MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT

TEACHER CANDIDATE Jordan Slone
DATE March 21, 2023
GRADE / CLASS 1st Grade Science Class
UNIT Molecules and Organisms
LESSON TITLE All About Plant Life
DURATION 60 Minutes
CO-TEACHING MODEL I Teach, Mentor teacher observes, and supports

LESSON OVERVIEW
Identify the central focus and purpose of the lesson, as well as how it is addressed by the standards. Include the
content understandings/ core concepts and skills students will learn. Provide a summary of the lesson, length of
the lesson, and the scope and sequence (learning progression).

Central Focus: The central focus of this unit is for
students to develop their science skills; performance
expectations are designed for students to create an
understanding of how cells contribute to the function of
living organisms and how organisms grow and reproduce.
In this particular lesson, the central focus is to teach 1st-
grade students how to illustrate and summarize the plant
life cycle. Science standard 1.LS1 is a crucial skill to
develop for the students to fully understand the plant life
cycle. After discussing what the students know about
plants and their life cycles, the focus will shift to specific
aspects, which align with the standard for the day,
Science standard 1.LS1. I will begin the lesson by seeing
the student’s prior knowledge, then I will read the class a
book about the plant life cycle, and the students and I
will complete a blank life cycle on the board then the
students will complete the blank plant life cycle with a
partner, and finally, the students will complete a
matching sheet to show that they understand the cycle
and its appropriate description associated with the plant
life cycle.
Explain WHY this/these standard(s) are appropriate
for this lesson.
This standard is appropriate for the lesson
because it is designed for a first-grade class and
my lesson represents the standard of 1.LS1:
From Molecules to Organisms: Illustrate and
summarize the life cycle of plants.
Explain HOW the standards address the central
focus.
The central focus of the lesson specifically
highlights the standard of identifying the plant
life cycle and the students show their
understanding of finding the steps in the plant
life cycle after reading the book The Amazing
Life Cycle of Plants(1.LS1) to prove their
understanding and completing a blank diagram
and matching sheet.

Scope and Sequence: This is the first day of a two-day

learning segment. Today, we will discuss the names of
each step of the plant life cycle in depth and be able to
draw each step and fill in a blank diagram. In the next
lesson, we will continue our study of the plant life cycle
and discuss the in-depth descriptions of each step.
Lesson Time- 60 Minutes
Activating Strategy- 5 minutes
 Ask students what they know about plants and
their life cycle and have them write it or draw a
picture of what they know or wonder on a half
sheet of paper.
 Discuss how the plant life cycle differs from the
human life cycle.
 Define the terms: seed, sprout, and germination.
 Review Learning Targets
Instruction- 40 Minutes
 Utilize Read-Aloud from Sourcebook Explore:
The Amazing Life Cycle of Plants
 Pause periodically to ask “What do you
notice about the plant life cycle?” or
“What are the important aspects of the
plant life cycle? “ ”can you point to
something outside that is important in the
plant life cycle?.”
 Use a blank plant life cycle on the board as a
class to match the picture to the correct term
for the life cycle
 Pass out a blank life cycle with only parts of
the cycle filled in and have the students work
with a partner to match the correct symbol to
the term after the guided classroom
instruction.

Closure-15 Minutes
 The students will complete a matching sheet
to prove their understanding of the terms
associated with The plant life cycle.
 Review learning targets and preview topics
for the next day of the lesson.

CONTEXT FOR LEARNING

Describe to whom the lesson will be taught: students with specific learning needs, class demographics, cultural
and community assets, and special circumstances. Identify the data sources used to identify each student’s needs.

There are 17 students in Miss Slone’s first-grade
classroom. In this class, there are 7 females and 10
males. There is a wide range of diversity within the
classroom, both racially and academically. There are 3
ELLs in the class who all receive instruction from the ESL
teacher each morning. They are pulled out to receive this
instruction and miss small group time in the morning.
They return so they will not miss any of the teachings
during this lesson. One student has
an IEP for hearing impairment; he performs well without
Explain HOW you used multiple types of data to
identify each student’s learning needs and to develop
differentiated learning experiences.
Information on students’ needs was identified in
collaboration with other school partners and
teachers. The ELLs are pulled out each morning by
the ESL teacher to receive additional support, and
the teacher can talk with the ESL teacher to
determine if students have any
specific accommodations that need to be
addressed. The student with the IEP has
too many accommodations, but the teacher should specifically identified supports that he receives
monitor his progress and provide support as necessary or and his needs are given to the teacher to
help adjust assignments when needed. The teacher determine if there are any specific
should be intentional about verbally and visually giving accommodations to be applied to this lesson.
the instructions multiple times to ensure this student and
all the other students understand what they are expected
to do. This lesson will incorporate students’ family
traditions by asking the students what they know about
plants, and if they have ever picked flowers before. In
doing so, students will have a chance to share their
personal lives with their peers and learn more about one
another. They will also learn to
be respectful of one another’s varying traditions that may
differ from one another. This will be addressed during
multiple lessons during the school year.

LESSON ALIGNMENT
List each component of your lesson below connecting across the row. This section will help you map out and
visualize direct alignment from Standards to Assessment. Consider this section as an umbrella, mapping the next
sections for alignment. Each component will be written again in subsequent sections to add in justifications.

Standards
(including subject, Criteria for Assessment
Objectives Learning Targets
number and Mastery /Evaluation
wording)
Science 1.LS1: TSWBAT to I can identify the TLW will TTW formatively
From Molecules to identify, label, and plant life cycle demonstrate assess the learners
Organisms: match the plant life from start to mastery of the as they work with a
Structures and cycle finish. learning targets by partner to
Processes: 2) successfully
Illustrate and
complete the blank
TLW will tell the I can match the completing a blank plant life cycle
summarize the life
class one thing they plant life cycle plant life cycle, sheet and see if
cycle of plants.
know about plants picture to the labeling them they can fill in the
and tell the class correct word (Ex correctly, and being life cycle. TTW
what traditions match the light to able to match the observe their
they have involving a picture of a sun.) images with the
responses to
the outdoors or correct term, that
determine their
ones specifically represents the
level of
involving plants. correct life cycle
understanding,
picture.
before moving on.
TTW also
formatively assess
the learners by
listening to their
responses as they
complete the blank
life cycle. If
students can
complete the blank
 life cycle sheet with
a peer correctly.
TTW will know
students
understand the
term and are ready
for the
independent
coloring matching
sheet.
TTW formatively
assess the learners
as they complete
the matching
coloring sheet and
label each step in
the life cycle
correctly.
TTW check each
student’s work
before they put it
away to determine
how much they
understand the
terms and
pictures/symbols
associated with
them.

OBJECTIVES/LEARNING TARGETS /CRITERIA FOR MASTERY

Provide clear, specific, and measurable learning targets that are aligned to content/ competency standards. Use
student-friendly language - “I can” statements (not activities). Include the criteria for mastery.

Objectives- TSWBAT to identify, label, match, and fill
out a blank plant life cycle sheet to show they
understand the plant life cycle.
TLW will tell the class one thing they know about
plants or the plant life cycle and tell the class what
family traditions they have involving the outdoors or
plants
Learning Targets-
I can identify the steps in the Plant life cycle
I can match the Picture of the life cycle to the correct
word (Ex match the light to a picture of the sun.)
Criteria for Mastery- TLW will demonstrate mastery
of the learning targets by successfully completing a
Explain HOW the learning targets/objectives align
with the standards, are appropriate for the subject
area and developmental needs of the students, HOW
they are measurable, and HOW they communicate
student mastery.
The learning targets are appropriate because
they follow the standards, are grade-level
appropriate, and promote critical thinking. The
learning targets can also be adjusted to better
fit students’ needs. They are measurable by
being able to show the students understanding
through a blank plant life cycle sheet, partner
work, matching sheet, and class discussion. The
learning targets and objectives communicate
mastery by the completion of a matching sheet
and being able to match the picture to the word.
Adding the matching sheet to correctly show
blank plant life cycle sheet, labeling them correctly, that the students understand the symbols and
and being able to match the images with the correct their corresponding labels shows critical
description that represents the plant life cycle. thinking skills and communicates student
mastery.

Articulate HOW the applicable domains of learning

are imbedded in the objectives
The domains of learning integrated into this
lesson are the cognitive and affective domains.
Students will learn the corresponding images of
certain terms and will demonstrate their cognitive
knowledge by applying it in matching sheets. In
dealing with partner work, students will also use
the affective domain, which deals with their
attitudes. Students will learn what respect looks
like when working with a partner.

ASSESSMENT /EVALUATION
Explain your plan for formatively and summatively (if applicable) assessing using multiple ways for the students
to demonstrate their knowledge and skills in relation to the learning targets/objectives. Include the assessment
questions/tasks. Include the accommodations/modifications for the students with special learning needs. Identify
your plan to use a variety of data, independently and in collaboration with colleagues, to evaluate the outcomes of
teaching and learning and to adapt planning and practice.

TTW formatively assesses the learners through
observation throughout the lesson. This will allow for
informal observations to be made about what the
students understand and what they need further
instruction on. Students will work as a class to fill in a
blank plant life cycle sheet on the document camera, so
TTW assesses their understanding of the plant life cycle
as they complete this activity. Once students have
completed the activity with the teacher they will fill out
the sheet with their elbow partner, TTW ask TLs to
explain how they knew the difference between the steps
in the plant life cycle. This will require them to explain
their thinking, which will give TT a chance to assess their
level of understanding of the symbols. TT also circulates
around the room and listens as students discuss as they
complete the sheet with a partner. Listening to students’
conversations will allow TT to ensure they are staying on
track and will help TT determine if students understand
the difference between the pictures and words. If they
can label the life cycle correctly it will be clear that they
understand the topic. However, if they cannot label the
life cycle correctly or are struggling. TTW knows she
needs to adjust instruction and clarify the difference in
the symbols.
Articulate HOW the assessment is appropriate to
verify, document, and support student learning.
TTW observe students’ responses during the
various activities during the lesson. This will give
her a realistic understanding of what students
understand and what they need more practice on.
TTW help clarify anything the students do not
understand before moving on to their
independent work.
Identify HOW the assessment aligns with the
learning targets/objectives and allows students
multiple ways to demonstrate their learning.
The assessment aligns with the learning targets by
following the standard of illustrating and
summarizing the plant life cycle. This allows
students multiple ways to demonstrate their
learning by accommodations being made for
students struggling or with ILPs. Students have
multiple ways of demonstrating their
understanding such as matching, discussions, fill
in the blank sheets, and the use of pictures and
words.
Explain HOW the accommodations/modifications
provided meet the needs of the students with special
learning needs.
The accommodations meet the needs of
students with special learning needs by
adjusting the assessment and assignments so
every student can participate and show
completion of the standard, no matter what
level they are on. Such as matching, coloring the
plant life cycle sheet, and partner work.
Accommodations are made for students to be
able to all succeed, students have the options of
drawing, coloring, writing words, or writing
sentences to document their understanding of
the plant life cycle. This gives all students a way
to participate and shows the completion of the
topic.

Explain HOW biases are minimized in the

assessment.
Bias is minimized in the assessment by
everyone being able to work at their level and
not having to work at a higher level they are not
on. Students also work in groups, class work,
and independent work to make sure everyone
can participate, and no biases are in the work
or assessments.

Articulate HOW you plan to examine the assessment

and other performance data to understand each
learner’s progress and to guide planning.
TTW examines the assessment by watching the
students complete the partially blank plant life
cycle sheet with a partner and evaluating how
their knowledge by how much they get right or
wrong. I will then adjust instruction
accordingly.

If used, explain HOW technology is used to support

assessment practices, engages students, and adds
value to the assessment
Technology is not used in this lesson, but a
video could be shown to the class as an
activating strategy over the plant life cycle.

Articulate HOW you will use a variety of data,

independently and in collaboration with colleagues,
to evaluate the outcomes of teaching and learning
and to adapt planning and practice.
 After teaching this lesson, TTW meet with her
mentor teacher and discuss how students did
during the lesson. This will give her a chance to
collaborate and gain more insight on students’
understanding that she may have missed or not
understood.

ACTIVATING STRATEGY
Describe the activating strategy (set/hook/motivator or advance organizer). Include your plan to engage students
actively. Provide the driving question(s) that students will be able to answer after this lesson. Identify how you
will connect it to prior knowledge. Be sure that it aligns with the learning targets/objectives and promotes
anticipation and curiosity.

Driving Questions: TTW Ask students what they know
about Plants and the plant life cycle and have them write
it or draw a picture of it on a half sheet of paper. This will
gain the class’s interest and get them thinking about
what they know about the plants. The class will then
discuss how the plant life cycle differs in ways from the
human life cycle. Then we will Define the terms seed,
sprout, and germination.
Connection to Prior Learning: During previous units, we
discussed different aspects of plants and the different
types of them. The students should have enough
background information to answer the driving questions.
The student should also have background knowledge of
the vocabulary words from previous reading units, the
only word students may struggle with is Germination.
Articulate HOW the activating strategy is
imaginative, creative and how it raises anticipation
and connects with objective(s).
The activating strategy is creative and raises
anticipation by having the students answer
questions and get their minds thinking about
what they know about plants, and what they
wonder about. The activating strategy also
raises anticipation because it gets the students
thinking and wondering what the important
aspects of the plant life cycle are. Anytime you
can get the students engaged in the lesson it
helps connect them with the objectives

To begin the lesson: TTW ask students to write or draw

a picture of what they know about the plants/ the plant
life cycle on a half sheet of paper. Students will bring
their papers and tape them on the board. TTW read over
students’ responses and discuss how there are several
different aspects and important parts/symbols of the
plant life cycle. This will begin the discussion of important
aspects of the plant life cycle. TTW then reviews the
learning targets for the day to prep students for the
remainder of the lesson
 INSTRUCTION
Based on your knowledge of your students, provide specific procedures and strategies that you will use to engage
students in the learning tasks. Provide a detailed timeline for each part of your lesson, including transitions.
Include your plan to differentiate the learning for your students. Include essential questions you will ask to
promote thinking and check for understanding. Describe how you will engage students actively in the lesson.
Include where and how you will formatively assess students during the instruction.
Lesson Time- 60 Minutes
Activating Strategy Overview- 5 minutes
 Ask students what they know about plants/the
plant life cycle and have them write it or draw a
picture of it on a half sheet of paper.
 Discuss how the plant life cycle differs from the
human life cycle.
 Define the terms seed, sprout, and germination.
 Review Learning Targets
Activating Strategy Detailed- (5 Minutes) TTW Ask
students what they know about the plant life cycle and
have them write it or draw a picture of it on a half sheet
of paper. This will gain the class’s interest and get them
thinking about what they know about plants. The class
will then discuss how the plant life cycle differs from the
human life cycle and then we will define the terms seed,
sprout, and germination.
Instruction Overview- 40 Minutes
 Utilize Read-Aloud from Sourcebook Explore:
The Amazing Life Cycle of Plants
 Pause periodically to ask “What do you
notice about the plant life cycle?” or
“What are the important aspects of the
plant life cycle? “ ”can you point to
something outside that is important in the
plant life cycle?.”
 Use a blank plant life cycle on the board as a
class to match the picture to the correct term
for the life cycle
 Pass out a blank life cycle with only parts of
the cycle filled in and have the students work
with a partner to match the correct symbol to
the term after the guided classroom
instruction.
Instruction Detailed- (20 Minutes) TTW begin the class
with a read-aloud book from sourcebooks called The
Amazing Life Cycle of Plants. To engage the class and
introduce the topic. TTW pauses periodically to ask the
students questions about the book and encourages
Articulate HOW the teaching strategies are
appropriate with respect to content, context, and the
students identified in the context for learning.
The teaching strategies are appropriate
because they get the students engaged in the
lesson and wondering as they listen to the book
and answer the questions on their half sheets, it
incorporates both the students and teacher in
the learning exploration process. The teaching
strategies help connect the students to the
content and help students answer questions to
better understand the topic being taught.
Explain HOW the timeline is appropriate for all
components of the lesson plan.
The timeline is appropriate because it follows
the students learning through the introduction
of the topic to the completion of the topic and
implements all aspects of an appropriate lesson
plan. It follows the learning path to help
students from the activating strategy
introducing the topic to the completion of the
lesson or standard and self-evaluation and
checklist.
Articulate HOW the essential questions align with the
objectives, promote critical thinking, and guide
rather than direct student thinking.
The essential questions promote student thinking
towards the standard and topic and gets students
thinking about the topic in a deeper way by really
exploring each question asked by the teacher.
Explain HOW you will elicit students’ ideas so they
are visible to you and others in the class.
I will incorporate student ideas into future lesson
plans and assignments to help everyone’s voice
feel heard in the classroom such as asking for
volunteers, partner work, and working together
as a class to figure out the important parts of the
life cycle.
critical thinking. Such as What important words stand out
to you?” or “Is the sun important in the plant life cycle?”
(Can you point to the sun outside) This will get the
students involved in the reading and encourage
multimodal learning.
(20 Minutes) After TT finishes reading the book, the class
will complete the blank life cycle on the board, matching
the words to the correct parts of the plant life cycle
(There will be other incorrect terms to make sure the
students actually understand which ones are correct).
After completing this class activity TTW passes out a
blank plant life cycle sheet for the students to complete
with a partner. TTW walk around to make sure the
students fully understand the topic and are filling them
correctly.
(Closure Detailed- 15 Minutes) After the completion of
the partner work, TTW passes out the individual
matching and coloring sheet to show the student’s deep
knowledge of the symbols and their corresponding
terms. TTW then discuss with the class and wrap up the
class and introduce the more detailed descriptions they
will master tomorrow.
Closure Overview-15 Minutes
 The students will complete a matching sheet
to prove their understanding of the plant life
cycle.
 Review learning targets and preview topics
for the next day of the lesson.
CLOSURE
Explain your plan for reviewing the learning targets/objectives. Explain how you will actively engage the students
in reflection and articulation of their learning. Identify your plan for checking for understanding. Indicate your
plan for modeling and structuring a process for students to examine their own thinking as well as the performance
of others.
Closure Overview-15 Minutes
 The students will complete a matching sheet
to prove their understanding of the plant life
cycle.
 Review learning targets and preview topics
for the next day of the lesson.
Closure Detailed- 15 Minutes
The teacher will then pass out the final activity which
Explain HOW you will monitor students’ different
ways of thinking, and how you will select which ideas
to highlight in class.
I will monitor students’ different ways of thinking
by incorporating them into future lesson plans so
everyone can better understand and comprehend
the teaching, implementing a student’s way of
thinking which may help my students better
understand. In this lesson I will ask for multiple
students input to understand the plant life cycle.
Explain HOW you will build on students’ ideas
towards worthwhile disciplinary ideas
I will make observations based on how my
student’s behavior is and what disciplinary actions
work best, and then let my students build on this
by helping to correct one another when a student
isn’t following directions or is misbehaving in
class. Using the strategy of the teacher correcting
the students, then students help to correct one
another.
Explain HOW the closure requires students to reflect
on and articulate their learning.
The closure gets the students reflecting on what
they learned and having to reiterate it to help
further their knowledge of the standard even
further. The students reflect on their learning in
the closure by the teacher showing the work
they completed.
Explain HOW you plan to model and structure a
is a matching sheet to prove their understanding of the process for students to examine their own thinking as
symbols and words associated with the plant life cycle. well as the performance of others.
I will compliment the student’s work, I will say things I plan to have students share their work with
like “I really like how you used the pictures to one another to see how other students view the
remember the terms, “I like how you have colored the topic and what ideas they come up with, to
life cycle”, and “I like how you used the previous further extend students’ knowledge. I have
worksheet to help you with the matching activity.” I students work alone and in groups to
will then ask the students to go over the meaning of encourage both independent and collaborative
the keywords again. The students are encouraged to thinking.
talk to their neighbors to explain their matching sheets
and why they chose the order they did. I will then ask
the students to say one nice thing about their
neighbor’s matching sheet. I will also ask my students
to tell their neighbors one thing they learned. Lastly, I
will review the learning targets and preview the topics
for the next day.
JUSTIFICATION FOR EVIDENCE-BASED PRACTICES
Provide justification for using evidence-based practices in your lesson that are supported by theory and research
from 4 -5 course readings. Provide a justification for the assessment(s) chosen that is supported by theory and
research.

This class lesson utilizes the backward design method of Articulate HOW instruction is justified through
learning (Bowen 2017) to align the objectives with theory and research from course readings.
instruction and assessment. At the beginning of the The various instructional strategies being used
lesson, the objectives are clearly shown and explained to have been intentionally selected to align with best
the students, the teacher will show and model both practices and support students’ learning. When
expectations and evaluation of what is expected for the discussing academic language, the teacher based
work before then letting my students work the activity on (Fillmore & Fillmore, 2012). TT also
independently on the same work. The use of sharing at aligns the lesson with (Bowen 2017) backward
the end of the lesson shows students’ understanding of design method.
the topic and completion of the criteria with feedback
Explain HOW the assessment is justified through
from the teacher, feedback from their fellow classmates,
theory and research from course readings.
and a self-assessment from the student (CAST,2018). The The use of sharing at the end of the lesson shows
group conversation and working together to match the students’ understanding of the topic and
images and symbols models collaborative learning, completion of the criteria with feedback from the
multimodal learning, and the importance of instructional teacher, feedback from their fellow classmates,
conversations with both the teacher and the classmates and a self-assessment from the student
involves, as well as independent and group work. (CAST,2018).
(Oakland Schools, 2014). To scaffold students’
identification of symbols the lesson supports the use of
academic language, including the use of vocabulary
words to make discourse structures transparent and
sentence stems in the matching sheet and book being
read to support syntax development for linguistically
diverse learners, as well as the instruction of vocabulary
to encourage critical thinking and context clues. The
scaffold supports students’ use of grade-level text rather
than weakening the language demands (Fillmore &
Fillmore, 2012).
 MODIFICATIONS /GROUPING
Identify the accommodations, modifications, and/or interventions that will be provided to support the learning
needs of your diverse students (ELL, IEP, 504, struggling students, high performing, etc.), including extensions.
Identify your plan for preparing your students for and differentiating the assessment to meet the needs of your
diverse students.

Students are paired based on their shoulder partners
to encourage collaborative thinking with people who
have different strengths and weaknesses.
The teacher uses visual aids, such as images from
Google and the text, a graphic organizer (Matching
sheet), and a book to support students’ comprehension of struggle specifically. The teacher
of the plant life cycle.
I (the teacher) will prepare the following sentence
stems to support the language production for students. learning.
(In particular, students with speech/language ILPs
with level one scores in speaking) who cannot yet
understand the vocabulary, “What is this object?” and
“What provides light to the plants?”.
Students may draw, write sentences, or complete
bullet points during the activating strategy activity,
and during the matching activity, they can write or
draw lines to the correct choice.
Students who are higher performing can come up with
detailed explanations to explain how they were able to
identify the correct answer as an extension to the task
for formative assessment
Articulate HOW your plan for differentiating
instruction meets the needs of the learners
identified in the context for learning.
The plan for differentiating instruction meets
the needs of learners struggling by assessing
the data to make sure I help the student’s area
differentiated instruction by using visual aids
from the book and online resources to support
student comprehension as well as peer
Articulate HOW your plan for preparing the
students for and differentiating the assessment
meets the needs of the learners identified in the
context for learning.
This meets the needs of the learner by having
different ways to assess their learning and not
having one standard way all students follow.
Differentiating the assessments helps meet the
needs of all students and different types of
learners in the context of learning, I give the
students multiple opportunities to express their
learning through drawing, matching, writing, and
coloring. Advanced students can come up with
detailed explanations to explain how they were
able to identify the correct answer.

ACADEMIC LANGUAGE
Identify the language function and academic language associated with this lesson (vocabulary, discourse, and
syntax). Explain the supports for learning academic language that you will provide. Include the language
function(s) that identify how the students will learn the content/skills.

The language function is to find the correct words and Explain HOW the language supports will meet the
symbols that represent the plant life cycle. needs of the students with language learning needs.
I will have students try to understand the main
To perform this task students must understand key idea of the story using pictures to support English
vocabulary and imagery of the words seed, sprout, sun, language learners so, they can better understand
and germination. I will utilize images from the text and the story and symbols and I will implement
encourage students to rely on background knowledge sentence starters when needed to help students
and real-life experiences. I will also show pictures and get started on their matching sheets. The
examples. language demands of instruction are supported

Students must also understand the discourse
organization of the story for the use of the matching
sheet. This will make the discourse organization
transparent.
MATERIALS / RESOURCES / TECHNOLOGY
Identify the key instructional resources and materials that will be used to engage students in learning. Include
source of materials, reference list, and links.
The focal text for the lesson is The Amazing Life Cycle of
Plants By Kay Barnham. The teacher also needs a
whiteboard, and a computer to show a picture of the
plant life cycle. Students each need a clipboard, a pencil,
and a matching sheet, and a blank plant life cycle. Each
student and their shoulder partner will need a copy of
The Amazing Life Cycle of Plants to gather details and
their own blank plant life cycle worksheets.
ACADEMIC FEEDBACK
Explain your plan to provide feedback that is academically focused, aligns with the expectations for learning, and
includes both written and oral aspects.
During the read-aloud, I will offer praise to my
students by pointing out important things from the
story. Example phrases could include “that is a great
point you made about the sun!”,” Excellent job pointing
that out to us!”, “Thank you for adding that for us!”. I
will also praise student production of language.
Example phrases include “I like how you made a
connection between the images and the vocabulary
word”, and “I like how you used words around the
vocabulary word to figure out what the word means”.
During the partner work, I will circulate and provide
feedback on my student’s growth. For students who are
struggling, I will encourage them to refer back to the
by studying key vocabulary words and
encouraging comparison of the words. I even
expand on this by showing pictures of the
vocabulary words to have multiple ways of
learning. Both for visual and hands-on learners.
Explain HOW the multiple materials and resources
will be used to meet the needs of the students
identified in the context for learning.
The different materials such as a matching sheet,
pictures, use of drawing and coloring, and reading
a book incorporate hands-on learning and
multimodal learning in the lesson.
Having multiple modes of learning helps the
students stay engaged in the classroom and keeps
their attention. Having multiple modes of
instruction helps different learners succeed and
keeps the learning fresh. This gives students an
outlet to write, draw, and be creative.
Explain HOW technology use adds value to the
lesson.
Using pictures from Google helps get the
students interested in the lesson and engaged
by seeing all the different colors and symbols.
Explain HOW the academic feedback you will provide
will promote student thinking, will be used to assess
individual students, and monitor and adjust
instruction.
The feedback I provide will get students further
engaged in the topic and further promote critical
thinking on the standard. This will help monitor
instruction by making sure every student is on
task and is comprehending the lesson. The
feedback I provide will also encourage students to
dive deeper into the topic and promote students
thinking on their own, I will adjust instruction
when I see students struggling.
book or ask another partner group. I will also provide
targeted support for students whom I know are
completely not understanding and pull them to re-read
the book together.
Address HOW students will be provided with
opportunities to provide feedback to one another.
The students will get to work together and
collaborate on learning to explain the topic and
their ideas to one another. During the closure
activity, students will be able to compliment
other students and interact with classmates
about their work.

Articulate HOW you plan to engage learners in

understanding and identifying quality work and how
you will provide effective descriptive feedback to
guide student progress toward that work.
I will get the students engaged by walking around
making sure everyone is on task and understands,
I will also ask them to expand on their knowledge
and go even further in their drawings, matching
or writing. I will also help struggling students
specifically. The students will be engaged in group
work, class discussions, and independent work to
help them understand the topic in three different
ways.
REFERENCES
Use APA format to list and include references for justifications for instructional practices, assessment(s), and
instructional materials.
References for Instructional Practices and Assessments:
Bowen, R. S.  (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved
9/21/2021 from https://cft.vanderbilt.edu/understanding-by-design/ 
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org
Fillmore, L. W., & Fillmore, C. ]. (2012). What does text complexity mean for English learners and language
minority students? Paper presented at the Understanding Language Conference, Stanford, CA. Retrieved
from http://ell.stanford.edu/papers
Oakland Schools (2014). MetaCognition and Apprenticeship Module 4: Moving from IRE to IC. Video
accessed at https://youtu.be/7YhCIFjEx9c
Tennessee State Board of Education (2017). Tennessee State Standards for Science. Retrieved from
https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/
meetingfiles4/10-20-17_III_J_Non-
Substantive_Changes_to_Math_ELA__Science_Standards_Attachment_3_-_Science.pdf

References for Instructional Materials:

Barnham, Kay, and Maddie Frost. The Amazing Life Cycle of Plants. Barron’s, 2018.
Plant Life Cycle - Galveston Bay Foundation. galvbay.org/wp-content/uploads/2019/10/Plant-Life-Cycle.pdf.

“Plant Life Cycle Worksheet.” Liveworksheets.com - Interactive Worksheets Maker for All Languages and
Subjects, www.liveworksheets.com/gs38980iv.

Turito. “Plant Life Cycle: Stages, Parts of a Flower - Turito.” Turito Blog, 7 Jan. 2023,
www.turito.com/blog/biology/plant-life-cycle.

Revised August 2021