Grad Ed Lesson 3

Standards-Aligned Lesson Plan Template
Beginning Student Teaching

Graduate Program in Education
Name: Mandy Montoya
Subject(s): ELA
Grade: 1st grade
Teacher(s): Mandy Montoya
Mentor Teacher: Araceli Villa
School: Jim Thorpe Fundamental
Lesson Time Allotment: 20 minutes Date: 11/30/23
TPE Target Skills:
TPE 1.4 Use a variety of developmentally and ability-appropriate instructional strategies, resources,
and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-
Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners
within the general education classroom and environment.
TPE 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)
What is the CA state standard/framework that you will be addressing for this lesson?
RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in
isolation and in text.
a. Know the spelling-sound correspondences for common consonant digraphs.
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…”)
1) By the end of this lesson, students will have mastered the ability to sound out 8 of our diagraph vocab words.
2) Students will be able to create a word of their choice (containing a digraph) and write it correctly in a sentence.
3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified
above have been successfully met?
A. Formative Assessments: At least two formative assessments total, at least one with a rubric that provides information
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 08/11/22
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: Students will identify digraphs in words and sound them out correctly.
Formative Assessment 2: Students will create a word containing a digraph and write it in a sentence.
Learning Goal Total /3

Student was able to correctly sound out 8 of our diagraph /1
vocabulary words.
Student was able to create a word containing a digraph. /1
Student wrote their word in a complete sentence. /1
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)
Students will evaluate each other’s diagraph words that they created. They will sound them out in pairs and determine if the
word is correctly spelled, if it contains a digraph, and if it is written in a complete sentence. Students will draw a star next to
the sentence if everything is correct. If it is not, they will fix it and then write a smiley face.
My vocab word has a digraph: _________
My digraph word is spelled correctly: __________
It is in a complete sentence: ________
4. Relevance/Rationale:
Based on prior assessments of your student’s level of academic 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 have just finished the unit on blends. They learned two letter blends like br-, tr-, -ng, etc. They just finished up final
blends (blends that come at the end like stand and hard). Students had these vocabulary words with blends in their weekly
spelling test and these assessments have shown that 85% of the students have mastered the spelling of blends. Blends will
still be incorporated into the new vocabulary with digraphs so that students will have more practice.
To the best of your observations, what existing assets and funds of knowledge do you students already have about your
lesson topic (outside of what has been taught in class)?
My students have existing funds of knowledge by way of their expanding vocabularies. I often hear them connecting the
lesson on digraphs to words they say frequently in their vocabularies. They like giving examples of words they know that
correctly contain the blend or digraph we are working on. This shows me that they are grasping the concept and applying it
to their everyday lives.
What misunderstandings and misconceptions do you expect students might have from the lesson?
Something that is confusing is the digraph ‘th’ that sometimes makes different sounds like in the words “then” and “thick”.
Another thing my students are struggling with right now is putting an ‘e’ in places where an ‘i’ should go. For example:
think, pink, wink, sink. When they are sounding it out, it sounds like it should be an e.
Multilingual/EL students
5. ELD Standards Addressed: Identify one standard from Part 1 and another from Part 2 of 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!)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive
9. Presenting
Plan and deliver very brief oral presentations (e.g., show and tell, describing a
picture).
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C. Connecting
and Condensing Ideas
1. Understanding text structure

Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to
comprehending texts and composing basic texts with substantial support (e.g., using drawings, through joint construction
with a peer or teacher) to comprehending texts and writing texts in shared language activities guided by the teacher, with
peers, and sometimes independently.
6. ELD Standard Learning Goal(s): Based on the ELD Standards you 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 English language learners will have mastered…” or “By the end of this lesson my English language learners will
be able to explain…”)
Learning Goal (ELD Standard Part 1): By the end of this lesson, my ELs will have effectively practiced giving brief oral
presentations by reading the sentence they created to their small group.
Learning Goal (ELD Standard Part 2): By the end of this lesson, my ELs will have effectively practiced composing brief
texts that include the digraphs we practiced earlier.
Please explain at least 2 instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you
will use to meet your ELD Standard learning objectives for this lesson.
a. ELD Standard Learning Goal Part 1:

 Strategies you will use: Create a social context for learning a second language in which students feel accepted and
comfortable.
a. Students are put into groups with friends who are at a similar English proficiency level so that my ELs feel like
they are working together at the same pace and they don’t have the stress of being in front of the whole class.
b. We practice sounding out and reading all the vocab digraph words so students feel more confident when reading
on their own.
c. When students make mistakes, I reassure and praise them for their hard work.
 Informal assessment you will use to evaluate if the strategy is working: I will ask students after they presented if
they felt nervous or comfortable and they can each share how they felt.
b. ELD Standard Learning Goal Part 2:

 Strategy you will use: Providing scaffolding with color-coded digraphs and letters for students to see and touch.
a. Before students write their sentence, they can physically build their digraph vocab word by grabbing the right
letter cards, color-coded in pink for digraphs and blue for regular letters.
b. Before students write down their word, we look over each word as a group, sounding it out and reading it to
make sure everything makes sense before writing it down.
 Informal assessment you will use to evaluate if the strategy is working: Students write their sentence on a paper I
will collect and look over after the lesson.
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)
Thin, thick, think,

shop, ship, shut, shock,
king, ring, sing
8. Essential Questions: (TPE 1.5)
What makes a digraph?

How many sounds do digraphs make?
How do you create the /tch/, /ch/ or /sh/ sound?
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 otherwise):
FS1 is incredibly bright and is doing really well in his reading level. When he reads to me, he sounds everything out
correctly, but he lacks confidence. FS1 loses focus sometimes and likes to talk with his friends.
Assets and Challenges

Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
FS1 has great decoding skills. FS1 will receive more complex books to read that help challenge his
decoding skills.
FS1 works very well in groups. I will purposefully put FS1 near his EL friend to make him comfortable
and motivated to read out.
I will have FS1 read his books to me personally so I can encourage him
FS1 lacks confidence when reading in English. to speak up and be more confident. I will give him and Eagle Ticket each
time he reads me a book.
Focus Student #2 (FS2): SPED
FS2 is capable of completing good work, she just needs more time to process and write down her thoughts. She seems
shy in class and doesn’t contribute unless the teacher calls on her.

FS2 works very well independently. When we are working in groups, I will give FS2 the option to work
quietly in the corner if it would help her focus.
FS2 stays on task and listens carefully to instruction. I will call out FS2 in front of the class and give her an Eagle ticket each
time she is being respectful.
FS2 doesn’t contribute to class discussion. I will seat FS2 near a friend she is comfortable with. I will give her the
question ahead of class so she has time to craft an answer and feels
prepared to answer.
Focus Student #3 (FS3): Special Circumstance
FS3 has a fun personality and loves attention. However, she is seldom on task. She talks with her table partners and
plays with the items in her desk.

FS3 loves contributing to class discussion. I will incorporate more think-pair-shares so that if FS3 doesn’t get to
answer in front of the class, she still feels heard by her peers.
FS2 responds very well to teacher support//correction. I will thank FS3 each time she self-corrects or responds to my directions
well.
FS2 struggles to stay on task. I will give FS3 a desk chart of pictures displaying on-task behavior (ie.
raising hand, sitting nicely, listening) so that I can come over and point
to one and remind her of appropriate class behavior without having to
call her out.
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. 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 (8): Foster community and collaboration (8.3)
I will explicitly share the learning goals with the group and intentionally split groups into students at similar English
proficiency levels. I will engage the students by incorporating things of common interest.
Multiple Means of Representation: Perception (1): Offer alternatives for auditory information (1.2)
I cut up all the letters of the alphabet and added the digraphs in on different colored backgrounds. This offers visual and
tactile options for students to spell the digraph vocab words.
Multiple means of Action and Expression: Expression and communication (5): Build fluencies with graduated levels of
support for practice and performance (5.3). I will provide differentiated feedback and scaffolding that can be gradually
released with increasing independence and learning.
2. 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: Students will remember how to read and say the digraph vocabulary words and understand that digraphs produce one
sound.
2: Students will apply their knowledge of digraphs to help them create one of their vocabulary words and write a sentence
containing it.
3: Students will be evaluating their peer’s sentence that includes their digraph vocabulary word to make sure the digraph is
spelled correctly, and the sentence makes sense.
3. 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/.)
Self-management.
Specific strategy that you will use to inculcate that competency for this lesson: We will have a talk as a group about self-
management and the importance of managing your emotions and behaviors in order to achieve our goals and aspirations.
We will also discuss self-motivation.
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)
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
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
 Cut outs of the alphabet letters and digraphs on different colored paper
 List of digraph vocabulary words
 Paper for students to construct their sentence
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?
I will make an effort to memorize each of the student’s names by the end of the first day and calling them by name when I
refer to them. This will show them I care and I want to get to know them.
Student friendly version of how you will introduce your learning goals: “Today we are going to continue our work with
digraphs. We are going to review our vocabulary words and you are going to pay close attention to how the words are
spelled and how they sound. By the end of this lesson, you will have mastered the ability to sound out 8 of our diagraph
vocab words! You will also be able to build a word of your choice that has a digraph in it and write it in a sentence.”
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)?: “Our lesson today flows directly from what you have been working on already. You’ve
mastered blends and how when some letters are paired together, they make different sounds. We are going to keep talking
about digraphs today and this will set us up for the rest of our unit on digraphs and bigger blends.”
How will you communicate your expectations for learning and behavior?: I will explain that we are going to be
collaborating today with the people at our table, so talking is allowed but it needs to be solely about our lesson and no off-
task conversation. When it is my time to talk and students’ turn to listen, I will let them know and I expect them to be
respectful when listening.
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.
Because my lesson was part of centers, we had a short amount of time so there was no anticipatory set. However, my table
set up with the colorful letter cuts outs piqued student interested and had them asking questions about what we were going to
learn because they were excited.
Body –
This section should be no shorter than 3 paragraphs. Your professor should be able to imagine each step of the lesson
and have a strong understanding how you will explain the concepts (writing out your explanations will help you grow
in your clarity) and give students opportunities to meaningfully engage them.
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.
We will start the lesson by reviewing the digraph vocabulary words that are written on the board. I will point to each
letter/digraph in the word and students will sound it out. Then I will underline the word with my pointer and students will
read the word. Then I will ask which part of the word contains the digraph and I will have students identify it.
Next, we will look at the digraphs in isolation and sound them out. Students will draw the digraph in the air with their
fingers and make the sound with their mouths at the same time. Then students will go clockwise taking turns spelling a word
with the letter cards. After the student spells a word, everyone sounds it out and then reads it together. We identify where the
digraph is in the word and decide if they spelled the word correctly. The student who made the word has to use it in a
sentence. Then it moves on to the next person’s turn.
After we have all gone around, students grab a pencil and compose a sentence containing their digraph vocabulary word.
They must try their hardest to sound out the words without asking. Then they must circle the digraph in their sentence. They
will pair up and evaluate each other’s sentences. Then we will go around again and students will read their sentence to the
group. Students can draw a picture at the top of their page to illustrate their sentence if they so choose.
Essential Questions: Develop questions you will ask throughout this lesson to informally assess student learning (ie., to
find out if your students are exceeding your expectations, meeting them, or not yet attaining them?)
What makes a digraph?
How many sounds do digraphs make?
How do you create the /ch/, /th/, or /sh/ sound?
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 restate our learning goals of mastering reading 8 of our vocabulary words. We will read 8 of them together and have
students give a thumbs up or thumbs down if they feel like they met the goal. I will ask them the 3 essential questions.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
“Our next steps for learning will be three-letter blends like scr- and -tch. It is just like what we have been working on with 2
letter blends and digraphs! Knowing these blends will make you guys better and more confident readers.”
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. Student achievement of you CA State Standard learning goals for this lesson:
a. Using the rubric 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.
Make sure to cite evidence (including specific number scores!) from your rubric.
Learning Goal Total /3
Student was able to correctly sound out 8 of our diagraph /1
vocabulary words.
Student was able to create a word containing a digraph. /1
Student wrote their word in a complete sentence. /1
7 out of the 9 students in my group received a 3/3 on their learning goals! The other two students received a 2/3 because
they did not have time to write a complete sentence. All of my students were able to correctly sound out the vocabulary
words containing digraphs. They all successfully created their own digraph words as well! I was very proud of my students
because they all participated and presented their sentences and words with each other. They also got really excited when it
was their turn to create a word with the letter papers. They made the rest of the group close their eyes while they created
their word so it would be a surprise when they opened their eyes.
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. Make sure to cite evidence (including specific number scores) from your rubric to validate your answer:
2 of my students were not able to write their digraph word in a complete sentence. They are my students who have 504 plans
and need extra time to write out their work, so I wasn’t expecting them to finish the sentence at the same pace as the rest of
the group. They did create and write out their digraph word so they received scores of 2/3.
2. Student achievement of your ELD Standard learning goals for this lesson:
a. How effective was your instructional approach for your multilingual/EL students? Did they demonstrate achievement
of your ELD Standard learning goals for this lesson:
My instructional approach was very effective for my ELs. They were all able to achieve both the ELD goals I created
for this lesson. The both participated and shared their words they created with the group, as well as constructing a
sentence.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD
Standard learning goals for this lesson:
All of my ELs were able to demonstrate achievement of my learning goals-
c. How effective your instructional approach for your FS1?

My instructional approach really worked for my FS1- he was incredibly successful on this assignment. He performed
at the same level as my advanced learners. He was excited for his turn to share his word with the group and he worked
closely with another EL to complete his sentence.
3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional app for the whole class? I did this lesson during centers, so I was able to teach it
in smaller groups. This made it so much better because I was able to incorporate specific strategies per group and be very
intentional in targeting what each group needed to focus on.
b. Support student access to and engagement with the content? Talking with my MT to get a little more background on
each of my students really helped me pick specific activities that would be sure to engage all students. I scaffolded each
student throughout our lesson time, helping them build a digraph, then a word, and then a sentence. My students had ample
opportunity to interact with the content.
c. Enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and your focus
students specifically? I allowed my students to create words and sentences of whatever they liked; this validates their
linguistic background because they could choose any word from their vocabulary and were not forced to use words that I
came up with. Their sentences could be made from any experiences that they’ve had in their past.
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? No
b. For your three focus students to help them achieve the learning goals? No, my focus students were able to achieve the
goals without any in-the-moment adaptations to the lesson.
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?)
Reflecting on the assessment data, my students are ready to move on to the next concept. The next lesson will be on 3 letter
blends (scr-, str- etc..) We will still review digraphs in future lessons to keep this fresh in their minds.
2) If applicable, was your grouping strategy effective?

The grouping strategy was highly effective for the lesson. My MT has the students grouped according to similar academic
achievement levels when we go to centers so that she can target specific skills that each groups needs. It really helped that
my students in each group were performing at similar levels so we could move at a good pace and focus on topics that a
group specifically needed to hear. Because I got to teach the lesson multiple times, I could refine and get more creative with
how I taught it for each roatation.
b. If you were going to teach this lesson again, would you change anything about how you engaged your students in terms
of (CHOOSE WHOLE CLASS OR ONE STUDENT for each category)…
1) Higher order thinking:

 Your whole class?
 FS1- I would engage FS1 in more higher-order thinking by differentiating his work and allowing him to expand on
his paper as much as he’d like. Whereas the requirement was one sentence each, I would tell him to strive for 2 or 3
and highlight his digraphs as he goes.
 FS2
 FS3
2) Academic language:
 Your whole class? My class as a whole are high achievers in the area of academic language and incorporate it in all
their discussions in class. I would not change anything about my lesson.
 FS1
 FS2
 FS3
3) English language learning:

 Your whole class?
 FS1
 FS2- my FS2 could benefit from more support in her English language learning. Maybe I would give her a sentence
frame for her sentence to help her stay motivated and to give her more ideas of possible sentences. This way she
would have more scaffolding to get her to her learning goals.
 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 your reflection.
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging
BeginningHighly
Proficient
Student Teaching
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 provide objective and/or rationale and essential rationale and essential rationale and essential
Standards clear rationale and does not yet provide questions. questions. questions.
essential questions. clear 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 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
Plan metacognitive some metacognitive to support support significant
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
Studies learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
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
Lesson Universal Access for most learners. Access for most engaging Universal Access for all learners.
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
work well within them. work well within them.
Point Chart: Final
Score:
225-250 A
200-224.9 B
175-199.9 C
150-174.9 D
149.9 and
below: Not
yet!
All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
14.4 15-17.4 17.5-19.9 20-22.4 22.5-25
and
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
29.9 30-34.0 35-39.9 40-44.9 45-50
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
90-100 A Score:
80-89.9 B
70-79.9 C
60-69.9 D
59.9 and below:
NOT YET

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Standards-Aligned Lesson Plan Template

Beginning Student Teaching

Name: Mandy Montoya

Grade: 1st grade

Teacher(s): Mandy Montoya

Mentor Teacher: Araceli Villa

School: Jim Thorpe Fundamental

Lesson Time Allotment: 20 minutes Date: 11/30/23

TPE Target Skills:

Section 1 – Goals, Standards, and Assessments

Learning Goal Total /3

My vocab word has a digraph: _________

My digraph word is spelled correctly: __________

It is in a complete sentence: ________

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

1. Understanding text structure

a. ELD Standard Learning Goal Part 1:

b. ELD Standard Learning Goal Part 2:

Thin, thick, think,

8. Essential Questions: (TPE 1.5)

What makes a digraph?

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

Assets and Challenges

Assets and Challenges

Assets and Challenges

Section 3: Universal Access Lesson Development

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

released with increasing independence and learning.

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

5. Lesson Enhancement Strategies:

Section 4: Instructional Procedure

c. How effective your instructional approach for your FS1?

2) If applicable, was your grouping strategy effective?

1) Higher order thinking:

3) English language learning:

Section 6: Student Samples

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

All Components Lesson Plan Rubric

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