Grad Ed Lesson Plan Template BST Multiple Subject Version Lesson 1

Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Subject(s): ELD Grade: 1
Teacher(s): Christa Cates Master Teacher: Kerri Bordelon
School: Newport Heights Elementary ___ Lesson Time Allotment: 45min ___ Date:
2/8/2022
TPE Target Skills:

1.___1.4__Use a variety of developmentally and ability-appropriate instructional strategies. Resources. And assistive
technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to
support access to the curriculum for a wide range of learners within the general education classroom and environment.
_________________________________________________________________________________
2._2.5__Maintain high expectations for learning with appropriate support for the full range of students in the classroom.
____________________________________________________________________________________
3.___4.4__Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning
opportunities and provide access to the curriculum for all students by removing barriers and providing access through
instructional strategies that include:
*Appropriate use of instructional technology, including assistive technology
* Applying principles of UDL and MTSS
* Use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources
for all students, including the full range of English learners.
*Appropriate modifications for students with disabilities in the general education classroom
*Opportunities for students to support each other in learning; and
*Use of community resources and services as applicable
__________________________________________________________________________________
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 R.F. 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
1.3a Know the spelling-sound correspondences for common consonant digraphs.
1.3b Decode regularly spelled one-syllable words.
1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
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)
After this lesson, students will have mastered the ability to read and spell words that use the common long “I” vowel
convention “igh,” more specifically with the “ight” words, “bright, fight, knight, fight, sight, and flight.”
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 meet a new word family! “Ight” is a common spelling pattern that does not follow normal a normal
sounding out pattern. Its pronounced…. “ight” and found in some of the words we use most!
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
Standards-Aligned Graduate Education Lesson Plan Template
2. Relevance/Rationale: 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)
My students have been learning a new family every week. Words that contain “ight” are commonly used in their writing, but
spelled phonetically. They have been learning new word families with increasing difficulty.
Student-Friendly Translation:
We have learned so many word families this year that have improved our reading and writing. Today, you are ready to learn a
fun new word family!
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
Expanding:
1. Exchanging information and ideas
Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and
asking and answering questions.
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas
Expanding:
3. Using verb and verb phrases
Use a growing number of verbs and verb types in shared language activities guided by the teacher and with
increasing independence.
4. Using noun and noun phrases
Expand noun phrases in a growing number of ways to enrich the meaning of sentences and add details about
ideas, people, things, and the like, in shared language activities guided by the teacher and with increasing
independence.
Continue to identify how you will support your students in mastering these ELD Standards below in Part 3 – Universal
Access Lesson Adaptations
1. 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)
After this lesson, students will have a greater ability with communicating with their peers toward a common goal.
After this lesson, students will have mastered the ability to spell and read words using the “ight” pattern.
Student-Friendly Translation: Today, we will learn a new word family! This word pattern has letters that don’t follow the
normal rules and makes a unique sound. We will work together to learn this new word pattern!
5. Essential Questions: (TPE 1.5)
What words can you think of that have “ight” in them?? What are some ways the long vowel “I” is represented?
6. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Twilight
Fright
Knight
Plight
Delight
Part 2: 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: 13 Female:8 Total:21
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 4 Beginning 2 Emerging
Intermediate 12 Intermediate 13 Expanding 1
Advanced 5 Advanced 6 Bridging
Special Education Students
IEP Identification (Speech, hearing impaired, Specific considerations for each student
autism, etc.)
Luke (speech) Student participates in speech pullouts 2X per week. In class,

we focus on clearly articulating words and slow and clear
speech.
Three Focus Student Profiles

One identified special education student, one English language learner,
and one special circumstance student
Focus Student #1 (FS1): English Learner

Student Name: Allison
Special Identifications (ELL, GATE, Special Need): Math (circle one): Beginning Intermediate Advanced
ELL Reading (circle one): Beginning Intermediate Advanced
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)
Primarily Spanish spoken at home. Lives with both parents Homework and reading is done at home, extra focus in given to
and siblings. ensure reading and exposure to English in the classroom.
Health and/or Physical Considerations: Social-emotional Learning Considerations/Social Development

(and how these may influence instruction) Factors:
Nurturing, friendly, kind, helpful, want to please.

None
How these may influence instruction:
Allison has a very nurturing nature, so pairing her with a student
who needs extra help, builds her confidence in communicating
and learning by teaching.
Your SEL goal for this lesson for this specific student:
Student will apply decision making skills to deal responsibly with

daily academic and social responsibilities.
Assets/Funds of Knowledge: (TPE 1.1 Interests and Aspirations:

First language is Spanish, she communicates well in Allison is quiet, but very friendly and likes to play with many
Spanish and English. Hard worker, eager to learn and different kids on the playground. She gets along easily with
please. everyone. She loves to draw and often will ask if she can draw on
the back of her paper when she is finished.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Student Name: Luke
Special Identifications (ELL, GATE, Special Need):IEP Math (circle one): Beginning Intermediate Advanced
(speech) Reading (circle one): Beginning Intermediate Advanced

(and how these may influence instruction) (and how these may influence instruction)Highly supportive
family. Mom was a teacher, parents highly educated. Parents
give him the support he needs for school. He is a twin,
highly competitive.
Health and/or Physical Considerations: Social-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors:
Older student, more mature and compliant than other
Luke has a speech disability which he receives special classmates.
instruction for. In class, we focus on clearly How these may influence instruction:
articulating words, with appropriate prosody, Luke does his best work, seeks approval
fluency, and rate when speaking.
Establishing and Maintaining Healthy and Rewarding
Relationships:
Take turns and show fairness.
Assets/Funds of Knowledge: Interests and Aspirations:

Luke is very curious and likes to share facts he knows with He loves to read, reading above grade level. He likes to read
the teacher and class. He is thoughtful, and works well with books about famous people. He also likes playing sports,
others, thought there is sometimes competition between especially gaga ball during recess. Connecting his reading to
him and his desk partner. instruction or having him research facts are great ways to
include his interests in instruction.
Focus Student #3 (FS3): Special Circumstances Student

Student Name: Jacon
Special Identifications (ELL, GATE, Special Need): Math (circle one): Beginning Intermediate Advanced
Parents divorced, unstructured home life. Reading (circle one): Beginning Intermediate Advanced
Parents divorce is litigious, combined with different

parenting styles and schedules.
Health and/or Physical Considerations: Social-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors: Immature, limited self regulation. One
close friend.
Possible auditory processing disorder? Undiagnosed
How these may influence instruction: Jacob needs to be
paired with a student that stays on task and sit near the
teacher.
Self regulation: staying on task, working well with partner.
Assets/Funds of Knowledge: Interests and Aspirations:

Both parents are motivated to help him succeed. He tries He loves to make up stories, draw, and color. He has really
very hard, and WANTS to do well. connected to friend Alan and they play and encourage each
other.
Other General Classroom Observations

Assets and Funds of Knowledge found in the classroom (Including general cultural and linguistic background of students’
home and family) (TPE 1.1)
Three students primary home language is Spanish. Class has good collaboration skills. Students are grouped up by reading
levels/ academic levels. One group requires constant supervision to keep them on task and help complete assignments.
Health considerations or physical development factors (if any)
Social-emotional developmental (SEL) factors that may influence instruction in this academic area or that could be
addressed in this academic area (TPE 2.1)
There is a lot of competition between some of the students, in group work, about who gets done first. Stressing work that is
well done, using their best printing and making work look nice will be a goal in this lesson.
Interests and/or aspirations in the class (relevant to this academic area) (TPE 1.3)
The class as a whole is interested in participating/ raising their hands and trying to perform well. They are encouraging of
each other, when one is recognized for good behavior and gets to move their pin up. They are mostly able to pair up with
anyone and get along. A few have a harder time staying on task when they are paired together. Their desk partners, and rug
partners have been arranged to provide for minimal distractions.
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)
I will use popsicle sticks to ensure that all students are participating in our discussion, and in our guided practice. In order to
ensure that students are on task and to view their white boards and asses their words, I
will be circulating.
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,
I will model and provide a guided practice on a projector so whole class can follow along and see what I am doing, and
what I expect them to do during the activity.
1. ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

What are at least three general SDIAE strategies you will engage?
I will activate the student’s background knowledge, specifically of other long “I” patterns
We will use brainstorming to think of other words that have our target word pattern.
Pair checks will be used during game to ensure correct words are being circled.
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?
I will introduce the long vowel “I” and remind the class other common vowel team conventions that make a long “I” sound.
We will manipulate letters in order for students to build the vowel convention and write it, then provide an engaging
activity for independent and collaborative practice.
The word game will involve playing with table partners and taking turns reading, which will provide a great opportunity for
my EL to work on her collaboration and communicating with peers.
2. Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
For my speech IEP student I will speak slow and clear and enunciate the sound to ensure that my voice and the letters are
heard. We will practice segmenting and blending of words, along with deletion, addition, and substitution of consonants to
practice individual sounds. I will use visuals to ensure that students are able to maintain a visual of the target vowel
convention.
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):
For this lesson we will target Relationship Skills, specifically practicing teamwork and collaborative problem solving.
Specific strategy that you will use to inculcate that competency: Students will work with desk partner to play word game.
They will take turns calling out words for the other to circle. They will take turns reading words to their partner.
4. Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

(TPE 1.4, 4.4, 4.7)
Multiple Means of Engagement: Recruiting Interest: Optimizing individual choice and autonomy.
Students will be able to choose words to put on board or circle in the poem.
Multiple Means of Representation: Offer alternatives for auditory/visual information.

Students will listen/watch video that has target vowel convention.
Multiple Means of Action and Expression: Use multiple tools for construction and composition.
Students will highlight words in poem with different color on board. Students will use magnetic letters to build words.
2. 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)
Understand: Student will identify target words in a poem and highlight them.
Apply: students will add, delete, and substitute consonants to create new words.
Evaluate: students will word sort Long “I” words into categories: igh, i_e
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 watch YouTube video 4.4)
Collaboration with a fun song introducing them to
Creativity “igh”vowel convention.
Critical Thinking
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: Students will hold up their white boards to show teacher words. Teacher will scan room to see if
anyone is unclear how to spell vowel convention.
Formative Assessment 2: Students will fill out a worksheet exit ticket. It is an -ight See, Say, Spell, and Write worksheet,
using the the words “bright, fight, knight, fright, sight, and flight.” SEE ATTACHED RUBRIC
3. 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)
Students will read word to each other and call out specific word for the other to circle. Student will let their partner know if
they read it wrong or circle wrong word.
SEE ATTACHED RUBRIC
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:
Remind students of previous word families we have learned.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Poem, video, white boards, magnetic letters, sharpie.
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)
Lesson 8:10-8:45 “IGHT” Word family
8:10 Poem, “Night, Night”

Read students poem. Introduce the new word family “ight.” Invite students to come to board and circle any “ight”
words they see. Read poem together.
8:20 Words that rhyme with Night

Invite students to think of words that rhyme and use the “ight” pattern. Write those* words on board.
8:25 “Ight” video

Students will be dismissed to desks to watch short video on “ight” word family.
https://www.youtube.com/watch?v=jf3h9bR3gWE
8:30 White Boards and Magnetic letters

Students will pull out their white boards, expo markers, and magnetic letters. Using my word list, I will direct them in
spelling “ight” words. I will give a word, they will spell it using their magnetic letters, then write the word on their
white board. The words will be in an order where students can practice letter addition, deletion, and substitution. We
will spell/ write 12 words.
I will teach/model the first word, and have the student show me their white boards to check for understanding on the
next word.
Words in order for white board which allows for substitution/ deletion/ addition
Fight
Fright
Flight
Light
Right
Bright
Night
Knight
Plight
Slight
Tonight
Flashlight
“Does everyone have their letters “ight” ready? Ok! First word is fight. What sound did I add to -ight? And what
letter makes that sound? Great! Where do I add the F? Right, to the beginning. Fight spells fight, lets build it, and
write it. Next word is fright. What sound do you hear in fright? Where would we add that in our word? Great, adding
r after the f makes our word fright. Lets build it, and write it.”
8:38 White Board Word Game
Students will work with desk partner, using their white boards with “ight” words written on them. They will take
turns calling out a word and their partner has to circle the word they called. Once both boards are complete, with all
words circled. They will take turns reading all the words.
Open – I have a fun poem that introduces our new word family. I will read the poem, and when I am finished, raise
your hand if you think you can guess the word family we are learning!
Anticipatory Set: For engaging in initial problem solving and recruiting interest
Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8)
Using above lesson, I will teach and model the vowel convention by reading poem, sharing video, and modeling letter
practice and writing on my white board. I will check for understanding while accepting answers from students about other
“igh” words, during the poem activity where students can circle “igh”, and during the magnetic letters and white board
exercise while students hold up their white boards to show me the answers. Their guided practice will be in groups as they
circle and read words to one another. Their exit ticket will be independently writing 5 “igh” words.
Close –
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
We will continue to practice this word family this week in our centers, with different activities and games.
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 attached document.
2. Student achievement of the lesson objective according to the data analysis:

a. Explain areas of successful achievement –
Students had a successful mastery of the -ight reading and writing on their worksheets. 100% of students spelled the -ight
phoneme correctly within the context of the word.
b. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
About half the students struggled with the successful spelling of one vocabulary word “knight” spelling it “night.” Today’s
lesson was the first time introducing this specific spelling and term, so we will revisit the difference between “knight” and
“night”.
3. How did learning deeply about your students’ assets and learning needs:
a. inform and/or shape your lesson plan for the whole class?
The class enjoys centers and collaboration activities, so the word game was perfect to motivate them to read the words
together, and the game encouraged them to read accurately.
b. support student access to and engagement with the content?

Student played a game in which they called out a word for the other to pick out and highlight. This activity requires turn
taking, good collaboration, and reading of words of both students.
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).
The formative assessment was a great way to assess student’s understanding of the -ight word family, and correct use of
phonics and spelling. It showed me what letters, blends, or spelling pattern the students are struggling with.
The student self assessment was a great way for students to take ownership of, and be motivated during their partner work. It
made very clear to each student, especially my EL, and struggling students, the expectations of the activity.
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?
I think the most effective was using UDL through the poem, video, and manipulative letters, to give students multiple ways to
engage with the new word family.
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.
One instructional activity that I would change is calling out a word and spelling it out as a student spelled it to me. I think
I would use this time instead to walk around and assess how each student is spelling before I wrote the word on the white
board for all to see. This way, I can really see who is just copying, and who has really mastered spelling and the specific
spelling pattern being taught. I think that professionally, finding ways to have students work to figure it out, before
offering an answer helps them to connect and understand on a deeper level.
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)
TPE 1: Engaging & Supporting all Students in Learning

1.3 Intro focused on importance of how spelling words correctly is important. Choral reading of poem, kids circle -ight words,
build words with tactile letters.
1.5 Students reflect on which spelling pattern the poem focuses on. Why do we need to learn different spelling patterns? Turn
to your partner and share some -ight words.
1.8 Many different activities, clear instructions for each step of lessons. Called on many students to share ideas and answers.
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
4.4 Poem on chart paper, -ight video, magnetic letters, white boards, doc camera.
4.7 Hands on word building activity. Students raise hand to spell words out loud, including manipulation of sounds
and letters (segmenting, deleting, adding). Playing the “find it” word game.
Part 2: Students engaged in adding/ substituting/ deletion of letters to create new words. Incorporated use of “secret stories” to
help students remember irregular spelling patterns.
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?
Plan was able to support and monitor all student learning because it included many different learning activities which
supported multiple means of engagement and learning, and opportunities to asses learning.
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)?
Yes, my instructional approach supported learning for the whole class, though, I think that I could have had a learning target
for students who are at a higher level in EDL in order to challenge and engage them on a deeper level.
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.
More explicit teaching and use of vocabulary and common different spellings such as “knight” and “night.”
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?
I would focus more on the difference of certain vocabulary terms that sound the same but have different meanings and
spellings. Also, I would include more higher learning opportunities.
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?
Review of the spelling pattern -ight, and the vocabulary words associated. In order to advance learning, I would
include an activity that gave students an opportunity to create their own sentences or built their own -ight words.
a. Do you need to reteach any part of the lesson? Explain why or why not.
The one part of the lesson that half the class struggled with is the spelling of “knight” spelling it “night.” I would review
the spelling difference and meaning of both words, giving students an opportunity to use both words in their context.
b. Based on what the whole class of students learned about the content you were teaching, what will you teach next?
I will have the students word sort and practice, all -ight, and -ite words to recognize the different spelling
patterns for the graphemes igh, i_e that represent the long “I”
8. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?
I learned that I really love researching and planning hands on learning activities that will engage the students.
My focus was on UDL and incorporating different elements that would engage all learning styles and grab the
attention of students. I really want to develop my ability to engage all learners and think through activities and
how to apply them to all students at different levels of academic understanding.
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.
Allison read the words without error and with fluency. She misspelled “knight” which was a common mistake among the
students. Her printing was neat, and she had a self correction on “sight.” I encouraged her by praising her reading/spelling/
and printing. I addressed the class as a whole about the spelling of “knight” and communicated that we would practice the
spelling, and that most of the class spelled “night” right, but wrong context.
Luke read the words fluently, spelled accurately, and his printing was neat and legible. I communicated to him that he spelled
“knight” right, which was a harder vocabulary word.
Jacob read the words fluently, and made the same “knight” spelling error many of the other students did. I encouraged him
that his printing is getting much easier to read, and that I can tell he has been practicing, and taking his time to print clearly.
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
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!
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

Grad Ed Lesson Plan Template BST Multiple Subject Version Lesson 1

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Grad Ed Lesson Plan Template BST Multiple Subject Version Lesson 1

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Standards-Aligned Lesson Plan Template

Subject(s): ELD Grade: 1

Teacher(s): Christa Cates Master Teacher: Kerri Bordelon

TPE Target Skills:

Part 1 – Goals and Standards

5. Essential Questions: (TPE 1.5)

Part 2: Demographic Profile: Class and Individual Student Information

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

Luke (speech) Student participates in speech pullouts 2X per week. In class,

Three Focus Student Profiles

Focus Student #1 (FS1): English Learner

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

Nurturing, friendly, kind, helpful, want to please.

Student will apply decision making skills to deal responsibly with

Assets/Funds of Knowledge: (TPE 1.1 Interests and Aspirations:

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

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

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

Assets/Funds of Knowledge: Interests and Aspirations:

Focus Student #3 (FS3): Special Circumstances Student

Parents divorce is litigious, combined with different

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

Self regulation: staying on task, working well with partner.

Assets/Funds of Knowledge: Interests and Aspirations:

Other General Classroom Observations

Health considerations or physical development factors (if any)

Part 3 – Universal Access Lesson Adaptations

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

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

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

Multiple Means of Representation: Offer alternatives for auditory/visual information.

6. Implementation of Strategies for Enhancing Lessons:

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

Part 4 – Assessment of Student Learning

SEE ATTACHED RUBRIC

Part 5 – Instructional Procedure

8:10 Poem, “Night, Night”

8:20 Words that rhyme with Night

8:25 “Ight” video

8:30 White Boards and Magnetic letters

8:38 White Board Word Game

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

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

TPE 1: Engaging & Supporting all Students in Learning

Part 7 – Student Samples

All Components Lesson Plan Rubric

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