Inquiry - Collaborative Lesson Plan 3

Standards-Aligned Lesson Plan Template
Beginning Student Teaching

Graduate Program in Education
Student Teacher Candidate Name: Gianna Fuentes
Subject(s): World History Grade: 7
Mentor Teacher: Mrs. Stepp
School: Ensign Intermediate
Lesson Time Allotment: 50 minutes Date: 3.16.23
TPE Target Skills:
1: Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry,
problem solving, responding to and framing meaningful questions, and reflection.
2: Maintain high expectations for learning with appropriate support for the full range of students in the classroom.
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)
7.4.1 Study the relationship of the trade of gold, salt, food, and slaves, and the growth of the Ghana and Mali empires.
2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students be able to do 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 be able to demonstrate their understanding by…” or “By the end of this lesson, my students will be
able to explain…”)
SWBAT demonstrate their understanding of the relationship of the slave trade to the growth of the Ghana and Mali empires
by categorizing the political, economic, military, and social effects on Africa and explaining what they learned from each
station of an exhibit activity.
3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific learning goals have
been successfully met?
A. Formative Assessments: At least two formative assessments, one with a rubric that provides information that allows
you to measure whether students have met each of your learning goals. Copy or attach rubric to this template. (TPE 1.8, 2.5,
5.1, 5.5)
Formative Assessment 1: Categorizing.

- Students will demonstrate their understanding by categorizing four effects of the slave trade, determining their
affiliated role (social, political, economic, or military), and explaining in 2-3 sentences how they believe the effect
changed Africa.
Formative Assessment 2: Reflection.

- Students will reflect on their research and categorizing to demonstrate their understanding of the slave trade and
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – SK 01/03/23
how it is relevant to modern Africa by answering the question “which of these effects do you think continues to
impact Africa the most TODAY? Explain why.”
B. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and
progress? A rubric is required for the students to use in their self-assessments (TPE 1.5, 5.3)
- Students will be doing an exhibit activity around the room which have questions to answer on a document. Students
will be presented with a rubric to provide at least 1 source of evidence from the exhibit, and 2-3 sentences for each
response. They will reflect on their learning goals during their collaborative categorizing activity by discussing
what they learned at each station and the answers to their questions before moving on. They then will categorize
together before the ending reflection independently.
4. Relevance/Rationale:
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:
Students are learning about different parts of Africa. Their unit begins with the different regions and vegetation zones, the
ancient kingdoms of Ghana and Mali, and then the trade routes. They learned previously about where the trade routes are
and what resources were vital, valuable, and common along them. Before their lesson they will have learned about salt and
gold, and how these things traveled, were traded, and their value during the time. They then will be exploring West Central
Africa and the spread of Islam. However, this cannot be studied without adding the slave trade in between. The lesson
directly before this slave trade activity day is going to be on the culture of Africans before the slave trade, and the lesson
after will be on the impact and effects it held.
5. ELD Standards Addressed: Identify one standard from Part 1 and another from Part 2 of the ELD Standards that you
will address 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!)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

- 3. Supporting opinions and persuading others: Negotiate or persuade others in conversation.
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C. Connecting
and Condensing Ideas
- 5. Modifying to add details: expand sentences with simple adverbials to provide details about a familiar activity or
process.
6. ELD Standard Learning Goal(s): Based on the ELD Standards you identified above, what will students be able to do 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 be able to demonstrate their understanding of …” or “By the end of this lesson
my English language learners will be able to explain…”)
Part 1: Learning goal for Part 1, ELD standards: SWBAT support their opinions and persuade others by categorizing the
impacts of the African slave trade within small groups and negotiating on what area of culture they affected.
Part 2: Learning goal for Part 2, ELD standards: SWBAT expand sentences to provide details about the African slave trade
by describing the impacts of events during the African slave trade.
7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will demonstrate an
understanding of by the end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Castle, laborers, enslavement, depict.
8. Essential Questions: (TPE 1.5) (Higher-order, open-ended questions)
- How did the slave trade change the course of Africa?

- How did the slave trade affect the world?
Section 2: Differentiation Case Studies: Focus Students 1, 2, and 3

(Focus on the needs of the whole class to be addressed on the Demographic Profile)
Focus Student #1 (FS1): English Learner
Updates/observations regarding this student (academic or Identify at least two forms of differentiation you will
otherwise): incorporate into this lesson to address this student’s needs:
- He is more social these days, but mostly when it - For this activity I will be color coding key words, as
comes to disruptive behaviors in class. He is very he has a low reading ELPAC score (1)
kind, but he is unwilling to do most activities due to - I will also create structured breaks between
being “lazy”. individual work and collaborative work to
encourage him to play his part in his small group
team.
Social and Emotional Learning (SEL) competency focus 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):
- My EL’s SEL competency will be responsible decision-making, as this collaboration will encourage him to pull his
weight for his team.
Assets & Funds of Knowledge: Darrin brings a love of games, communication skills from having siblings, and cultural
knowledge on Latin and African culture to the classroom. He is also good at arts and crafts and enjoys incorporating different
sources of media into his assignments.
Focus Student #2 (FS2) Student with Identified Special Needs (IEP)

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
incorporate into your lesson to address this student’s needs:
- She has been doing well working alone, and she is
taking her time with each assignment. She often - For this activity I will allow a brain break period
needs more time than other students. for her relief.
- I will also include an independent period where
students must explore the information themselves,
where she will be able to set her own pace.
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):
- For this student I will focus on self-awareness. She often falls behind the rest of the class and gets sidetracked
talking. With the structure of this lesson, she will be encouraged to maintain a team-oriented pace and work as she
needs to play her role in her small group.
Assets & Funds of Knowledge: This student brings a friendly voice to the classroom that is supportive of other people’s
progress toward success. She brings with her a love of history, math, and English and she enjoys researching different topics
within them. She also performs well in small groups.
Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
incorporate into your lesson to address this student’s needs:
- Ryan has been quiet as of late and working well in
small groups. He seems to have fun doing activities - For this student I will allow time for collaborative
that allow discussion and persuasion. regrouping, so he is able to work with his teammate
to persuade and justify.
- I will also provide chunking of information and
questions that prompt creativity at each station.
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): My SEL for this student is also self-awareness as he works on being able to participate n groups and use the power of
his voice, but he also needs to get the research done by himself and stay on task.
Assets & Funds of Knowledge: This student brings experience in sports, sibling relationships, and traveling to different
countries to the table in history class. He brings communication skills and tutoring skills as a helping hand to small groups
and partner activities. He also enjoys debates and argumentative assignments.
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, leveled questioning, graphic organizers, etc.) you will
use to meet your ELD Standard learning objectives for this lesson. Align your ELD Standard learning goals with those you
identified in Section 1.
a. ELD Standard Learning Goal Part 1: SWBAT support their opinions and persuade others by categorizing the impacts of
the African slave trade within small groups and negotiating on what area of culture they affected.
 Strategy you will use: Round Robin

 Formative assessment you will use to evaluate if the strategy is working: Have students write on their document
one point that each person in the group made, as they debate their final conclusion together.
b. ELD Standard Learning Goal Part 2: SWBAT expand sentences to provide details about the African slave trade by
describing the impacts of events during the African slave trade
 Strategy you will use: think-pair-share

 Formative assessment you will use to evaluate if the strategy is working: Students will pair within their groups to
share their research and combine their findings to expand their understanding and summarizing.
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: Sustaining Effort and Persistence: Fostering Collaboration and Community. I will use this
group project to establish clear goals and responsibilities, and guide learners into providing each other with feedback and
teamwork.
Multiple Means of Representation: Highlight patterns, critical features, big ideas, and relationships. This lesson will
provide multiple examples of the slave trade routes, housing buildings, and effects through visuals, texts, and a video to
highlight different aspects of both previously learned material and new concepts.
Multiple means of Action and Expression: Facilitate managing information and resources: this project will include graphic
organizers, a template for documenting information learned through researching at each station, and embedded prompts to
guide both discussion and debate. This accompanied by a rubric to set expectations and criteria for student self-
assessment.
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: Remember – students will be defining and repeating information to their groups after researching their two stations.
2: Understand – students will then describe and discuss their research and translate it to their groups in a comprehensible
way. Listing information and repeating key ideas.
3: analyze – finally, students will differentiate, compare/contrast, and examine each event during the slave trade to classify
their role and significance.
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, students will need to take
care of their role as teammate of a small-group and pull their weight in researching and reporting information within the
allotted time.
5. Lesson Enhancement Strategies:

(Please address each of these only if you plan to use them, they are NOT mandatory)
21st Century Skills: (TPE 1.5, 3.3, 4.7) Technology: Visual and Performing Arts:
Communication How will technology be incorporated How will the students be provided with
Collaboration into the lesson? (TPE 1.2, 1.4, 3.6, opportunities to access the curriculum by
Creativity 3.7, 3.8, 4.4, 4.8 4.9, 5.4) incorporating the visual and performing
Critical Thinking arts? (TPE 1.4, 1.7, 3.3, 3.6, 4.4)
Students will be using their
chromebooks to fill in an online Students will be provided with a video on
template with their research; this the slave trade which covers African
research is physically on paper at culture before, during, and after.
each station for them to take notes on
digitally.
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 Student Knowledge based on Assessment Data:

a. Based on student assets and funds of knowledge, what do you expect students to deeply understand about the lesson?
What knowledge do you expect your students to transfer and use in the future?
There are several students who understand the processes of immigration, slavery, and cultural assimilation from having
previously studied the ancient civilizations and medieval Europe. From this they will be able to understand how the Slave
trade played out in Europe and transfer this knowledge to its roots and what the impact was on West Central Africa.
b. What strategies have you incorporated into the lesson to support students in meeting the learning goals?
To support the learning goals at hand I have incorporated the strategies of independent reading and researching, and group
discussion and debate in order to provide students with opportunities to brainstorm and inquire the new information on a
more personal level. I also have added several opportunities to prompt discussion, guide critical thinking, and self-assess
progress and quality.
b. What misunderstandings and misconceptions do you expect students might have from the lesson?
I expect students to misunderstand the role that the slave trade played in African communities when it comes to the increase
in warlords and colonies within communities overtaken by traders. Never having learned about the African community they
may be startled with the information of such change being so dramatic and sudden.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Chromebooks, paper print outs of text, paper maps and diagrams, google docs, peardeck slides.
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 engaged 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 begin class with a KWL chart asking students “what do you think you know about the Slave trade in Africa” and
“what would you like to know about the Slave trade in Africa” and giving them feedback on their questions, to make it clear
that all questions are good questions and are worthy of an answer!
Student friendly version of how you will introduce your learning goals:
Today we will be going over the slave trade in Africa. We will be reviewing what we already know and doing an exhibit
activity similar to the Salt and Gold pawn shop activity done a few weeks ago. You will all be tasked in small groups to
move around the room doing research at each station, and your end goal is to connect the big ideas from the slave trade
and the growth of Africa considering politics, economics, military affairs, and social effects.
Student friendly explanation of how this lesson connects to prior lessons and the larger unit for this subject (i.e., how does it
connect to the big idea of the unit?)
So far we’ve covered the two ancient kingdoms of Africa, Ghana and Mali, and the trade routes they had developed for
valuables such as salt and gold. This was a great part of their economy, however as time progressed the slave trade hit
Africa and completely shifted their lives. So far we have covered the first of three big ideas for this unit, being “geography
and climate affect trade and how society develops”, and we will be moving on to “how does trade affect the success of a
government and the spread of ideas”. So today we are going to explore how trade has changed the culture of Africa to help
us get some answers.
How will you communicate your expectations for learning and behavior to the students?
I expect you all today to work as a team, do your own research, and provide clear information to your partners so they too
can learn from your experiences around the room. The noise levels need to stay low enough so others can concentrate on
reading, and you must answer each question presented at the stations individually. Your research is independent not done in
teams. You will collaborate and report in your small groups once the research period has ended to then discuss ideas and
reflect on your findings.
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.
Okay everyone today we will be covering the Slave trade. We have covered geography, trade routes, valuables to the
economy such as salt and gold, and touched on ancient African cultures and kingdom. Now we will be pivoting to the slave
trade in Africa and how it shaped their economies, military and politics, and societies. Let’s begin with reviewing what we
know. (KWL chart – read feedback from students peardeck to the class, call on a few people to share what they already
know, read some questions aloud before moving on).
Body –
For your Direct Instruction Lesson, “I do, we do, you do,” include these stages: Teach/Model, Check for Understanding,
Guided Practice, Independent Practice (TPE 1.8). Make sure that your descriptions are thorough enough that the reader can
imagine the progress of each stage of the lesson and discern whether there has been appropriate scaffolding.
To preface today’s research let’s begin with a video (5 minutes). Before we begin let’s go over the questions, and as you
watch out for details that will help you respond. (once done do a “low hand if you said blank to number blank – with
feedback) Time to introduce today’s activity. A few weeks ago, you all participated in an activity in which you worked in
small groups, researched in stations around the room, and came back to collaborate with your team. Today will be very
similar! Let’s open the Africa Slave Trade Exhibit Activity document on schoology. You will be choosing two stations per
person, and when the timer begins will get up and find your station to begin researching. Each station has between 1 and 3
questions, and you will respond on your document. Once the timer ends and your research is complete (accommodate as
needed), you will regroup and one by one share your findings. Each member will summarize the information and answer the
questions based on your reporting, and when done with each station you will move on to the prompts. Your tasks are to
assess the four key effects of the slave trade, categorize them by type (political, economic, military, or social), and provide
2-3 sentences on how you think this changed Africa. You will then reflect independently on these effects, and decide which is
most important today in your opinion.
Essential Questions: Develop three higher-order, open-ended questions to probe your students’ thinking.
- What led to the slave trade in Africa?

- How did the slave trade interrupt African History?
- How did the slave trade affect Africa long-term?
Close –
The last thing to do today is reflect on why it is important to study the slave trade and Africa. Go ahead and analyze this
quote from Mutabaruka – a Jamaican poet- that states “slavery isn’t African history, it interrupted African history” and
answer the two questions. What do you think this quote means, and how does it connect to what we have studied about
Medieval Africa?
Confirming the learning: How will you review the learning goals with your students at the end of the lesson and help them
self-assess their understanding?
Now that we have all done our research let’s touch base on some logistics. We have studied maps, patterns, texts, and
insights on the slave trade in Africa and classified the political, economic, military, and social impacts of each. Let’s assure
we used complete sentences, and followed each direction with care, and if anyone has questions the floor is open until the
end of the period.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
We will be diving deeper into how these actions and effects impacted the lives of Africans tomorrow as we discuss the
spread of ideas, culture, and social values beginning with Islam across Northern Africa. See you then have a great day
everyone, great work!
Section 5: Reflection
TPE 3.4, 6.1, 6.5

After presenting the lesson in the classroom, evaluate the students’ progress toward the learning goals with the rubrics you
created for your formative and student self-assessments. Use the data to reflect on whether the learning objectives were met
for this lesson.
1. Student achievement of your CA State Standard learning goals for this lesson:
a. Using the rubrics you developed for your formative assessment, explain any areas of successful achievement of your CA
State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the results. Cite
evidence (include data) from your rubric.
- For my formative assessment of categorizing the events that affected Africa during the slave trade, I wanted
students to be able to use their opinion to choose their category and then explain how Africa was affected. Per my
rubric, I was looking for students to use the exact names of nouns in the correct context from what they had
learned, to use evidence from their exhibits to support their response, and to describe in detail how the slave trade
affected Africa using this foundation. This class was able to find success in both categorizing accurately and
explaining what they learned from each exhibit. A few examples from a proficient response is “This exhibit talked
about how many slaves were taken from Africa to the Americas, Asia, and Europe. This changed Africa because it
had more Africans in the different continents, leading to less Africans living in Africa”. The student is able to
identify nouns (names of countries and people), cited from the exhibit, and describe how Africa was affected with
some details to support their claim properly and contextually.
b. Using the rubrics for your formative assessment, explain any areas where the class or individual students did not achieve
your CA State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the
results. Cite evidence (include data) from your rubric to validate your answer:
- One pattern that appeared was variation in answers per exhibit. Some exhibit stations were easier to answer for
and others were more challenging, and many of the students had a mixture of complex and proficient answers
alongside developing proficiency. This class did not fully achieve the ELD goal of expanding sentences as a few
students chose not to use the sentence starters I had provided and submitted not yet proficient to developing
proficient work. An example comes from my FS1 where he writes “Exhibit 1 was economic because they were chep
and they did not carry disease so they wouldent die” (typos included). FS1 also did not complete the assignment
with his group, and on the rest of his exhibits appeared to be copying down their answers rather than translating
them into his own writing using the sentence starters. In his answer per my rubric, he was unable to use the exact
names of any people places or things, they did not use evidence from the exhibits, and they did not describe how
Africa was affected. For this answer I scored him at a not yet proficient level.
2. Student achievement of your ELD Standard learning goals for this lesson:
a. How effective was your instructional approach for your multilingual/EL students (cite evidence)? Did they demonstrate
the achievement of your ELD Standard learning goals for this lesson (cite data)?
- I feel that my approach worked for ¾ of my ELL’s as only FS1 did not achieve the learning goals. The other EL
students are redesignated and comfortable in their abilities, and I worked closely with one of them during this
exercise. They were able to take advantage of the sentence starters to expand sentences and express their ideas
during the table group round-robin. Most students found this strategy to be normal and helpful for listening to their
peers and coming to a decision.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson (cite evidence):
- Another example of FS1’s work was his answer to the question ‘What are two reasons the Europeans wanted
laborers?’ to which he replied with “they were less profitablel” (typo included). This showed me that A. he did not
use the sentence starters or follow my in-class modeling, and B. he did not fully address the question by stating two
reasons or their context. FS1 did however partake in the round robin discussion at his table.
c. How effective was your instructional approach for your FS1(cite data)?
- A final answer from FS1 is to the question “What role did currency and profit play?” in which he responded with
“they were searching for silver and gold”. I had worked on this with him at the exhibit, and it was an image
showcasing a timeline of events leading the Europeans to Africa to enslave their people. They had wanted to make
money, they needed more worker’s, indentured slaves were too expensive, they turned to Africans because they
were cheaper. I walked him through this several times, we talked about it for a good 5 minutes, he expressed his
ideas to me, and then wrote none of them down no matter how hard I assured him of his good work. I feel that my
approach with FS1 was ineffective as he did not want to participate or focus on this day and was uninterested in
the assignment.
3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional approach for the whole class?
- For this lesson it was helpful to know that many students had traveled outside of the country to South America and
Europe, and one person had even been to Africa. It was also informative that there was only one African American
student in the class, and they were not strongly connected to any African culture. With this I made sure to input
information that would build a strong foundation of what African culture entailed, how their society was
structured, and what transformed it. I also was sure to make the information easier to digest than you would see in
a college or high school level class, without omitting important details.
b. Support student access to and engagement with the content?
- I had made this lesson engaging by using collaboration, modeling, a video, and online resources as the students in
this class prefer and work well with these strategies and tools. They were steadily moving and on task and had to
roam the room in order to complete their assignment. This way, the students were able to return from their venture
to be back in their groups and collaborate after the heavy lifting of roaming, reading, and writing on their own.
c. Enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and your focus
students specifically?
- My focus students are Mexica, White, and Mixed race African and White. They have backgrounds from different
countries, and to ensure that their backgrounds were recognized there were trade routes and information presented
on the slides that covered a variety of areas in the Americas, Europe, and Asia that connected to our topic. It was
also described how societies were affected by the slave trade, and how people and culture was changed in the
process.
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?
- I had to model to them how I wanted the questions responded to and make more sentence starters with them.
b. For your three focus students to help them achieve the learning goals?
- Other than giving FS1 extra scaffolding in modeling and communication, no.
5. 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?)
- After this lesson the students did an activity on African culture after the beginning of the slave trade, and how their
governments transformed. They reviewed what they had learned and were able to combine information to paint a
larger picture of how society functioned at the time.
2) If applicable, was your grouping strategy effective?
- I feel it was as they like being in their table groups with familiar people. Their seats change every other unit, and
the class is a friendly community. They are seated next to people they work well with.
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 for:
 Your whole class?
 FS1
 FS2
 FS3
2) Academic language:
 FS1
 FS2
 FS3
3) English language learning:

 FS1
 FS2
 FS3
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 these student sample documents (or pictures of them) to Canvas along with your Lesson Observation
Protocol(s) (LOPs) and Section #5 - Reflection of the lesson plan. Write your evaluation of the student work on the
sample copy or with another uploaded document.
Student Samples and Rubric
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 with needed to align standards and learning standards and learning standards and learning
learning goals standards and goals with limited goals with basic goals with clear, robust
Goals and and/or does not yet learning goals Standards-Aligned Lesson Plan Template
rationale and essential rationale and essential rationale and essential
Standards provide clear and/or does not yet questions. questions. questions.
rationale and provide clear Beginning Student Teaching
essential questions. rationale and Graduate Program in Education
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 most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
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 for peer-assessment for assessment for assessment or peer- assessment or peer-
Student Self- self- or peer- students that is not students that has a assessment for assessment for students
Assessment assessment likely to support chance of supporting students that is likely that is highly likely to
metacognitive some metacognitive to support support significant
Plan reflection and reflection and metacognitive metacognitive reflection
learning. learning. reflection and learning. and learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile and
demographic profile adaptations that profile and and adaptations, with adaptations, with
Differentia- and adaptations that facilitate diversified adaptations, but with clear significance for insightful significance
tion Case facilitate diversified learning or engage unclear significance diversified learning for diversified learning
learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
Studies 21st Century Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Learning, the Arts, and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
and/or technology. Learning, the Arts, technology.
and/or technology.
Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration of
include multiple means of instruction multiple means of demonstration of multiple means of
means of instruction that are likely to instruction, but unclear multiple means of instruction that are
Universal that are likely to provide engaging about providing instruction that are likely to provide
Access provide engaging Universal Access engaging Universal likely to provide engaging Universal
Universal Access for most learners. Access for most engaging Universal Access for all learners.
Lesson for most learners. learners. Access for most
Development 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 a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate
work Education
well within them./ Academic / Handbook
work well – SK 01/03/23
within them.
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 grades clarifying comments
ul level 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 may
Protocol 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 lesson assessments showing assessments showing assessments showing assessments showing
Reflection on in a poor analysis into the some analysis into the good analysis into the robust analysis into
Lesson pedagogic strengths and strengths and weaknesses strengths and the strengths and
ally weaknesses of the of the instructional weaknesses of the weaknesses of the
meaningf instructional method method and process, instructional method instructional method
ul way and process, adaptations, and levels of and process, and process,
adaptations, and levels inclusion and engagement adaptations, and adaptations, and
of inclusion and for both the whole class levels of inclusion levels of inclusion
engagement for both the and individual needs with and engagement for and engagement for
whole class and satisfactory consideration both the whole class both the whole class
individual needs with of next steps and individual needs and individual needs
inadequate with sound with excellent
consideration of next 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

Inquiry - Collaborative Lesson Plan 3

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Inquiry - Collaborative Lesson Plan 3

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Standards-Aligned Lesson Plan Template

Beginning Student Teaching

Student Teacher Candidate Name: Gianna Fuentes

Subject(s): World History Grade: 7

Mentor Teacher: Mrs. Stepp

School: Ensign Intermediate

Lesson Time Allotment: 50 minutes Date: 3.16.23

TPE Target Skills:

Section 1 – Goals, Standards, and Assessments

Formative Assessment 1: Categorizing.

Formative Assessment 2: Reflection.

Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

Castle, laborers, enslavement, depict.

8. Essential Questions: (TPE 1.5) (Higher-order, open-ended questions)

- How did the slave trade change the course of Africa?

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

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

Focus Student #3 (FS3): Special Circumstances Student

Section 3: Universal Access Lesson Development

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

 Strategy you will use: Round Robin

 Strategy you will use: think-pair-share

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

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

5. Lesson Enhancement Strategies:

Section 4: Instructional Procedure

2. Prior Student Knowledge based on Assessment Data:

- What led to the slave trade in Africa?

TPE 3.4, 6.1, 6.5

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

2) If applicable, was your grouping strategy effective?

3) English language learning:

Section 6: Student Samples

Student Samples and 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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