Grad Ed Lesson Plan - Ela - Ast

Standards-Aligned Lesson Plan Template
Advanced Student Teaching

Graduate Program in Education
Student Teacher Candidate Name: Jenah Wood
Subject(s): ELA Grade: 3rd

Mentor Teacher: Esthela Emadi
School: Westpark Elementary
Lesson Time Allotment: 40 minutes Date: 8/21/22
TPE Target Skills:
1: Promote students' social-emotional growth, development, and individual responsibility using positive
interventions and supports, restorative justice, and conflict resolution practices to foster a caring community
where each student is treated fairly and respectfully by adults and peers.
2: Plan instruction that promotes a range of communication strategies and activity modes between teacher and
student and among students that encourage student participation in learning.
Section 1 – Goals, Standards, and Assessments

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)
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)
(Sample sentence frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the
end of this lesson, my students will be able to explain…”)
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
SL.3.1b,d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
d. Explain their own ideas and understanding in light of the discussion.
2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, 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) (Sample sentence
frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the end of this lesson,
my students will be able to explain…”)
By the end of this lesson, my students will have mastered the ability to read to identify and annotate key events
in a story.
By the end of this lesson, my students will have mastered the ability to verbally share their thinking with their
peers.
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.eduGraduate Education / Academic / Handbook – BH 08/15/22
3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives
identified above have been successfully met?
A. Formative Assessments: At least two formative assessments total, at least one with a rubric that provides
information that allows you to measure whether students have met each of your learning objectives. Copy or
attach rubric to this template. (TPE 1.8, 2.5, 5.1, 5.5)
3- The students successfully mastered the ability to read to identify and annotate key events in a story by
correctly identifying key details in the story we read in class.
2- The students have successfully identified one of the two key events correctly in the story we read in class.
1- The student has the ability and room to grow in identifying key events correctly in the stories we are reading
in class.
Formative Assessment 1: Informal Assessment: I will ask the students to put their fingers under their chin and
hold up 4 fingers if they feel like they are ready to go back to their desks and read and annotate the last four
paragraphs on their own. I will ask the students to hold up a three under their chins if they feel they need to
work with a partner for the next two paragraphs then on their own for the last two. I will ask the students to
hold up two fingers under their chin if they would like more help from me to complete the next four paragraphs.
Formative Assessment 2: Formal Assessment: The students will access a google form and answer two questions
on the form. The two questions will be to to write two different sentences that you annotated in the last four
paragraphs of the reading.
https://docs.google.com/forms/d/1RNyjtvCw83tCg933tVriGc7EQ8POWEUTQ7VfGWLr54w/prefill
B. 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/peer assessment (TPE 1.5, 5.3)
I will be asking the students to think about if they feel like they can go back to their desks and find two more key
details on their own, if they feel like they might be able to find key details on their own but maybe not after
today, or if they want help to grow in finding key details on their own. I will ask them to think about their answer
and then ask questions or start work based on how they feel.
I will ask students to think about if they felt like they had positive discussions with their peers and were able to
grow in their ability to communicate, if they feel like they could use some light support with peer discussions, or
if they did not want to discuss with their peers at all or did not have a meaningful conversation with their peers
at all. I will ask them to sit and think a bout this and ask questions based on their self reflection.
4. Relevance/Rationale:
A. Based on prior assessments of your student’s level of understanding for this subject, why is this the critical
lesson for your students to learn right now in your class? (These assessments can be based on formal
assessments such as past quizzes or informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure
to cite specific evidence from prior student learning to support your rationale:
Prior to this lesson the students have already read and analysed another story. This story was a myth and the
students learned what a myth was and what the character traits of a myth is. The students were 60% successful
in using key events to summarize a story and 60% successful in identifying character traits after reading the story.
These assessments came from informal assessments from my master teacher. Based on this information, I will be
scaffolding the information from the prior week and teaching students specifically how to find and annotate key
events in a story. The reason I am scaffolding this information is because based on the prior assessments of the
students they need the information to be in smaller bite size chunks to fully understand and grasp the standard.
5. ELD Standards Addressed: Identify one standard from the ELD Standards that you will implement during this
lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include both the ELD
Standard number and the content of the standard! (Feel free to cut and paste!)
6. Reading/viewing closely
Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (e.g., central message, character traits,
major events) using key details based on understanding of a variety of grade-level texts and viewing of
multimedia, with light support.
Continue to identify how you will support your students in mastering these ELD Standards below in Section 3 –
Universal Access Lesson Adaptations
6. ELD Standard Learning Goal(s): Based on the ELD Standards you indentified above, 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) (Sample sentence
frames: “By the end of this lesson, my English language learners will have mastered…” or “By the end of this
lesson my English language learners will be able to explain…”)
By the end of this lesson, the English language learners will have mastered the ability to understand how and
why they annotate key details from the text with light support.
7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will have
mastered by the end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Folktale
Fiction
Key Detail
8. Essential Questions: What do you want to have your students critically reflect on in terms of the content
learning goals for this lesson? (TPE 1.5)
What is a key detail?

Why are key details even important to know?
What if there were no key details in a story? Will it even be considered a story anymore?
Section 2: Case Study Differentiation: Focus Students 1, 2, and 3

Focus Student #1 (FS1): English Learner (Silin Albaghajati)
Updates/observations regarding this student Identify at least two forms of differentiation you will
(academic or otherwise): incorporate into this lesson to address this student’s
- FS1 is a hard worker and scores at grade level needs:
on her math and ELA assessments. - To support FS1 in this lesson I will be walking
- FS1 comes into the classroom after school to around the classroom specifically checking in
ask for math support when she needs it. This on her to make sure if she has questions she
shows me that FS1 is responsible. She is getting can ask me. Since I know that FS1 is confident
her homework done before going home as well at asking for help I feel that if she needs it for
as asking questions when she needs help. this lesson and I am near she will ask.
- To also support FS1 as well as supporting other
EL learners in the classroom I will be going over
a few definitions that the students might not
be clear on to make sure that they students
understand the goal of this lesson is to kind
key details. I will be going over with student
friendly definition as well as hand motions for
the words key details, summary, and folktale.
Social and Emotional Learning (SEL) update for this student. Is your strategy proving effective? Should it
continue to be used? If not, what new strategy might prove effective? (The more the student is involved in
developing the strategy, the better):
FS1 is a bright student with a heart to help. She sits next to one of her friends who sometimes needs some extra
help when we are doing ELA. FS1 always loves to help her classmates and friends academically but I believe she
can also help her friend up by starting to use words of encouragement. I will uplif FS1 to exercise her natural
leadership skills by saying, “FS1, you are such a wonderful friend and you are always helping others and I am so
proud of you for being a good friend and classmate. I want you to grow even more in your leadership skills so
there are a few things I would love for you to try and practice. It is important for leaders to encourage others do
you know some ways that you could be encouraging in the classroom and even outside of the classroom?” We
will have a discussion here so that I can get her point of view as well as share my thoughts on her ideas. “Okay,
now I want you to try just one of those things we discussed tomorrow then after school you and I can talk about
which one you chose and why and how it went.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP) (Ronen Clifford)
Academic updates/observations regarding this student: Identify at least two accommodations/ modifications
- FS2 scores at grade level with math and ELA you will incorporate into your lesson to address this
- FS2 is a diligent worker and is often on task student’s needs:
- FS2 was professionally diagnosed with ADHD - To support FS2 for this lesson I will be
two years ago and is currently renewing his differentiating his lesson by working with him
assessment. to help keep him on task. Sometimes FS2 just
needs some gentle reminders to stay on task
and not get distracted. FS responds well when
a teacher gently reminds him to finish his
assignments before playing games. I will be
circling FS2’s desk often to check where he is at
on his work and help keep him on task.
- FS2 also can easily get over stimulated when
he is working near others. I want FS2 to always
feel like he is in a safe and positive learning
environment. A differentiation I can use for FS2
will be that I will have a discussion with him at
the beginning of the day to juts let me know if
he needs a brain break and then he will be
dismissed to our quiet library area to hang out
while he is gathering his thoughts and feelings.
I will also let him know he is more than
welcome to bring his work over there if he
wants since I know he likes to do that.
continue to be used? If not, what new strategy might prove effective? (The more the student is involved and
In FS2’s file he has some strategies in place for when he is frustrated. He knows to tell an adult and ask for some
time alone or in our reading corner. FS2 does amazing at this and takes responsibility for his own feelings. A new
challenge that I want to add for FS2 is timing the time he is sitting alone. Sometimes this takes away from him
joining the class and using 100% focus during lessons. If he can set a timer and have a goal of only spending 5 or
10 minutes in the corner then he would miss less class instruction.
Focus Student #3 (FS3): Special Circumstances Student (Hailey Smith)

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications
- FS3 scores below 1st grade level for you will incorporate into your lesson to address this
mathematics and ELA student’s needs:
- FS3 recently had an SST Meeting (student - Since FS3 cannot read at grade level yet, I can
success team meeting) to determine if she modify her work so that she listens to the story
needs to be evaluated for an IEP or 504 plan using her chrome book and headphones and
- FS3 has less than 80% attendance rate this year she can verbally tell me some key details she
which is an improvement from her last two found when she was listening to the reading.
years at this school - Another modification for FS3 is that instead of
her typing out what key details she found she
can verbally tell them to me.
continue to be used? If not, what new strategy might prove effective? (The more the student is involved in
FS3 is bubbly and loves to draw. I was to take her interest and use them as a reward for her. Many times
throughout the day FS3 will ask to get water or use the restroom just to get out of class. This is not because she
does not want to learn because she loves being at school, this is because she cannot keep up with the third grade
content we are learning. I want to help FS3 build her self confidence and be proud of the work she is doing even
if it is not the same work as everyone else. To help promote this after she finished her scaffolded work she is
allowed a 5 minute break to draw and hang out at her desk. I will be communicating with her a few things along
the lines of “FS3, you are doing so great at your work and I know sometimes working hard can be tiring for the
brain so when you feel this I want you to feel free to take a brain break.” I will be giving her options like going for
a quick walk, head down on the desk, drawing, or going to the library. My goal for FS3 is for her to see that she is
working hard and that she does deserve a break for her brain instead of possibly feeling shame for not
understanding the content everyone else is learning.
Section 3: Universal Access Lesson Development

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
What forms of differentiation (modifications/accommodations/special instructional strategies) will be made for
this specific lesson based on the assets and challenges of your students? (TPE 1.4)
1. Multilingual/EL students: (TPE 1.6, 3.5, 4.4)

● Please explain the instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers,
etc.) you will use to meet your ELD Standard learning objective for this lesson. (Find your ELD
ELD Standard learning goals in Section 1).
- “Creating lessons using small groups and pairs (such as with cooperative learning strategies like
centers, group projects, and Think-Pair-Share) provide natural opportunities for meaning-making and
authentic communication.” Throughout this lesson there will be many opportunities for student to
engage with their peers. One opportunity will be when they are at the carpet for their whole group
lesson. I will be using a think-pair-share model to help the students find key details in different
paragraphs. I will also be giving the students the opportunity to read and annotate with their elbow
partners. They will have the option to work on their own or with their partners to give them less
pressure and a choice.
- “Ensure to carefully scaffold to support critical thinking about complex content, making sure to break
down the process and teach each stage explicitly if necessary. Don’t underestimate or take for granted
how confusing something might be for a second language learner with their first or second exposure to
it.” To support the EL learners in my class they will have access to a booklet that has each paragraph
numbered as well as lines on each side of the page specifically for annotating the text. The numbered
paragraphs will help the students keep track of where we are at and focus on one paragraph at a time.
2. Universal Design for Learning (whole class) Support:

(TPE 1.4, 4.4, 4.7) Identify one strategy you will use from each of the UDL multiple means categories to create
a lesson that works towards universal design. (Support for identifying rich UDL strategies can be found here:
http://udlguidelines.cast.org..)
Multiple Means of Engagement:

Promote expectations and beliefs that optimize motivation
- During the lesson I will constantly set timers for a few reasons. One to make sure we stay on track as a
class and secondly to give the students an opportunity to self-reflect on how much work they have
gotten done in the set amount of time. Third, the timer will help the students realize they are under a
time constraint and that they need to focus. It also allowed the students to know they only have to
focus for a certain amount of time. I will constantly be asking the students how much time do they
think they need as a whole then set the timer for that time. Then halfway through the timer I will let
the students know to check where they are at and let them know they are half way through.
Multiple Means of Representation:

Clarify vocabulary and symbols
- The students will be taught the vocabulary a few days prior to the lesson. They are going to have a full
lesson on what a folktale is so they can understand what they are going to be reading. They will also be
differentiating what a fable is and what a folktale is since they have already done lessons on fables.
They did a graphic organizer the day before this lesson so they have a visual of the two words they
were comparing.
Multiple means of Action and Expression:

Facilitate managing information and resources
- I will be modeling on the same booklet that the students have how and where to annotate and take
notes on the reading. There is a section on every page where students can add their own notes and I
will also show the students where to underline sentences as well.
3. Higher Order Thinking Strategy Develop your lesson in a manner that ensures students will be engaging at
least three levels of Bloom’s Taxonomy during, including at least one form of higher order thinking (Analyze,
Evaluate, or Create) (TPE: 1.4, 4.4) Briefly explain how each of the three categories will be incorporated:
1: Analyze: we will be breaking down the story as a whole and deciding together and also each student
individually what parts of the story are important enough to be considered a key detail. For the first four
paragraphs I will be finding the key details for the class and explaining why I chose those specific key details so
they can also know what to look for when they are looking on their own. Then, the next two paragraphs the
students will be working together to find key details with my assistance. Lastly, the students will finally have to
take what they have learned in our whole group lesson and analyze the text on their own for the last four
paragraphs. They will be finding the key details on their own for the last four paragraphs.
2: Apply: The students will be applying the knowledge that they learned previously about finding key details
and use it during this lesson.
3: Understand: The students will be discussing with their classmates different sentences that they believe are
key details for the story. They will be explaining their reasoning and giving examples of why they believe what
they chose is a key detail.
4. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

● Identify one specific SEL competency (Self-awareness, Self-management, Social awareness, Relationship Skills,
Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL
strategies can be found here: https://casel.org/what-is-sel/.)
● Specific strategy that you will use to inculcate that competency for this lesson: Self Management: Our class
goal will be to notice our emotions and chose an appropriate and safe response to handle or communicate our
emotions. I will be helping the students by identifying some emotions that they might feel while completing
their work. I will let them know that they will have some time at the end of the lesson when they have to fill
out their own google form. This will be a quiet time where they are working on their own. It can be a time that
they can get distracted or frustrated. I will let them know there will be a timer on the board so they only have
to work for that long. If they do not finish in that time though, it will be okay because we will have a little time
later in the day to finish work. While the timer is set on the board, I will tell the students to notice their
emotions and breath in then let their emotions go and breath out and repeat this as many times as they need.
5. Technology:
How will technology be incorporated into the lesson? Develop this lesson with at least one form of technology
incorporated into the learning process that rise to the level of “M” (modification) or “R” (Redefinition) on the
SAMR Model (Support for addressing the SAMR model can be found here:
https://www.3plearning.com/blog/connectingsamrmodel/). Another helpful resource are the ISTE Standards
for educators: https://www.iste.org/standards/iste-standards-for-teachers?
_ga=2.256323592.249837091.1659559688-1938482384.1659389761 (TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4, 4.8 4.9,
5.4)
The students will be accessing a google form on their canvas page for the formative assessment. In a traditional
classroom students would write their answers on a pen and paper. By adding this piece of technology students
can spell check on their own and edit their responses easily. Also, I have an application on the teacher
computer that allows me to see the screens of every student working. I can check on each student and see
where they are at without them feeling like I am looking over their shoulder.
Section 4: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning
2. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
Prior to this lesson the students have already read and analysed another story. This story was a myth and the
students learned what a myth was and what the character traits of a myth is. The students were 60% successful
in using key events to summarize a story and 60% successful in identifying character traits after reading the story.
These assessments came from informal assessments from my master teacher. Based on this information, I will be
scaffolding the information from the prior week and teaching students specifically how to find and annotate key
events in a story. The reason I am scaffolding this information is because based on the prior assessments of the
students they need the information to be in smaller bite size chunks to fully understand and grasp the standard.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Benchmark Notebooks
Chrome books
Pencils
4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of
what will be taught (including links to any Google Docs, Powerpoints, Youtube videos, etc.), how the students will
be engaging in the lessons, and examples of directions, explanations, and questions that the teacher candidate
will use to scaffold the progress of learning. If it helps, you can write it out like a script of what you basically
expect to say.
Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?
I will welcome the students and let them know that I love when they raise their hands and share their unique
thoughts with the class. I will let them know that each of them is so smart and I am so lucky to have them in
class.
Student friendly version of how you will introduce your learning goals (2-3 sentences):
“Okay class let's read our learning goal together on the board repeat after me… I can, find key details, in a story”
Student friendly explanation of how this lesson connects to prior lessons and the larger unit for this subject (ie.,
how does it connect to the big idea of the unit?)
“Who remembers last week when we read the King Mitas story? Yes good and we talked about all of the
important things that happened in the story right? Yes, and now this week we are going to be going over the
Snow White story again and we will be reading it hard together and half on our own and we are going to find
those key details all on our own.”
How will you communicate your expectations for learning and behavior?
“Like I said earlier I love when we all participate, ‘Who ever talks the most’ What? (They reply ‘learns the most’)”
This is something that we say regularly in class to encourage participation. “Very good we will raise our hands
quietly when we have something to add to the discussion and we will listen when our friends are talking”
Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest of your
students, provokes curiosity, and makes them want to learn more.
“Alright class, who remembers when we had our writers notebooks and we got to draw those circles and talk
about the folk tales and fairy tales? Yes! Well now we are going to read a story that is a folktale.” Are you
excited? I know I am.
Body –
Options: You can use a simple “I do, we do, you do” approach to this section. You may also use the Seven Step
Lesson Plan approach, which includes these stages: Teach/Model, Check for Understanding, Guided Practice,
Independent Practice (TPE 1.8) Make sure that your descriptions are thorough enough that your professor can
imagine the progress of each stage of the lesson and discern whether there has been appropriate scaffolding.
“Alright class I am going to be reading you the first couple of paragraphs of this story. I will walk you through how
to find key details while you are reading. Please follow along with me as I read and model for you how to find key
details. Once I show you on the first couple paragraphs then we will do a few together as a class before you do
the last couple on your own. How does that sound? Any questions before we start?”
Teach model: I will be reading paragraphs 1-6 on the projector and the class will be following along. This will
model fluency when reading. For the first two paragraphs I will be annotating the key details for the students.
Check for understanding: I will be asking the students to raise their hand if they want me to model one more. I
will move on based on the class.
“Now while you are doing those on your own i want you to think to yourself ‘self is there something important in
this paragraph? Maybe something that if it was taken away the paragraph would not make sense?’ We have
done a few together, how do you feel about moving on and doing the last four on your own? Okay awesome
does anyone have any more questions? ”
Guided Practice: Then paragraphs 3-6 we will do together as a whole group but I will step back and let the
students try and figure out what sentences are key details.
Independent Practice: I will then check with the students on how they are doing by holding numbers under their
chin. If the students feel confident they will go back to their seats and work alone to find the key details for
paragraphs 6-10. They will also be accessing the google doc at this time.
Close –
Confirming the learning: How will you review the learning with your students at the end of the lesson and help
them self-assess whether they achieved the learning goals you set for them?
When the students have submitted their lessons on the google form they will then rejoin me at the carpet to go
over the correct answers to make sure that they are really grasping the subject matter. The formative
assessment is the google doc. I will be able to assess them when I check the google doc.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the
lesson?
I will let the students know that we will now be using what we learned today for tomorrow’s lesson. We will
learn how to take the key details from the story and use them to make a summary of the story.
Section 5: Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments
and use the data to reflect on whether the learning objectives were met for this lesson.
1. Complete the table below to help you evaluate the levels of achievement of your learning goals for this lesson:
Learning Goals Number/percentage of Number/percentage of Number/percentage of

(Include however many students who exceeded students who met students who have not
learning goals you learning goals learning goals met learning goals
developed for this
lesson. Blank spaces are
for students with extra
learning goals)
By the end of this lesson, 12/19 7/19 0/19
my students will have
mastered the ability to
read to identify and
annotate key events in a
story.
my students will have
verbally share their
thinking with their peers.
the English language
learners will have
understand how and why
they annotate key details

from the text with light
support.
1. Student achievement of your CA State Standard learning goals for this lesson:
a. Using the data from the rubrics you developed for your formative assessment, explain any areas of successful
achievement for your whole class of your CA State Standard learning goals for the academic content of this
lesson.
1)Identify any patterns and/or trends in the results. Make sure to cite evidence (including specific number
scores!) from your rubric.
About 50% of the students seemed to pick one of the same sentences from the four paragraphs. This shows me
that those students have decided that without that specific sentence they chose they thought that the story
would not make sense. The reason I think this is because I had said right before I let the student go to complete
their independent work that if they read a sentence and if that sentence was not there then the story might not
make sense then it is probably a key detail.
2) What aspect of instructional approach do you believe contributed to the pattern and/or trends that you
saw? What was most effective? What was least effective?
I believe that what was most effective was giving them examples and showing the students how to read a
paragraph then stop and look for key details right away was effective. I showed them that slowing down and
stopping after each paragraph is more effective than reading the whole story then looking for key details because
it forces them to slow down and really look at each paragraph.
b. Please identify one student from each of the following three categories (or a high, middle, and low if the
students do not fall within those categories) and provide feedback on their work based on their work. Your
feedback should be detailed, content-specific, and rubric-based:
1) Student who exceeded learning goals: Based on the rubric this student exceeded learning goals. This
student not only located two key details from the reading but also quoted them with excellent grammar and
used a complete sentence.
2) Student who met learning goals: This student met the learning goal by finding key details from the text. This
student located and submitted one key detail that they found on their own. This showed me that they know
what to look for and therefore have met the learning goal for this lesson
3) Student who did not meet learning goals: This student did meet the learning goal but with a lower score. I
did not have any students who have not yet met the learning goal. This student did find a key detail but could
have expanded his sentence to make the key detail make more sense. Instead of selecting the whole sentence to
write down he just wrote a fragment of it. This contained the key detail but would make more sense with more
of the sentence around it.
2. Student achievement of your ELD Standard learning goals for this lesson:
a. How effective was your instructional approach for your multilingual/EL students? Did they demonstrate
achievement of your ELD Standard learning goals for this lesson?
The ELL students were all successful in achieving the learning goal. They were able to demonstrate they knew
how and why to identify key details from the text. I was able to break down what a key detail was for the
students and turned that conversation into a class discussion. We started by talking about what a key detail was
and then we discussed how it makes up a summary and main idea. We discussed the definitions of both a
summary and main idea as well as used hand motions to explain what a main idea was.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your
ELD Standard learning goals for this lesson:
The think pair share model was successful but could also be developed for more engagement. For my EL students
I could have asked them or their partner specifically what they discussed in their partner share to check to make
sure those students were understanding how to find the main idea before I let them go to independent work.
c. How effective was your instructional approach for your FS1?

FS1 was successful in reaching her goal of discussing with her partner using academic language that we learned
in class. I know this because when we were discussing the key details she had shared some of her ideas with the
class. She raised her hand in class to answer questions and contribute to the class discussion.
3. How did getting to know your students’ assets and learning needs…
a. …inform and/or shape your instructional approach for the whole class?
b. …support student access to and engagement with the content?
c. …enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and
your focus students specifically?
I always enjoy getting to know my students which includes learning about their many assets and their learning
needs. Using the information I learned about my students I was able to shape the lesson in a way that it would
build on the students assets as well as accommodate their learning needs. My class loves sharing their ideas so I
knew if I was going to have any part of our class discussion about giving their opinion or sharing ideas then I
would need to give them time to share. The best way to let every student share is to allow them to share with a
partner. That is why I think pair shares are so successful in our class. I wanted all of my students to access the
content of the lesson so I made connections to their personal lives with the story (text to self) when we discussed
the story. I did this in hopes that this would help the students to connect with the story more.
4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…
a. …for the whole class to support them in achieving the learning goals?
b. …for your three focus students to help them achieve the learning goals?
In this lesson I had only planned to do the first two paragraphs for the students but I realized that as we were
doing it they seemed to understand when would explain the paragraph to them more than if I tried to let them
do it with a partner. When I noticed they did well with my explaination I did two more paragraphs with the
students then I originally planned. I found that they could explain it back to me when we finally moved on to
partner talk. For FS2 I did have to check on him a bit more often then I planned to make sure and also help him
stay on task. Something that I learned from speaking with his mom as well as observing is he works really well
when you chunk the information out for him and also make the homework a game. For example I will say “FS2, I
am going to come back in a minute do you think that in one minute you can have question 1 done? I think you
can! Ready go!” This worked and now I know how I can help FS2 when he need assistance concentrating.
5. What insights did you gain from your student self-assessments and informal assessment, and observations that
you made throughout your lesson?
I learned that technically is something that is awesome to incorporate into lessons. That was my main focus this
lesson was to use technology to enhance the lesson. I am more comfortable now using technology in my lessons
than I was before making this lesson plan. I can see the benefits that technology has in the classroom as well to
enhance learning.
6. Applying for Next Steps

a. Based on your assessment data:
1) What should you teach next after this lesson? (Do you need to reteach any aspect of it, move on to a new
subject, or some combination of both?)
Based on the assessment data I can move on to the next lesson which would be to read a whole story, then find
the key details, then lastly use those key details to find the main idea. I will take a smalll group of students
who I usually check on for ELA to make sure they don’t get left behind in the next lesson but I don’t need to
research any of the lesson since all of the students understand based on the formal assessment.
2) If applicable, was your grouping strategy effective?
b. If you were going to teach this lesson again, would you change anything about how you engaged your
students in terms of:
1) Higher order thinking:
While the students are explaining to their peers why they think a certain sentences is a key detail I want them to
go one step further. I want to add some text to self or text to world or text to text comparisons into this section. I
would model it first and give examples as well as sentence frames on the board to properly prepare the students.
2) Academic language: I would add slides on the new words that Itaught to my students. I would add
different slides of pictures of the word as well as examples maybe an example video if I could find a good one
that would make sense. I would add more visuals as well. I know this is a reading lesson but the visuals can help
students who are better visual learners than auditory learners.
3) English language learning:

I would add sentence frames on the board. I feel that if I am requesting the student to speak using new
terminology I have to set them up for success by providing them with sentence frames. I would also use a power
point for visuals on the board. This will aid my visual learners to help them remember the new words they are
learning.
Section 6: Student Samples

Collect the work samples of each of your three focus students (ELL, and special needs students, and special
circumstance students). Use your rubric to score each student and provide feedback regarding their work on
their work sample and/or rubric.
Upload the three student sample documents (or pictures of them) to Canvas along with your Lesson
Observation Protocol(s) (LOPs) and your reflection.
Graduate Education Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and 12-13.9 14-15.9 16-17.9 18-20
below
Section 1: Does not yet align More work is Some alignment of Proficient alignment Strong alignment of
standards and needed to align standards and of standards and standards and
objective and/or standards and objective with objective with basic objective with clear,
Goals and does not yet objective and/or limited rationale and rationale and robust rationale and
Standards provide clear does not yet essential questions. essential questions. essential questions.
rationale and provide clear
essential rationale and
questions. essential
questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative formative formative assessments
Formative
assessments and rubric that will assessments and assessments and and purposeful rubric
Assessment rubric that will enable meaningful rubric, but unclear purposeful rubric that will clearly enable
Plan enable meaningful assessment for how they will enable that will enable some meaningful
assessment for most students. meaningful meaningful assessment for every
most students. Does not yet assessment for most assessment for every student. Provides
Does not yet provide for students. Provides student. Provides strong student self-
provide for meaningful some ideas for proficient plan for assessment plan that
meaningful student self- meaningful student student self- will empower students
student self- assessment. self-assessment, but assessment that will to critically reflect on
assessment. not yet fully likely empower their learning and gain
developed students to reflect on meaningful insights
their learning and
gain some insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong,
provide a well self-assessment or assessment or peer- developed self- well-developed self-
Peer and
thought out plan peer-assessment assessment for assessment or peer- assessment or peer-
Student Self- for self- or peer- for students that is students that has a assessment for assessment for
Assessment assessment not likely to chance of supporting students that is likely students that is highly
Plan support some metacognitive to support likely to support
metacognitive reflection and metacognitive significant
reflection and learning. reflection and metacognitive
learning. learning. reflection and
learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile
demographic adaptations that profile and and adaptations, with and adaptations, with
Differentia- profile and facilitate adaptations, but with clear significance for insightful significance
tion Case adaptations that diversified unclear significance diversified learning for diversified learning
Studies facilitate learning or engage for diversified and integrates 21st and integrates 21st
diversified 21st Century learning and only Century Learning, the Century Learning, the
learning or engage Learning, the Arts, preliminarily Arts, and/or Arts, and/or
21st Century and/or technology. integrates 21st technology. technology.
Learning, the Arts, Century Learning, the
and/or technology. Arts, and/or
technology.
Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration
include multiple means of multiple means of demonstration of of multiple means of
means of instruction that instruction, but multiple means of instruction that are
Universal instruction that are likely to unclear about instruction that are likely to provide
Access are likely to provide engaging providing engaging likely to provide engaging Universal
provide engaging Universal Access Universal Access for engaging Universal Access for all learners.
Lesson
Universal Access for most learners. most learners. Access for most
Developmen for most learners. learners.
t
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Section 4: Failed to create Developed Developed Developed strong, Developed extremely

meaningful plans minimally adequately realistic, realistic, and well strong, realistic, and
thought-out plans and well thought out thought out plans well thought out plans
Instructional without potential plans with potential with potential to with potential to
Procedure to create a well- to create a, well- create a thriving, create a thriving, well-
structured structured classroom well- structured structured classroom
classroom where students classroom where where students
might understand the students understand understand the
boundaries the boundaries and boundaries and can
can work well within work well within them.
them.
Point Chart: Final

Score:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
below:
Not yet!
All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
7.4 and 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
below
Student Work Failure to Submission of two to Submission of three to Submission of five Submission of five
include three samples little five samples some samples samples
Sample Submission
student diversity in abilities diversity in abilities and representing ample representing a wide
samples and needs and/or needs with appropriate diversity in abilities range of diverse
on a lacking appropriate comments and grades and needs with abilities and needs
meaningf comments and grades strong, useful with excellent,
ul level comments and clarifying comments
grades and grades
Lesson The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and
in readable form.
Observation
(If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this and
Protocol may affect being allowed to go on to the next stage of the Grad Ed Program).
(LOP) Submission
14.9 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Teaching Failed to Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
reflect on lesson and specific lesson and specific lesson and specific lesson and specific
Candidate
the assessments showing assessments showing assessments assessments
Reflection on lesson in poor analysis into the some analysis into the showing good showing robust
Lesson a strengths and strengths and analysis into the analysis into the
pedagogi weaknesses of the weaknesses of the strengths and strengths and
cally instructional method instructional method weaknesses of the weaknesses of the
meaningf and process, and process, instructional instructional
ul way adaptations, and levels adaptations, and levels method and method and
of inclusion and of inclusion and process, process,
engagement for both engagement for both adaptations, and adaptations, and
the whole class and the whole class and levels of inclusion levels of inclusion
individual needs with individual needs with and engagement for and engagement for
inadequate satisfactory both the whole class both the whole class
consideration of next consideration of next and individual and individual
steps steps needs with sound needs with excellent
consideration of consideration of
next steps next steps
Point Chart: Final
45-50 A Score:
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

Advanced Student Teaching

Student Teacher Candidate Name: Jenah Wood

Subject(s): ELA Grade: 3rd

School: Westpark Elementary

Lesson Time Allotment: 40 minutes Date: 8/21/22

TPE Target Skills:

Section 1 – Goals, Standards, and Assessments

What is a key detail?

Section 2: Case Study Differentiation: Focus Students 1, 2, and 3

which one you chose and why and how it went.

Focus Student #3 (FS3): Special Circumstances Student (Hailey Smith)

Section 3: Universal Access Lesson Development

1. Multilingual/EL students: (TPE 1.6, 3.5, 4.4)

2. Universal Design for Learning (whole class) Support:

Multiple Means of Engagement:

Multiple Means of Representation:

Multiple means of Action and Expression:

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

Section 4: Instructional Procedure

Learning Goals Number/percentage of Number/percentage of Number/percentage of

they annotate key details

c. How effective was your instructional approach for your FS1?

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

6. Applying for Next Steps

2) If applicable, was your grouping strategy effective?

3) English language learning:

Section 6: Student Samples

Graduate Education Lesson Plan Rubric

59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Section 4: Failed to create Developed Developed Developed strong, Developed extremely

Point Chart: Final

All Components Lesson Plan Rubric

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