. However, this makes it unclear if
the student put forth effort towards number 8 on the calculator but could not arrive at the solution, or if the student ran out of
time for this question, or if something else occurred. More follow up will be needed with this student, and it will be asked of
the student to show more work if possible, but it is clear that the student has a good enough understanding of the material to
warrant a 3/3 score.

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Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

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Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

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 Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

Graduate Education Lesson Plan Rubric

Beginning Emerging Proficient Highly Proficient
Part 1: Goals Does not yet align standards Some alignment of standards Proficient alignment of Strong alignment of standards
and learning goals and/or and learning goals with limited standards and learning goals and learning goals with clear,
and Standards does not yet provide clear rationale and essential with basic rationale and essential robust rationale and essential
rationale and essential questions. questions. questions.
questions.
Part 2: Does not yet provide Provides somewhat helpful Provides proficient demographic Provides strong demographic
demographic profile and demographic profile and profile and adaptations, with profile and adaptations, with
Demographic adaptations that facilitate adaptations, but with unclear clear significance for diversified insightful significance for
Profile and diversified learning or significance for diversified learning and integrates 21st diversified learning and
Lesson engage 21st Century learning and only preliminarily Century Learning, the Arts, integrates 21st Century
Adaptations Learning, the Arts, and/or integrates 21st Century and/or technology. Learning, the Arts, and/or
technology. Learning, the Arts, and/or technology.
for specific technology.
students
Part 3: Does not yet include Some integration of multiple Proficient demonstration of Strong demonstration of
multiple means of means of instruction, but multiple means of instruction multiple means of instruction
Universal instruction that are likely to unclear about providing that are likely to provide that are likely to provide
Design for provide engaging Universal engaging Universal Access for engaging Universal Access for engaging Universal Access
Learning Access for most learners. most learners. most learners. for all learners.

Part 4: Does not yet provide Provides some formative Provides proficient formative Provides strong formative
formative assessments and assessments and rubric, but assessments and purposeful assessments and purposeful
Assessment rubric that will enable unclear how they will enable rubric that will enable some rubric that will clearly enable
Plan (and meaningful assessment for meaningful assessment for meaningful assessment for every meaningful assessment for
Peer and most students. Does not yet most students. Provides some student. Provides proficient plan every student. Provides strong
Student Self- provide for meaningful ideas for meaningful student for student self-assessment that student self-assessment plan
Assessment student self-assessment. self-assessment, but not yet will likely empower students to that will empower students to
Plan) fully developed reflect on their learning and gain critically reflect on their
some insights learning and gain meaningful
insights

Part 5: Does not yet provide a well Provides an instructional plan
thought out plan that is not yet fully developed
Instructional so as to assure a coherent,
Procedure effective learning experience
for students
Part 6: Does not yet reflect on the Provides some reflection on
Teaching lesson in a pedagogically lesson and specific
meaningful way assessments showing
Candidate preliminary analysis of the
Reflection on strengths and weaknesses of
Lesson the instructional method and
process, adaptations, and
levels of inclusion and
engagement for both the
whole class and individual
needs with inadequate
consideration of next steps
Provides a well-thought out,
realistic instructional plan that is
likely to assure a coherent,
effective learning experience for
students
Provides proficient reflection
on lesson and specific
assessments showing some
analysis of the strengths and
weaknesses of the
instructional method and
process, adaptations, and
levels of inclusion and
engagement for both the
whole class and individual
needs with satisfactory
consideration of next steps
Provides a strong, cohesive,
well-thought out, realistic
instructional plan that is
likely to assure a coherent,
effective learning experience
for every student
Provides strong reflection
on lesson and specific
assessments showing good
analysis of the strengths
and weaknesses of the
instructional method and
process, adaptations, and
levels of inclusion and
engagement for both the
whole class and individual
needs with sound
consideration of next steps

Part 7: Does not yet include Includes some samples, but Includes proficient and sufficient Includes strong and
relevant student samples may lack diversity in abilities selection of samples, illuminating selection of
Student
and needs and/or demonstrating diversity in samples, demonstrating
Samples appropriate comments and abilities and needs and diversity in abilities and
grades appropriate comments and needs and appropriate
grades comments and grades

Master The Master Teacher Lesson Observation Protocol (LOP) was submitted to Canvas in a timely manner and in readable form.
Teacher LOP This lesson plan cannot be graded until the LOP is submitted.

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Standards-Aligned Graduate Education Lesson Plan Template – Single Subject

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