Ast Grad-Ed Lesson Plan 2

Standards-Aligned Lesson Plan Template
Advanced Student Teaching

Graduate Program in Education
Student Teacher Candidate Name: Karly Colenzo
Subject(s): Physical Education Grade: 9
Mentor Teacher: Mathieson
School: Edison High School
Lesson Time Allotment: Date:
TPE Target Skills:
1: 2.5. Maintain high expectations for learning with appropriate support for the full range of
students in the classroom.
2: 2.6. Establish and maintain clear expectations for positive classroom behavior and for studentto-
student and student-to-teacher interactions by communicating classroom routines, procedures,
and norms to students and families.
Section 1 – Goals, Standards, and Assessments

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
What will students have mastered in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample
sentence frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the end of this lesson,
my students will be able to explain…”)
1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance,
and individual and dual activities.
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…”)
 Students will be able to identify and explain what muscular endurance and muscular strength training is.
 Students will be able to compare and contrast between muscular endurance and muscular strength training.
 Students will be able to analyze the benefits of muscular endurance and muscular strength training to see which is
more applicable to their lifestyle
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?
I will put the learning goals up on the board at the beginning of class and explain that students need to meet the three
objectives. Students will self-assess on each learning goal and I will do an informal assessment.
A. Formative Assessments: At least two formative assess

B. ments total, at least one with a rubric that provides information that allows you to measure whether students have met
each of your learning objectives. Copy or attach rubric to this template. (TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1: I will be checking for understanding by analyzing student's responses in class and group discussion.
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22
Formative Assessment 2: I will be checking for understanding by asking students for their understanding of the material in
each station and their use of academic language
Rubric for one of your assessments that demonstrates mastery of each of your learning goals:
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)
Rubric for student self-assessment:

Students will put up a number 1-3 (one, no understanding- three, fully understanding) for each learning goal giving
themselves a self-assessment.
4. Relevance/Rationale:
A. Based on prior assessments of your student’s level of understanding for this subject, why is this the critical lesson for your
students to learn right now in your class? (These assessments can be based on formal assessments such as past quizzes or
informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure to cite specific evidence from prior student
learning to support your rationale:
Students use the fitness center frequently but have little information on the different ways to use the equipment. When asking
the class 75% of them do not exercise outside of school. About 85% do not know about different types of weight training. The
rationale is to provide more ways to encourage students to get active in ways that fit their lifestyles.
5. ELD Standards Addressed: Identify one standard from the ELD Standards that you will implement during this lesson to
support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include both the ELD Standard number and the
content of the standard! (Feel free to cut and paste!)
B 4. Using nouns and noun phrases to expand ideas and provide more detail
6. ELD Standard Learning Goal(s): Based on the ELD Standards you indentified above, what will students have mastered
in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my English language learners will have mastered…” or “By the end of this lesson my English language learners will
be able to explain…”)
Learning Goal:
By the end of this lesson, my EL students will gain a deeper understanding of vocabulary words pertaining to muscular
strength/endurance and be able to use this vocabulary amongst peers.
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:
a.I will have visuals on a learning board that links symbols to words.
b. Students will have a hands-on learning experience for both muscular endurance and strength training that will help
make meaningful connections to the vocabulary.
 Informal assessment you will use to evaluate if the strategy is working:
When my EL students come around to my muscular strength training center I will evaluate their understanding of
vocabulary by asking questions on what they know about each term.
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)
Muscular, strength, exert, endurance, repetitions,
8. Essential Questions: What do you want to have your students critically reflect on in terms of the content learning goals for
this lesson? (TPE 1.5)
Which workout are you most likely to do outside of school and why?
Section 2: Class Profile and Case Study Differentiation: Focus Students 1, 2, and 3
Class Profile
Class Assets and Funds of Knowledge Class Challenges and Needs for Support
Students in this class are now able to identify Challenges for this class would be getting some
different types of workouts that fall into aerobic students more motivated when it comes to
and anaerobic capacity. They are becoming physical activity. Also having students more
more familiar with different types of workouts involved with group discussions can be a
and their benefits. Also, students are more challenge. For needs of support students
comfortable performing different exercises. struggle with some forms of motor skills.
Focus Student #1 (FS1): Student who typically finds the learning goals of the class challenging
Observations/Updates regarding this student (academic; Identify at least two forms of differentiating support you will
assets and funds of knowledge; special challenges): incorporate into this lesson to address this student’s needs
(teaching strategies or formative assessments):
Social and Emotional Learning (SEL) goal for this student. Of the five SEL realms identified by CASEL
(https://casel.org/what-is-sel/), which do you think is the most critical to address for your student?
What strategy will you use that gives your student the opportunity to develop the SEL skill you have identified?
Once you have implemented the strategy, please answer these questions: 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):
Focus Student #2 (FS2) Student who is typically able to meet the learning goals
Observations/Updates regarding this student (academic; assets and funds of knowledge; special challenges):
Focus Student #3 (FS3): Student who typically exceeds the learning goals
Observations/Updates regarding this student (academic; assets and funds of knowledge; special challenges):
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:

Recruiting Interest
I will play a video in class that represents both exercises at their peak performance to inspire students to get interested in
weightlifting.
Multiple Means of Representation:

Perception
For the student, I will have a video of a petite female weightlifter lifting a large amount of weight. It shows exercise can be
mastered at any size and weight.
Multiple means of Action and Expression:

Physical Action
Students will go through physical weightlifting activities and describe the differences in each one
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 be able to understand muscular strength and muscular endurance. This will be taught in the lesson through
my summarizing each topic.
2: Students will be able to analyze the difference between muscular strength and muscular endurance workouts. This will
occur when students do the hands-on activity of describing each activity while actively comparing and contrasting.
3 Students will evaluate which workout would be most effective in their daily life. This would happen after analyzing and
understanding each workout. I will ask higher-order questions that help students evaluate through this process.
3. 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-Awareness
Students will describe how they feel after each workout and evaluate which one they prefer based on their bodies reaction.
4. Technology:
How will technology be incorporated into the lesson? Develop this lesson with at least one form of technology incorporated
into the learning process that rise to the level of “M” (modification) or “R” (Redefinition) on the SAMR Model (Support for
addressing the SAMR model can be found here: https://www.3plearning.com/blog/connectingsamrmodel/). Another
helpful resource are the ISTE Standards for educators: https://www.iste.org/standards/iste-standards-for-teachers?
_ga=2.256323592.249837091.1659559688-1938482384.1659389761 (TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4, 4.8 4.9, 5.4)
I will have a Vision Board that information and videos will be displayed on.
Section 4: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning
2. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
Students know about aerobic and anaerobic workouts from a previous lesson. About 95% of students mastered this
concept. Also, students know what cardiovascular endurance exercise is and what falls under that category. Students
have been using the fitness center so they know how to lift and use the tools in the room.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
Sticky Notes, Pencils, Fitness center, slide show, vision board.
4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of what will be
taught (including links to any Google Docs, Powerpoints, Youtube videos, etc.), how the students will be engaging in the
lessons, and examples of directions, explanations, and questions that the teacher candidate will use to scaffold the progress of
learning. If it helps, you can write it out like a script of what you basically expect to say.
Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?
I will go over the safety protocols with the students and use positive language when addressing students.
Student friendly version of how you will introduce your learning goals (2-3 sentences):
I will put the learning goals on the board as a checklist and it will say the following
 I will be able to identify and explain what muscular endurance and muscular strength training is.
 I will be able to compare and contrast between muscular endurance and muscular strength training.
 I will be able to analyze the benefits of muscular endurance and muscular strength training to see which is more
applicable to my lifestyle.
I will remind the students that this is what I want them to accomplish from class today.
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?)
I’ll remind students these two exercises fall under aerobic and anaerobic. Also, its part of students becoming more familiar
with different exercises that can cater to their lifestyle.
How will you communicate your expectations for learning and behavior?
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.
I show a video to students that displays what it looks like to have good muscular strength and muscular endurance training
skills. One video is Simon Biles doing a floor routine showing muscular endurance. The other video is of an Olympic
weightlifter lifting a large amount of weight.
Body –
Options: You can use a simple “I do, we do, you do” approach to this section. You may also use the Seven Step Lesson Plan
approach, which includes these stages: Teach/Model, Check for Understanding, Guided Practice, Independent Practice (TPE
1.8) Make sure that your descriptions are thorough enough that your professor can imagine the progress of each stage of the
lesson and discern whether there has been appropriate scaffolding.
 Students will sit near the vision board, and I will go through the learning goals put on the
board. Then through multiple means of engagement, I show them a quick clip of Simon Biles
doing a floor routine. After I show the students a clip of a person performing an Olympic lift.
What I explain to students is Simon Biles relies heavily on muscular endurance training to
do her many amazing tricks and that the Olympic weightlifter relies heavily on muscular
strength training to lift a lot of weight all at once. I do this to engage and recruit interest in
the material that will be taught.
 I go into what muscular strength and endurance training means by giving the full definition.
Strength is the ability to exert maximal force with low repetitions and endurance the ability
to continue contracting a muscle, or group of muscles, against resistance, such as weights or
body weight, over a period of time. What I do for my ELLs is break down the definitions. I
have a word box for students where we plug in easier words to describe our vocabulary.
Then I will plug in the words to simply the definitions.
 After each definition I would check for understanding by having students reflect on if they
understood the meaning of each exercise. I would have students rate themselves on a scale
of 1-3. One is that they fully understand and 3 is they don’t understand at all. Then to make
sure students do understand I will ask them questions about the training.
 Then I explain to students that they will do both trainings, but they will try to figure out
which training is muscular strength and endurance. The fitness center machines will be
split into side one and side two. Side one students will be students doing 5 reps at 10lb
heavier than side 2. Side two will be at 10 reps at the weight they have already lifted in the
fitness center (from previous workouts in the fitness center). On side two there be an area
where students will do 10 sit-ups as well.
 After students have done both sides, they will come up to the vision board and write the
differences from each side with their lifting partner. The board will be split up into side one
and side two.
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?
 Once students are done will all exercises, we will sit at the board and review everyone's
responses. The class will then come up with the conclusion that side one is muscular
strength and side two is muscular endurance. Then I explain each exercise's unique
benefits. Muscular strength builds power output and strength for anaerobic activity.
Muscular endurance is used to prolong strength in aerobic activity. I will give examples for
each that connects to the interests and cultural background of students.
I will ask students higher-order questions such as: Which exercise would you use and why? How
would you apply this information?
Next Steps: How will the next steps be communicated to the students about continuing to learn this topic after the lesson?
I will be explaining to students that the knowledge they’ve learned will be applied to making goals for themselves in the next
class session.
Section 5: Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments and use the
data to reflect on whether the learning objectives were met for this lesson.
1. Complete the table below to help you evaluate the levels of achievement of your learning goals for this lesson:
Learning Goals Number/percentage of Number/percentage of Number/percentage of

(Include however many learning students who exceeded students who met learning students who have not met
goals you developed for this
learning goals goals learning goals
lesson. Blank spaces are for
students with extra learning
goals)
Learning Goal #1 15/17 2/17
 Students will be
able to identify and
explain what
muscular
endurance and
muscular strength
training is.
able to compare
between muscular
endurance and
muscular strength
training.

able to analyze the

benefits of
muscular
endurance and
muscular strength
training to see
which is more
applicable to their
lifestyle
1. Student achievement of your CA State Standard learning goals for this lesson:
a. Using the data from the rubrics you developed for your formative assessment, explain any areas of successful achievement
for your whole class of your CA State Standard learning goals for the academic content of this lesson.
1)Identify any patterns and/or trends in the results. Make sure to cite evidence (including specific number scores!) from
your rubric.
In the rubric, higher-performing students consistently show active participation, a strong understanding of the material, and
precise use of academic language. As overall performance increases, students tend to exhibit more consistent engagement,
proficiency in understanding the material at each station, and precise use of academic language. lower-performing students
demonstrate inconsistencies and struggles in these areas. Majority of students all performed high due to their participation but
those who performed lower in learning goals lacked participation.
2) What aspect of instructional approach do you believe contributed to the pattern and/or trends that you saw? What was
most effective? What was least effective?
Incorporating videos, images, and educational technology has significantly enhanced the learning experience. Videos provide
engaging visual content, making complex concepts more accessible, while images contribute to clearer comprehension.
Educational technology allows for flexible access to materials, fostering interactive learning through simulations. Overall,
these tools have made learning more dynamic, enjoyable, and adaptable to individual preferences. What was least effective in
this circumstance was the teacher to student dialogue. Students would more likely to talk to their group members than in front
of the class.
b. Please identify one student from each of the following three categories (or a high, middle, and low if the students do not
fall within those categories) and provide feedback on their work based on their work. Your feedback should be detailed,
content-specific, and rubric-based:
1) Student who exceeded learning goals: This student was using highly leveled academic vocabulary in both the board
responses and class discussions. Also, they had given full participation in each activity and partner groups
2) Student who met learning goals:

Student was using academic language on the vision board and in partner groups. Students participated in the exercises or
group discussions.
3) Student who did not meet learning goals: The student did not speak in group discussions but wrote on the board in
minimal academic language. The student did participate in physical activity.
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?
Goal - “By the end of this lesson, my EL students will gain a deeper understanding of vocabulary words pertaining to
muscular strength/endurance and be able to use this vocabulary amongst peers.”
I believe giving this student visuals was highly effective in helping her understand the overall concept of the lesson. Also,
partner work allowed her to not only use terms that she had just learned but also hear them used correctly by other students.
Overall, this student met the goal by using high-level terminology when discussing what to put on the vision board.
Additionally, after speaking to her about what she learned through an informal assessment she was able to clearly explain the
concepts of muscular strength and endurance training.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson: NA
c. How effective was your instructional approach for your FS1?
3. How did getting to know your students’ assets and learning needs…
a. …inform and/or shape your instructional approach for the whole class?
b. …support student access to and engagement with the content?
c. …enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general and your focus
students specifically?
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?
Before this lesson, I was originally going to have students write their responses on paper with their partners. Instead, I had
them write their answers on the vision board as a fun and creative way to be involved. What I found was students felt more
inclined to participate with well-thought-out work because it was going to be displayed for the class. At the same time,
students had a sense of security due to the answers being anonymous.
b. …for your three focus students to help them achieve the learning goals?
5. What insights did you gain from your student self-assessments and informal assessment, and observations that you made
throughout your lesson?
Through this lesson, I gained an insight into the effectiveness of visuals, technology, and inquiry-based learning. In previous
lessons, students had trouble obtaining learning concepts about exercise physiology. Specifically for this lesson students
achieved their learning goals and retained the information displayed in the following lessons. Through informal assessment,
students were using high-level vocabulary through the vision board and class discussions. As for self-assessment, students
were more confident with applying the information to real-life situations.
6. Applying for Next Steps

a. Based on your assessment data:

1) What should you teach next after this lesson? (Do you need to reteach any aspect of it, move on to a new subject, or
some combination of both?)
For the next lesson, I will be reviewing all the training methods students have learned thus far. Students will be applying their
knowledge to make realistic SMART goals for themselves.
2) If applicable, was your grouping strategy effective?

Yes, I believe it was effective. Students like working with partners and it allows for extrinsic motivation to participate. Also,
the grouping strategy supported students in multiple SEL skills.
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: In terms of higher order thinking I would have had students make different fitness plans for
different types of athletes using strength and endurance training. This would allow students to apply their knowledge to real-
life circumstances and differentiate qualities in both exercises.
2) Academic language:
I would have students differentiate which vocabulary words fit into each exercise training. Although students did use the
language, I would have liked to assess whether they could identify the differences. So that students would use that to their
advantage when describing each exercise benefits.
3) English language learning:

No, I believe I demonstrated new terminology in the best way possible using kinesthetic and visual learning. If I had brought
more concepts in students might be overwhelmed or confused.
Section 6: Student Samples

Collect the work samples of each of your three focus students (A student who 1. Typically struggles to meet the learning
goals, 2. Typically meets the learning goals, and 3. Typically exceeds the learning goals.) Use your rubric to score each
student and provide feedback regarding their work on their work sample and/or rubric.
Upload the three student sample documents (or pictures of them) to Canvas along with your Lesson Observation
Protocol(s) (LOPs) and your reflection.
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Section 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
standards and needed to align standards and standards and standards and objective
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet provide objective and/or Standards-Aligned Lesson Plan Template
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 Advanced Student Teaching
essential questions. Graduate Program in Education
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:
180-200 A
160-179 B
55 Fair Drive,
140-159 C Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22
120-139 D
119 and
below:
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

Advanced Student Teaching

Student Teacher Candidate Name: Karly Colenzo

Subject(s): Physical Education Grade: 9

Mentor Teacher: Mathieson

School: Edison High School

Lesson Time Allotment: Date:

TPE Target Skills:

Section 1 – Goals, Standards, and Assessments

A. Formative Assessments: At least two formative assess

Rubric for student self-assessment:

a. ELD Standard Learning Goal Part 1:

Section 3: Universal Access Lesson Development

Multiple Means of Engagement:

Multiple Means of Representation:

Multiple means of Action and Expression:

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

Section 4: Instructional Procedure

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

Learning Goal #3 14/17 3/17

able to analyze the

2) Student who met learning goals:

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

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

6. Applying for Next Steps

a. Based on your assessment data:

2) If applicable, was your grouping strategy effective?

3) English language learning:

Section 6: Student Samples

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

Point Chart: Final

All Components Lesson Plan Rubric

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