Grad Ed Lesson Plan - Math - Ast

Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Name: Jenah Wood
Subject(s): Math - Division Grade: 3rd
Teacher(s): Jenah Wood Mentor Teacher: Esthela Emadi
School: Westpark Elementary Lesson Time Allotment: 45 minutes Date: 10/18/22
TPE Target Skills:

1) 4.8 Use digital tools and learning technologies across learning environments as appropriate to
create new content and provide personalized and integrated technology-rich lessons to
engage students in learning, promote digital literacy, and offer students multiple means to
demonstrate their learning.
2) 1.8 Monitor student learning and adjust instruction while teaching so that students continue to
be actively engaged 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)
3.OA.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects
in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in
which a number of shares or a number of groups can be expressed as 56÷8.
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 solve problems with equal
groups by acting it out with counters.
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
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.eduGraduate Education / Academic / Handbook – BH 01/06/22
Multiple Subject
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)
Formative Assessment 1:
Informal assessment: I will be assessing the students while they are in the nearpod lesson. There are
multiple slides in the lesson where the students will be drawing their responses to questions on the
slides. I can observe their answers and adjust my lesson if they are understanding the skill or not.
Formative Assessment 2:
Exit Ticket: There will be two problems on the exit ticket with space for the students to draw out their
work. They will show that they met the learning goal by not only answering the questions correctly,
but by showing their work using the strategies that we learned that day in class.
Exceeded Learning Goals: The students solved the problems with equal groups and explained their
answers using a mathematical equation.
Met learning goals: The students solved problems with equal groups by acting it out.
Has not yet met learning goals: The students have not yet solved problems with equal groups.
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)
The students will be checking one box on their nearpod lesson that represents one of the following
statements before they can continue to the next task.
I can solve a problem by dividing counters into equal groups.

I can sometimes solve problems by dividing counters into equal groups with help.
I still need help solving problems by dividing counters into equal groups.
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:
Multiple Subject
These third-grade students are well prepared with diverse background knowledge that has been
assessed formally by my master teacher to begin to learn a new concept, division. Prior to this
division unit, the students have already completed a unit on multiplication. They took a summative
assessment on multiplication and 92% of students successfully met the standard. During the
multiplication unit, the students also have learned that the reciprocal to multiplication to division. This
means that they have been exposed to division in the classroom before but not yet explicitly taught
it. This is why we will be starting the division unit with a lesson using manipultaives.
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!)
Section 2: Part 1: Standard 5

Demonstrate active listening to read-alouds and oral presentations by asking and answering
detailed questions, with minimal prompting and 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 my students will have mastered the ability to listen actively to class
discussions about new division vocabulary.
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)
Divide
Equal Groups
8. Essential Questions: (TPE 1.5)
How can you use counters to solve problems with equal groups?
Section 2: Case Study Differentiation: Focus Students 1, 2, and 3

Multiple Subject
Focus Student #1 (FS1): English Learner

Updates/observations regarding this student Identify at least two forms of differentiation you
(academic or otherwise): will incorporate into this lesson to address this
- Needs multisyllabic words student’s needs:
- Needs Fluency - For this student I will let him know that
- Needs Comprehension when we split into think-pair-shares he
- EL - ELPAC Level 3 can join a group of two to make a triad.
This will benefit him because he will be
able to listen to other students have
conversations and take sentence frames
from their conversations to use as his
own. This will benefit him in his
comprehension.
- I can supply this student with sentence
frames by giving a verbal example. For
example I can say “I think this because…”
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 and enjoys talking with his friends. I want to use his talking in class in a positive
way. He enjoys helping me out and earning air cards. Air cards are a class incentive for good
behavior. I could let FS1 know that I will need help during the lesson and I am going to call on him to
answer some questions and even come write on the board. This will hopefully get him to talk less in
class and pay attention more so that he can get the answers correct.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

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
Multiple Subject
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.
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 and
developing the strategy, the better):
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.
This is effective and I have also noticed when he is in a small group setting with more close attention he is
successful as well. Now that I know that information I can better make sure he is still receiving the information
he needs by checking in on him one on one.
Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this Identify at least two accommodations/
student: modifications you will incorporate into your
- FS3 scores below 1st grade level for lesson to address this student’s needs:
mathematics and ELA - Since FS3 cannot read at grade level yet, I can
- FS3 recently had an SST Meeting (student modify her work so that she listens to the story
success team meeting) to determine if she using her chrome book and headphones and
needs to be evaluated for an IEP or 504 plan she can verbally tell me some key details she
- FS3 has less than 80% attendance rate this year found when she was listening to the reading.
which is an improvement from her last two - Another modification for FS3 is that instead of
years at this school her typing out what key details she found she
can verbally tell them to me.
Multiple Subject
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):
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.
FS3 has been loving the brain breaks and in our classroom they have been working very well. There is an hour
every day that the students go to RTI which is in another classroom. This is beneficial for the students because
they are split into four different groups based on their reading scores. For the first two weeks FS3 enjoyed this
but now every day she comes in our classroom halfway through and says she does not want to be in the room
anymore. A goal I have for FS3 is to stay in the other classroom for the whole hour. I will let FS3 know that as
soon as she comes back from RTI we can take an extra long break and hopefully this incentivizes her to stay in
RTI.
Standards-Aligned Graduate Education Lesson Plan Template
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).
I will be using the SDAIE strategies “Prediction” by asking the students at the beginning of the lesson
what they already know about division. The students will use the bulletin board on their Nearpod to
respond to this question to start to think about division.
I will also be monitoring the students progress throughout the Nearpod lesson with formative
assessments along the path of a lesson so that I can scaffold the information as needed.
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..)
Clap clap teach - clap clap okay

Mirrors and magic mirrors
Multiple Means of Engagement: We will be starting our nearpod lesson with a slide that is a
collaboration slide that asks the students what they already know about division. This is to get the
students excited about and engaged in our new division unit. I also let the students know that we
haven't learned about division yet so it is perfectly awesome if they put “I don't know anything
about division.” This will create a safe space for the students because I will verbally tell them that it
is okay if they don’t know an answer and that we will soon learn it.
Multiple Means of Representation: Most of the lessons we will be using Nearpod. Nearpod allows the
students to access the information in many different ways. There will be multiple slides that allow
the students to participate or just follow along. The students will use a drag and drop, a white
board, a sticky note board, and even a typing board. They will have access to the information in
many different ways.
Multiple means of Action and Expression: The students will be learning what steps to take when
dividing with counters by listening and repeating a phrase with me. I will be saying the phrase “little
counters go first big groups go second” I will say this phrase as well as connect hand motions to
the phrase. Once I demonstrate for the students the phrase with the hand motions I will then ask
then to mirror me. I will tell the students to only follow my hand motions and not my words yet. We
will do this a few times for practice. Finally, I will ask the students to use their voices and the hand
motions at the same time. This will help the students to remember what steps to take first when
they are using counters to divide.
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: Create: The students will be creating their own counters using the drawing feature on their
Nearpod. They will be given an equation on the Nearpod and will have to create a visual image that
matches the equation using counters and groups and the drawing feature on the lesson.
2: Evaluate: The students will have to evaluate the last two problems on their Nearpod which is the
correct out of the multiple choices given to them. They will be given an equation and have to
decide which answer is the correct answer for the equation. This will also act as an informal
assessment.
3: Analyze: The students will be given three different visuals of counters and groups. They will have
to analyze which groups and counters represent what equations that I will be giving them. I will
model the first one for the students so they know what to do when they are analyzing the visuals
given to them. Then I will work with them by asking different students what steps I should be taking.
Finally, the students will analyze the third picture with counters on their own.
4. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

Identify one specific SEL competencies (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: Responsible
decision making: The students will be following along as well as participating on their chrome
books for the Nearpod lesson. They will be regulating their personal behaviors as they are on their
chrome books and they will be using integrity to stay on the correct tab on their chrome book and
not switch to online games during the lesson. I will start the lesson by letting them know that the
expectation is for them to stay on the Nearpod lesson the whole time as well as letting them know
that they should be participating in the lesson.
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)
We will be using modification, Nearpod, to modify how information can be presented as well as
change the way students interact with each other, myself, and the information being presented to
them. Nearpod has ways that the students can respond to a problem and I can give instant
feedback from my iPad to their chrome books that I would not be able to give if there was no
technology involved.
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:
These third-grade students are well prepared with diverse background knowledge that has been
assessed formally by my master teacher to begin to learn a new concept, division. Prior to this
division unit, the students have already completed a unit on multiplication. They took a
summative assessment on multiplication and 92% of students successfully met the standard.
During the multiplication unit, the students also have learned that the reciprocal to multiplication
to division. This means that they have been exposed to division in the classroom before but not
yet explicitly taught it. This is why we will be starting the division unit with a lesson using
manipulatives.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Chrome books
Nearpod
Math Books
iPad
YouTube
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 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?
Student friendly version of how you will introduce your learning goals (2-3 sentences):
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)?
How will you communicate your expectations for learning and behavior:
“Hello class! We will be starting a new unit for math and I know that you are all going to do great
because you are all such bright learners. If you don’t understand the first time around don’t worry
about it with practice you will get better! We just finished our multiplication unit so now we will be
starting a new unit about division. I love that some of you have background knowledge from
home about division and I cannot wait to see how you apply that to our lesson this unit. Read the
learning goals on the board with me before we start. I can use counters to model division”
Open –
We will be opening the lesson with a video of 10’s division facts. This will be a flocabulary video.
The students are used to watching flocabulary videos of their multiplication facts before every
math lesson for multiplication facts. So now we will be transitioning into division fact videos so
the students can start to practice their division facts.
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.
The students will be dismissed to their desks where they will log onto their chrome books and
open up nearpod. They will be following along in our slide show, each of them on their own
chrome book. The first slide has a question on it “What do division and basic facts have in
common?” Then there is a group participation activity where the students get to post their
answers and see each other's answers about what they know about division. This will gain their
attention to our new unit of division.
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.
The students will be continuing on the nearpod slides and we will be going through this as a
group. They will be answering the questions on the slides as we are moving through them. Most
of the slides before slide 11 are just informational so I can explain the new concept before the
students get independent and group practice. I will also be modeling and demonstrating the
new division methods using counters.
“Here on slide 9 I will use the whiteboard feature on our Nearpod lesson to model for you guys
how to divide using counters on the drawing board”
Slide 11 and 12 are slides about equal groups. This is where I will tell the students how to make
equal groups from a division problem with counters. Slide 15 is where the students will make a
division problem from a picture of equal groups. I will be walking them through all of these
problems. Once they get to slide 16 I will then have them try it on their own. I will be informally
assessing them on this slide to make sure they are understanding the concepts. The students will
take a quick poll at the end of the slide show as a self assessment then we will move to the
carpet.
The students will take their book to the carpet to do a few problems together as a class. We will
be going through some word problems in their book to make sure that the students fully
understood the lesson. I will be able to informally assess here with questions and observations.
Once we do a few together the students will then do some on their own to practice this new
concept.
Once the students have taken their work to their desks to work individually then I will review their
self assessment from the nearpod and check in with those students and give individual
feedback.
They will get an exit ticket once they finish their individual practice. This is a short simple exit
ticket to formally make sure the students have met the learning goal.
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?
I will be conferencing with each student about their self assessments as well as the informal
assessments from the Nearpod lesson. At the end of the lesson I will be going over a review of
what we learned for the day. “So today we learned how to divide using counters to find how
many counters in each group. Tomorrow we will be using counters to divide to find how many
equal groups”
Next Steps: How will next steps be communicated to the students about continuing to learn this
topic after the lesson?
“So what did we learn today? You may look at the board for some help.” “Very good. We will be
going into more detail tomorrow about how to count how many counters in a group.”
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 Number/percentage Number/percentage

(Include however many of students who of students who met of students who have
learning goals you
exceeded learning learning goals not met learning
developed for this lesson.
Blank spaces are for goals goals
students with extra
learning goals)
By the end of this 13/26 8/26 5/26
lesson my students will 50% of students 30% of students have 19% of students have
have mastered the mastered the ability to the ability to solve not yet solved
ability to solve solve problems with problems with equal problems with equal
problems with equal equal groups by groups by acting it out groups by acting it out
groups by acting it out acting it out with with counters. with counters.
with counters. counters.
1. Student achievement of you 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.
One thing that I noticed with some of the students was that if the student got the answer incorrect
sometimes they just placed the numbers in the wrong order. I could tell they were starting to
understand the concept but have not yet mastered it. For example in problem 2 on the exit ticket, two
students made the same mistake. They counted the big groups first and counted how many in each
group second. They made their equation say 6 divided by 2 equals three instead of counting the little
counters first and big groups second which would make 12 divided by 6 equals 2
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 when I was explaining the steps on how to use counters I could have been more clear.
We did a mirror practice time which was meant to help the students remember the steps to take
when using counters to model division. I did not check for understanding after this and I believe that if
I did, then I would have found that the students still needed more assistance with the steps to take to
use counters to model equal groups. Something that proved to be effective was the students
practicing the concepts over and over. During the Nearpod lesson the students had not yet grasped
the concepts taught. I know this because I reviewed their informal assessments on the Nearpod. I
know that after the Nearpod through questioning and observation the students started to
understand more. This is because they had more practice in their math books.
b. Please identify one student from each of the following three 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: Great Job! I love the way that you drew addition signs
when adding the counters together to check your answer.
2) Student who met learning goals: Great work on number one! On number two you did write a
correct division equation but that was not the equation that was represented in the picture.
3) Student who did not meet learning goals: I can see you tried to use multiplication to solve this
equation. I like that you are relating this to multiplication, let’s try again by starting with counters then
separating them into equal groups.
2. Student achievement of you 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?
To help my EL student’s I used SDAIE strategies as well as other strategies to help engage and help
the EL student’s meet their goal. By starting the lesson off by asking the students if they knew
anything about division this allows them to start thinking about division and also possibly questioning
what division is. I also allowed the students to talk about their background knowledge of division with
their classmates briefly to help continue that thinking. My EL students did demonstrate their
achievement by showing active listening when learning about a new topic division.
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 EL students were able to successfully meet their goals in this lesson by demonstrating to me that
they were able to listen actively in our lesson that had new vocabulary words from the new division
unit. They were able to show they were listening by communicating with their peers and participate in
class discussions.
c. How effective your instructional approach for your FS1?

My instructional approach was successful. I was able to connect the prior knowledge that he had
using counters for multiplication to the new unit of division. We have used counters before so he was
familiar with them.
3. How did getting to know your students’ assets and learning needs…
a. …inform and/or shape your instructional app for the whole class? My students assets shaped the
way that I approached this lesson because I know that they know how to use counters to model
multiplication equations. Since I know that they are successful with counters as models I was able to
shape my lesson around the counters without having to worry about if the students will understand
how to use them.
b. …support student access to and engagement with the content? I know that something the class
loves to do is share their thoughts. Since I know this I wanted to help the students engage and access
this new information by allowing them lots of time to communicate with their classmates. At the
beginning of the lesson, I allow students to share any prior knowledge they might have about division.
Then we discussed it as a class and I also let the students discuss with their carpet partners. This
allowed then to listen to what their peers had to say and engage more with the content while using
their asset of communicating with their peers.
c. …enable you to affirm and validate the cultural and linguistic backgrounds of you whole class in
general and your focus students specifically? I was able to affirm everyone’s cultural backgrounds
including a conversation about family in our lesson. When I was introducing the lesson, I wanted to
share a real life example of how students can divide. I used an example of dividing food during dinner
time. I allowed the students to talk about their favorite food which allowed us to talk about the
different foods we have at home. In this conversation I was able to celebrate everyone’s different
culture through food.
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? Yes, I had to incorporate
specific in the moment instructional adaptation. I had added a photo onto the Nearpod lesson of
how to use counters and groups to make a division equation. I did not model this first and I asked the
students to answer the question. I believed that the students would be able to do this without my
model, but as soon as I allowed them to start working on the one problem I had a lot of the same
questions. Since the students seemed to all have the same questions I had them stop and then I
walked them through how to make an equation off of a model of counters and groups to specifically
answer their questions.
b. …for your three focus students to help them achieve the learning goals?
I made the whole group in the moment instructional adaptation that helped my focus students.
5. What insights did you gain from your student self-assessments and informal assessment, and
observations that you made throughout your lesson?

One insight I gained was really seeing the benefit of teaching a lesson with so many different ways to
access new information. In this lesson I had added a significant amount of differentiation. I had
technology work, book practice work, group discussions, and independent work. All of the different
strageties I used together showed me insight that having many ways to teach information is
beneficial to the students learning.
6. Applying for Next Steps

a. Based on your assessments:
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?) I will need to do a small group reteach for the
students who have not yet met the learning goals. The students who have not yet met the
learning goals I will reteach the learning goal with a different approach. The approach I will take in
the small group will be to teach the students with more direct instruction as well as more
modeling from me before I start to let them practice the concepts on their own. This will hopefully
allow the students to understand the steps we take when making equal groups.
2) If applicable, was your grouping strategy effective?

My grouping stragety was effective for the group discussions as well as partner talk. I know this
because when I was observing and evanlauting the students work during think pair share times,
the students were on task and discussing the appropriate topics.
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: I would not change my higher order thinking. I believe that allowing the
students to create their own counters using the drawing feature on their Nearpod was successful in
engaging them in higher order thinking. I also know that time given for the students to evaluate
different and new equations as well as their time to analyze different and new equations was
successful and the appropriate level of challenge for their develepopmental levels.
2) Academic language: I would change the way that I introduced academic language in this
lesson. I would provide the students with a thinking map or some scaffolded option for the students
to learn the new vocabulary. This would benefit them in giving them more ways than just hearing the
new vocabulary to practice the academic language in the lesson.
3) English language learning: The scaffolding I provided for the EL students was successful
according to the data from the formal assessment. These students successfully met their learning
goal and are ready to move onto the next lesson with the next learning goal.
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 below 12-13.9 14-15.9 16-17.9 18-20
Section 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
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet objective and/or rationale and essential rationale and essential rationale and essential
Standards provide clear does not yet questions. questions. questions.
rationale and provide clear
essential questions. rationale and
essential questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative assessments formative assessments formative assessments
Formative
assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Assessment rubric that will enable meaningful how they will enable that will enable some that will clearly enable
Plan enable meaningful assessment for meaningful meaningful meaningful assessment
assessment for most students. assessment for most assessment for every for every student.
most students. Does not yet students. Provides student. Provides Provides strong student
Does not yet provide for some ideas for proficient plan for self-assessment plan
provide for meaningful student meaningful student student self- that will empower
meaningful student self-assessment. self-assessment, but assessment that will students to critically
self-assessment. not yet fully likely empower reflect on their learning
developed students to reflect on and gain meaningful
their learning and gain insights
some insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong, well-
provide a well self-assessment or assessment or peer- developed self- 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 students
Assessment assessment not likely to support chance of supporting students that is likely that is highly likely to
Plan metacognitive some metacognitive to support support significant
reflection and reflection and metacognitive metacognitive
learning. learning. reflection and reflection and learning.
learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile
demographic profile adaptations that profile and and adaptations, with and adaptations, with
Differentia- and adaptations facilitate diversified adaptations, but with clear significance for insightful significance
tion Case that facilitate learning or engage unclear significance diversified learning for diversified learning
Studies diversified learning 21st Century for diversified learning and integrates 21st and integrates 21st
or engage 21st Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Century Learning, and/or technology. integrates 21st Century Arts, and/or Arts, and/or
the Arts, and/or Learning, the Arts, technology. technology.
technology. 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 are instruction, but multiple means of instruction that are
instruction that are likely to provide unclear about instruction that are likely to provide
Universal
likely to provide engaging Universal providing engaging likely to provide engaging Universal
Access engaging Universal Access for most Universal Access for engaging Universal Access for all learners.
Lesson Access for most learners. most learners. Access for most
Development learners. learners.
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Section 4: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
out plans without thought out plans with thought out plans with well thought out plans
Instructional potential to create potential to create a, potential to create a with potential to create
Procedure a well- structured well-structured thriving, well- a 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 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 representing samples representing
Sample Submission
student diversity in abilities and diversity in abilities and ample diversity in a wide range of
samples needs and/or lacking needs with appropriate abilities and needs diverse abilities and
on a appropriate comments comments and grades with strong, useful needs with excellent,
meaningf and grades comments and clarifying comments
ul level grades and grades
Lesson Observation The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and in
readable form.
Protocol
(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 may
(LOP) Submission affect being allowed to go on to the next stage of the Grad Ed Program).
14.9 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Teaching Candidate 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
Reflection on
the lesson assessments showing assessments showing assessments showing assessments showing
Lesson in a poor analysis into the some analysis into the good analysis into robust analysis into
pedagogic strengths and strengths and the strengths and the strengths and
ally weaknesses of the weaknesses of the weaknesses of the weaknesses of the
meaningf instructional method instructional method and instructional method instructional method
ul way and process, process, adaptations, and and process, and process,
adaptations, and levels levels of inclusion and adaptations, and adaptations, and
of inclusion and engagement for both the levels of inclusion levels of inclusion
engagement for both whole class and and engagement for and engagement for
the whole class and individual needs with both the whole class both the whole class
individual needs with satisfactory and individual needs and individual needs
inadequate consideration of next with sound with excellent
consideration of next steps consideration of next consideration of next
steps steps 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

Name: Jenah Wood

Subject(s): Math - Division Grade: 3rd

Teacher(s): Jenah Wood Mentor Teacher: Esthela Emadi

School: Westpark Elementary Lesson Time Allotment: 45 minutes Date: 10/18/22

TPE Target Skills:

Section 1 – Goals, Standards, and Assessments

I can solve a problem by dividing counters into equal groups.

Section 2: Part 1: Standard 5

8. Essential Questions: (TPE 1.5)

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

Focus Student #1 (FS1): English Learner

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

circling FS2’s desk often to check where he is at

Focus Student #3 (FS3): Special Circumstances Student

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:

Clap clap teach - clap clap okay

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

https://www.3plearning.com/blog/connectingsamrmodel/). Another helpful resource are the ISTE

Section 4: Instructional Procedure

How will you establish a positive and safe learning environment?

Learning Goals Number/percentage Number/percentage Number/percentage

c. How effective your instructional approach for your FS1?

familiar with them.

observations that you made throughout your lesson?

6. Applying for Next Steps

2) If applicable, was your grouping strategy effective?

Section 6: Student Samples

Graduate Education Lesson Plan Rubric

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

All Components Lesson Plan Rubric

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