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Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education

Student Teacher Candidate Name: Ryan Brown

Subject(s): College Prep English 1 Grade: 9th Mentor Teacher: Mrs. Morris

School: Ocean View High School

Lesson Time Allotment: 95 minutes Date: 9/16/22

TPE Target Skills:

1. TPE 1.5 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: TPE 2.5 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)
CCSS 9 for Reading Lit Grades 9-10: Analyze how an author draws on and transforms source material in a
specific work
CCSS 4 for Reading Lit Grades 9-10: Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students
have mastered in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample
sentence frames: “By the end of this lesson, my students will have mastered the ability to…” or “By the end
of this lesson, my students will be able to explain…”)

By the end of this lesson, students will understand the conventions of the “language of reading” and why it
is important to practice deep reading with literature. Students will also be able to explain these conventions
in their own words and reflect on what they learned in a Cornell Notes format.

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 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: Checking for understanding by meeting each student at the door as they walk in,
asking what they remember from the poem in the class session prior.
 Formative Assessment 2: Canvas Cornell Notes and Reflection Assignment (Rubric Attached here)

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education
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 self-assess their understanding of the lecture through “fill in the blank” style notes that require
them to practice auditory comprehension of the key terms given verbally for each google slide. Students will
self-assess their Cornell Notes, summary, and reflection by self-grading their work in their composition
notebooks according to a rubric and example prior to submitting the final version through canvas. This will give
students the time to revise their work before submitting it for a grade on Canvas.

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:

In the first week of school, students logged into CommonLIT––a learning management system which my
Mentor Teacher uses throughout the year for curriculum, formative and summative assessments, and related
media. Students took a Pre-Assessment diagnostic on CommonLit in week 1 and their performance is broken
down in a score report below (last names have been redacted for student privacy purposes.) Of the 30
students, only 4 or 13% are testing at their appropriate grade level (9th). Moreover, a detailed score report
illustrates that students scored the lowest in the sections on “Central Idea/theme” (49% correct) and “Point of
View” (47% correct). As such, my mentor teacher and I decided to create a lesson on deep reading to begin
the conversation about reading skills and equipping students with the tools to decipher further meaning from
literature. I delivered this lesson the week before we began the class-reading to scaffold and support student
comprehension.
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

- B5. Listening actively and asking or answering questions about what was heard

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
and C. Connecting and Condensing Ideas

- C6. Connecting ideas within sentences by combining clauses

Continue to identify how you will support your students in mastering these ELD Standards
below in Section 3 – Universal Access Lesson Adaptations

6. ELD Standard Learning Goal(s): Based on the ELD Standards you 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…”)

Part 1: By the end of this lesson my English Language learners will be able to actively listen for information
presented orally, decipher it for meaning, then write these term(s) out into notes with an accompanied
explanation.

Part 2: By the end of this lesson, my English Language Learners will understand how to combine clauses and
expand their thoughts using words like because and causal terms like as a result.
 7. Academic Vocabulary: (Please choose 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)
Symbols
Memories/allusions
Patterns
Surface Reading
Deep Reading
The language of reading

8. Essential Questions: (TPE 1.5)

How can students access the codes of deeper reading to decipher meaning like a teacher?
What is “The Language of Reading” and why does it matter?
What are the practices of deeper reading?

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education

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 Identify at least two forms of differentiation you
(academic or otherwise): will incorporate into this lesson to address this
student’s needs:
Scored in the 37th percentile in the class for the ● Providing answers to the fill in the blanks
Pre-Assessment diagnostic. Demonstrates between transitions to the next slide in
adequate understanding of vocabulary for lecture
grade-level (80%), but scores lower in the ● Scaffolding class discussions (first
categories of understanding point-of-view, central partner share, then group, then
theme and interaction of ideas (all lower than 50%). class-wide)

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):

Yes, Lizbet is showing improved communication skills with her peers and is opening up more with her
discussion group. The scaffolded discussion style has encouraged her to share her ideas in smaller settings.
She appears comfortable and at ease when working with her selected group.

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

Academic updates/observations regarding this Identify at least two accommodations/ modifications

student: you will incorporate into your lesson to address this
student’s needs:
James is able to analyze critically at a perfect level, he ● Providing an overview of class at the outset to
scored 100% in the evidence portion of his diagnostic. prepare James for any transitions and
At the abstract level, James scored a 0% for theme changes going on in the class
and a 20% for point of of view. ● Telling students ahead of time (the class
 before) when I will be teaching a lesson so as
to create predictability
● Meeting James at the door to gauge his
anxiety as he walks in the door; this is
opportunity to share with me anything he may
need to do during class if he is struggling that
day to focus or remain in his seat

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):

James begins to move around in his seat and appears anxious about halfway through class; at this time he
begins asking more questions for reassurance and he struggles to stay on task. We have begun incorporating
5-minute breaks into sustained activities to allow students to get up, walk around and go to the bathroom if
needed. James responds well to this strategy.

Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this Identify at least two accommodations/ modifications

student: you will incorporate into your lesson to address this
student’s needs:
Kai returned to school for the first time in weeks; he is ● Lowering the affective filter in the class by
behind on school work as a result and has not speaking with students individually as they
completed the diagnostic. come through the door––Kai can share if he
has any questions before class so he doesn’t
feel behind
● Kai prefers seating at the front of the
room––he is seated at the front by the
teacher’s desk for support and in a smaller
group for discussions

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):

Kai likes to participate in class-wide discussions on his own terms; we allow him the space to raise his hand to
answer a question if he wants, but have refrained from calling on him unexpectedly to minimize anxiety in the
classroom. He is doing well with this strategy and participates more than was expected following a prolonged
absence.

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education

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. (Find your ELD Standard
learning goals in Section 1).

a. ELD Standard Learning Goal Part 1: B5. Listening actively and asking or answering questions about what
was heard
• Strategy you will use:
Notes template and scaffolded slides with answers provided; creating small group discussions before
class-wide share outs, meeting students at the door and asking them for comprehension one-on-one to
gauge understanding before class about topic from the day prior
• Formative assessment you will use to evaluate if the strategy is working:
Students will turn in a cornell notes template with their answers to Canvas, during share-outs for
discussion, students are nominated to share the ideas of their group mates––at this point I can also listen
to how my EL students are participating and what concepts of understanding they are bringing to the group

b. ELD Standard Learning Goal Part 2: C6. Connecting ideas within sentences by combining clauses
• Strategy you will use: Sentence frames for students reflections and analysis on the Cornell Notes
template
• Formative assessment you will use to evaluate if the strategy is working: Students will submit these notes
to Canvas outside of class

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: Optimize relevance, value, and authenticity; choosing a movie clip from
Twilight that is recognizable and age-appropriate

Multiple Means of Representation: Offer alternatives for auditory information; providing visuals as well as text
options for representing material

Multiple means of Action and Expression: Build fluencies with graduated levels of support for practice and
performance; providing sentence frames for students with additional space to further expand on ideas with
increased levels of fluency

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: Knowledge: Recall–– Students will walk through the door and meet with me–recalling one thing they
remember about reading “The Rose That Grew From Concrete” in Wednesday’s class.

2: Applying: Students will apply their observations from viewing the clips of First Knight and Twilight to the
lesson on the Language of Reading––looking for the common symbol, pattern, or allusion. Students will share
answers as a class discussion

3: Evaluate: Students will evaluate their understanding of the lesson on deep reading by writing a reflection
about the lesson and its importance to their learning. They will self-assess their work in their composition
notebooks using a rubric and example in class.

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/.)

This lesson will focus specifically on Responsible Decision-Making. Students will demonstrate curiosity and
open-mindedness by beginning class with a discussion question which they approach in pairs then as a
group of 8 before nominating one person to share out their answer with the class as a whole: “If you were
stranded on an island with a smart person, a strong person, and a compassionate person and only two
people could fit in the boat to find help, who would you choose and why?”

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education
Specific strategy that you will use to inculcate that competency for this lesson:
Students begin the discussion each class by introducing themselves to any new classmates, then discussing
with their partner and taking turns as a whole group to talk about their response. Teacher walks around during
the discussion to monitor student engagement and bring in students who are not participating or sharing out
yet. Students practice skills like asking their peers “What do you think?” and critically think and engage with
their response before adding their input. Teacher reiterates the importance of group work and collaboration
after groups share out and reminds students that these questions come from real interviews––students are
encouraged to think creatively and outside the box.

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,

Technology:
Visual and Performing Arts:
4.7)
How will technology be
How will the students be provided
incorporated into the lesson?
Students will navigate Canvas to
Access the note taking template
After class. Students will transfer
Hand-written notes into longer form
reflection and analysis.
with opportunities to access the
Communication
(TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4,
curriculum by incorporating the visual
Collaboration
4.8 4.9, 5.4)
and performing arts? (TPE 1.4, 1.7,
Creativity
3.3, 3.6, 4.4)
Critical Thinking
Students will practice communication, collaboration, creativity, and critical thinking by discussing their
interview question with their group and partner (see 3.4 for more). Questions are unique and require
 students to think creatively, communicating their ideas with their group to find the “best” response to
share with the class.

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:
a. Based on student assets and funds of knowledge, what do you expect students to deeply understand
about the lesson? What do you expect your students to retain after the lesson and use in the future?

Based on student engagement with pop-culture and new media, I anticipate students will understand the
connection between Medieval Literature and modern literature and their translations to film (First Knight and
Twilight). This will scaffold understanding of patterns and how authors employ allusions to build meaning and
rely on past interpretations of literature to guide reader responses to their literature. After the lesson, students
will walk away with a full understanding of the practice of “deep reading” and what to look for as a “deep
reader.” Students will apply these skills to their reading of the class novel.

b. What strategies have you incorporated into the lesson to support students in meeting the learning goals?

I have included analogies and film into the lesson to support student understanding. For example, when
students are taking notes on “The Language of Reading” I will give a demonstration of language barriers by
including one student in an example of how high school sports use language that is isolated to that one
community. This example of language includes student interaction and engages them in the real world
implications of language fluency.

C. What misunderstandings and misconceptions do you expect students might have from the lesson?

I anticipate students will struggle with the difference between “memories” (allusions) versus patterns in

literature. I will use the film clips and childhood books from week 1 to build understanding.

3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?

Google slides, First Knight, Twilight , composition notebooks and writing materials, Chromebooks (Canvas) and
Google Docs.
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.
1. Students will walk through the door and meet me one by one. I will greet them by name then ask them
“what is one thing you remember from the poem we read last class “The Rose”?
a. Students will respond with their answer, I will say great thank you then they will put their phones
away in the pocket at the back of the room and sit down. As students sit down they will begin
discussing the question on the board (real interview question: if you were stranded on an
island…)
b. I will remind students as I’m taking role that they are talking to a neighbor right now about the
discussion board
2. After I have taken role and greeted each student and they are all sat, I will ask students to turn to their
group and discuss the question for 2 minutes
a. Students will nominate one student from each group to share out with the class. As I call on that
group, students will present their answer and I will ask probing questions like “why _____” or
“tell me more about how you plan to ______” or “did anyone disagree with this idea?”
3. Students will get out composition books and turn back towards the screen, I will have this set of slides
ready for a presentation. (linked here)
a. I will first show the clip from Twilight “I am not going to talk about this clip, I’m just showing it to
you and we are going to talk about it later. Watch this clip, react to it, and then we are moving
on”
b. Students open composition books and I discuss the new format for the lesson. Students should
be paying attention to the blanks on the screen––those are the key terms and ideas and they
want to make sure they get those down. We are working on study skills because it is important
to know how to decipher information so you’re not taking notes on the entire screen. As you get
older this will become more and more important. If you can’t keep up and need help, I have a
slide with the answers that comes after and you can refer to that
c. Students complete “Last Class This Class Next Class” with the overview of the class and what
the homework will be for next class
i. I will open up canvas tab to show them how to access homework and what the template
looks like/ how to submit it
d. Students will read through the poem aloud with their same groups as the discussion question,
try to decipher what the poem means, and share out
i. I will show what scholars say, likely more complex ideas, not more sophisticated
thinkers just have the tools to find the meaning of these books that might on the surface
when you’re reading them seem really confusing. The language of reading helps you
decode literature and read it like your teachers do,
1. Remind students they are all scholars
2. Intro into the language of reading
e. Students follow along with the slides and are filling in blanks as I go, when I get to the language
of reading slide, I include someone who doesn’t run cross country in my example and talk about
XC terms like “fartleks” and “tempo runs”...students will laugh because I said fart
f. We will talk about how deeper reading is like the iceberg analogy of what’s under the surface,
students can raise their hands and give additional examples if they’re done taking notes
g. First Knight clip, same pattern of a Love Triangle as Twilight
i. After viewing, students share their thoughts, make connections between one girl and
two guys in a love triangle and how the girl kisses a guy and manipulates him, talk
about how these patterns span across literature hundreds of years apart.
h. List of what deep readers look for
i. Connect to Stephanie Myer “stealing” (alluding) to Medieval literature with Guinevere,
lancelot and king arthur through her own characters
i. Recap video if time from How to Read Literature Like a Professor
j. Remind students what their homework is
 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?
- Greeting students at the door
- Acknowledging students when they add input to a conversation or ask a question
- Go around and listen in on group discussions, give encouraging feedback or bring quiet students into the
conversation

Student friendly version of how you will introduce your learning goals:

- “Today you will learn about the codes for reading literature like your teachers do. You are all smart and
sophisticated thinkers, you just haven’t learned this “language” and so it can seem super confusing
sometimes to read something and not really get what’s going on. We are going to talk about those tools
today and you are going to practice taking notes in a way that’s quicker and more efficient than writing
down the entire slide. This will prepare you for later on in high school and college when you have
teachers that just talk and have only a couple bullet points on the board for you to copy down”

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?)

“Remember when we read “The Rose That Grew out of Concrete” and we talked about how the rose could
stand for something else, as a symbol? Well that was one example of a tool that you can use as a deep reader.
We are learning about genre in this class, and in each genre of literature, there are different symbols and
patterns that you can look for that we are going to begin talking about today”

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education
How will you communicate your expectations for learning and behavior?

- Full value contract on the board (already been reviewed in class)

- “Eyes up here” “Raise your hand” “watch this video then we will discuss”
- Walking around the class during lecture and standing near students who are off task

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.

- Reading “This is Just to Say” aloud and trying to figure out what is “means”
- Watching the Twilight scene

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.
- I do: These are the things deep readers do
- We do: What did you notice in the film if you applied these deep reading skills to your viewing
- You do: Reflect on deep reading in your cornell notes reflection on Canvas

Essential Questions: Develop three questions you will ask throughout this lesson to assess student
learning (are students exceeding your expectations, meeting them, or not yet attaining them?)

1. What are the three things Deep Readers look for?

2. What is the pattern you are seeing between these two movie clips?
3. What is the opposite of Deep Reading?

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?

- Checking for understanding: What is the third thing deep readers look for? And they shout out
______ (memories)
- Self assessment of their notes and reflection
- Cornell notes template online for formal submission of homework

Next Steps: How will next steps be communicated to the students about continuing to learn this topic
after the lesson?

- Remind App
- Completing homework before class Monday
- Preparing to come to class on Monday and sharing one thing they remember about the Language
of Reading

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 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. Make sure to cite evidence (including specific number scores!) from your
rubric.

Most students received a B for this assignment, which, per my mentor teacher’s grading philosophy, indicates
that students “met” but did not “exceed” learning goals established for this assignment. Students’ strongest
area of assessment with the highest “score” was in the category for information recall and applying vocabulary
to their notes template. Most students received a “B” or 86% in this section of assessment.

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:

The weakest area of assessment was in the goal regarding reflection upon how an author transforms one
work into their own. (RL 9 for grades 9-10) Students struggled to expand upon the ideas in class to write
about the significance of the lesson. Sentence frame “as a result of learning about ____ I now understand
that_____” was oftentimes left blank or with a one-word response. Students scored lowest in this section,
earning a C in the “holistic descriptor” section of the rubric I’ve attached.

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education
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?

Yes, students met ELD standard I.B5 but did not demonstrate excellence in the standard II. C6.
Student responses for combining clauses and practicing complex sentences were shorter than was
communicated as acceptable for the parameters of this assignment.

b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of
your ELD Standard learning goals for this lesson:

ELD students completed the assignment and turned in work that met the requirements of the assignment
but did not work towards success in the area of reflection and analysis in their own words. Students
demonstrated basic understanding of the lesson, but would benefit from additional instruction and
scaffolding with further sentence framing and word banks.

c. How effective was your instructional approach for your FS1? Instructional approach for FS1 was successful,
 especially the group work and discussion-based strategies. She responds well to peer work and activities that
require critical thinking and engagement with the material collaboratively.

3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional approach for the whole class?
- Increased scaffolding in delivering google slides, more repetition, explicit and clear instructions
presented on the screen and verbally

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

- Supported student access to content through real-world and pop-culture connections, analogies that
related to student interests (sports) and supported engagement through study skills interventions and
conversations about the benefits of effective note-taking and engagement with the material

c. Enable you to affirm and validate the cultural and linguistic backgrounds of your whole class in general
and your focus students specifically?

- I moved the due date for the homework (formative assessment) until students were in class so that
students who were struggling to navigate canvas and submit their assignment independently could
follow along with the instructions in class and not risk turning in their work “late”

4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…
a. For the whole class to support them in achieving the learning goals?
- Yes, I slowed down significantly in the pacing on the material which resulted in cutting out the final
movie scene from Wuthering Heights so students could take adequate notes and were not rushing to
understand information

b. For your three focus students to help them achieve the learning goals?

- Yes, I stepped in manually show James (FS2) where to locate the Canvas assignment and would pause
between slides to give time for answering his questions about the material––James benefits from
increased reassurance and I had to adapt and build time for this into 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?)
- Application of deep reading (from lesson); applying strategies of deep reading to The Giver, in class
reading

2) If applicable, was your grouping strategy effective? N/A

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? Less material on the board, more reflection embedded in the presentation (ie. at the
bottom of each slide, including a sentence “these terms are important because…” or ‘I will use this when
I…”
• FS1: offering a mode of engagement that used drawings when students discussed
• FS2: kinesthetic options
• FS3: Student had offered insight during discussion that indicated further engagement with the topic of
allusions, asking for examples in their own reading experience could have made this discussion more
critical

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 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education
2) Academic language:
• Your whole class? N/a– lesson was a lecture on academic terms and their definitions
• FS1:
• FS2:
• FS3:

3) English language learning:

• Your whole class? Less content on slides, reduce lecture and include one small rotations activity that used
the poem from the previous class to apply their knowledge
• FS1: captions on the movie clips
• FS2: less fill-in-the-blanks
• FS3: access to the lecture on Canvas outside of class

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.

Google Slides Link:

https://docs.google.com/presentation/d/1QsQZpCfd02HYugZZ-cjMWHWpXCFVat8GeN1DLkHmPu4/edit#slide
=id.g15475949235_8_8490

Rubric Link:
https://docs.google.com/document/d/16QEKBWmUiY69oxF4xhNd2gEcuAjtC7tDKpRLjCFuTA4/edit
55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22

Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education

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 More work is Some alignment of Proficient Strong alignment of
align needed to align standards and alignment of standards and
standards and standards and objective with standards and objective with
Goals and objective and/or objective and/or limited rationale objective with clear, robust
Standards does not yet does not yet and essential basic rationale and rationale and
provide clear provide clear questions. essential essential
rationale and rationale and questions. questions.
essential essential
questions. questions.

Formative Does not yet Minimal Provides some Provides proficient Provides strong
provide formative formative formative formative
Assessme
formative assessments assessments and assessments and assessments and
nt Plan assessments and rubric, but unclear purposeful rubric purposeful rubric
and rubric that will how they will that will enable that will clearly
rubric that will enable enable meaningful some enable meaningful
enable meaningful assessment for meaningful assessment for
meaningful assessment for most students. assessment for every student.
assessment for most students. Provides some ideas every student. Provides strong
most students. Does not yet for meaningful Provides proficient student
Does not yet provide for student plan for student self-assessment plan
provide for meaningful self-assessment, but self assessment that will empower
meaningful student not yet fully that will likely students to critically
student self-assessment. developed empower reflect on their
self-assessment. students to reflect learning and gain
on their learning meaningful
and gain some insights
insights

Peer and Does not yet Provides Provides a self Provides a well Provides a strong,
provide a well minimal assessment or peer developed self well developed self
Student
thought out plan self-assessment assessment for assessment or peer assessment or peer
Self for self- or peer or students that has a assessment for assessment for
Assessme assessment peer-assessment chance of students that is students that is
nt Plan for students that supporting some likely to support highly likely to
is not likely to metacognitive metacognitive support significant
support reflection and reflection and learning. metacognitive
metacognitive learning. reflection and
reflection and learning.
learning.
 Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile
demographic adaptations that demographic profile and and adaptations,
Differentia profile and facilitate profile and adaptations, with with
tion Case adaptations that diversified adaptations, but clear significance insightful
Studies facilitate learning or with unclear for significance for
diversified engage 21st significance for diversified diversified learning
learning or Century diversified learning learning and and integrates 21st
engage 21st Learning, the and only integrates 21st Century Learning,
Century Arts, and/or preliminarily Century Learning, the Arts, and/or
Learning, the technology. integrates 21st the Arts, and/or technology.
Arts, and/or Century Learning, technology.
technology. the Arts,
and/or technology.

Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration
include multiple means of multiple means of demonstration of of multiple means of
means of instruction that instruction, but multiple means of instruction that are
Universal instruction that are likely to unclear about instruction that are likely to provide
Access are likely to provide providing likely to provide engaging Universal
Lesson provide engaging engaging engaging Universal Access for all learners.
Development engaging Universal Universal Access for most
Universal Access for Access for most learners.
Access for most learners. learners.
most learners.

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Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education
59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Section 4: Failed to create Developed Developed Developed strong, Developed

meaningful plans minimally adequately realistic, and well extremely strong,
thought out realistic, and well thought out plans realistic, and
Instruction plans without thought out plans with potential to well thought out
al potential to with potential to create a thriving, plans with potential
Procedure create a well- create a, well to create a thriving,
structured well-structured structured well
classroom classroom where classroom where structured
students might students classroom where
understand the understand the students
boundaries boundaries and can understand the
work well within them. boundaries and can
work well within them.

Point Final
Score:
Chart:
180-200 A
160-179 B
140-159 C
120-139 D
119 and
below:
Not yet!

55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22
 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education

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 Submission of Submission of Submission of

include two to three three to five five samples five samples
Sample Submission
student samples little samples some representing representing a
samples diversity in abilities diversity in abilities ample diversity in wide range of
on a and needs and/or and needs with abilities and diverse abilities
meaningf lacking appropriate appropriate needs with and needs with
ul level comments and comments and strong, useful excellent,
grades grades comments and clarifying
grades comments 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
Protocol may 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 Adequate reflection Strong reflection Superb reflection
reflect on on lesson and on lesson and on lesson and on lesson and
Candidate
the lesson specific specific specific specific
Reflection on in a assessments assessments showing assessments assessments
Lesson pedagogic showing poor some analysis into the showing good showing robust
ally analysis into the strengths and analysis into the analysis into the
meaningf strengths and weaknesses of the strengths and strengths and
ul way weaknesses of the instructional weaknesses of the weaknesses of the
instructional method and process, instructional instructional
method and adaptations, and levels method and method and
process, of inclusion and process, process,
adaptations, and engagement for both adaptations, and adaptations, and
levels of inclusion the whole class and levels of inclusion levels of inclusion
and individual needs with and engagement and engagement
engagement for both satisfactory for both the for both the
the whole class and consideration of next whole class and whole class and
individual needs steps individual needs individual needs
with inadequate with sound with excellent
consideration of consideration of consideration of
next steps next steps next 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
55 Fair Drive, Costa Mesa, CA 92626 t vanguard.edu Graduate Education / Academic / Handbook – BH 08/15/22