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Standards-Aligned Lesson Plan Template

Beginning Student Teaching
Graduate Program in Education

Student Teacher Candidate Name: Ryan Brown

Subject(s): CP English 1A Grade: 9 Mentor Teacher: Kim Morris

School: Oceanview

Lesson Time Allotment: 90 Minutes Date: 10/26

TPE Target Skills:

1: 3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic
language within learning activities to promote the subject matter knowledge of all students, including the full range of
English learners, Standard English learners, students with disabilities, and students with other learning needs in the
least restrictive environment.

2: 6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and
implement instruction that can improve student 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)

RL 9-10.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

SL 9-10.1 Comprehension and Collaboration: 1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.

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 be able to analyze specific textual evidence to determine how the
tools of the “language of literature” deepen their understanding of The Giver.

By the end of this lesson, students will be able to effectively collaborate in paired and group-wide
discussions by presenting their own ideas about how the tools of the “language of literature” have
deepened their understanding of The Giver, then comparing their ideas and textual evidence to that of their
peers’ in order to complete a graphic organizer which builds towards a longer reflective essay.
 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: I will assess students’ understanding of the first two tools of the “language of
literature” (communion and vampire-type characters) by completing a think-pair-share. Students will Think
about what they know about communion and vampire-type characters from the lit lesson and The Giver so far.
Then students will pair up to discuss their thoughts and compare their ideas––coming up with at least 3 things
they want to share. Then students will share their findings with the rest of their peers and myself. I have a list of
qualities for both communion and vampire-like characters that I have used to check for their understanding at
the door each morning which I will use when they share. If any of those qualities are not shared by students, I
will make sure to touch on them before we move into finding textual analysis. This is an important formative
assessment to ensure students have the necessary background knowledge of the content to move onto the
higher-order thinking of this analysis-based activity.

Formative Assessment 2: After completing the lesson and submitting their graphic organizers, I will assess
students’ understanding of applying and analyzing the language of literature in The Giver to a graphic organizer
by using a developed version of the self-assessment rubric students complete in class, to allow them the time
for necessary revisions before I assess their work formally. Rubric here

55 Fair Drive, Costa Mesa, CA 92626 t [Link] 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 pair-assess their understanding of selecting textual evidence before moving into a whole-group
discussion by completing a self-assessment. The self-assessment rubric explains my expectations of textual
evidence and models the expectations by including “yes” and “no” examples of textual evidence. This is the
rubric and model I will provide, it is accessible on slides 3 and 4. Students will give themselves a score out of 3
depending on whether their evidence meets 1, 2, or all 3 of the elements of effective evidence as laid out in the
slide.

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:

Most recently in this class, students completed a collaborative compare and contrast Jamboard activity in
which they compared the central idea of choice in The Giver to the same central idea in the informational text
“Would You Marry a Stranger.” The informational text focused specifically on the real-world practice of
arranged marriage and students used textual evidence from both the article and the novel to complete this
activity, writing their observations in “sticky notes” on the Jamboard. Afterwards, they completed a
 self-assessment based on the criteria for including and properly analyzing textual evidence about The Giver
and “Would You Marry A Stranger.” This activity scaffolded towards this, more complex activity, of completing a
graphic organizer; the central idea will not be given to students and they are instead responsible for deciding
upon these central ideas based on the tools of “the language of literature.” After doing so, students will locate
evidence in pairs, then share their findings to the whole group, rather than searching as a group for the same
quote. This will engage students on an individual level and require collaborative conversation skills. After
grading the students’ group Jamboards and individually completed self-assessments, it is clear students are
prepared for completing this more complex activity. Data from the grades students received showed that most
students (23 out of 31) scored an 86% on the previous activity, and 8 students received a 95% on their
Jamboard. The high rate of student proficiency on the group assignment was further reflected in their individual
self-assessments as students expressed proficiency in drawing upon language from the rubric to self-assess
their work––a practice which they will be again applying in this lesson through a pair-assessment of their
evidence from The Giver as it applies to the literary patterns of vampire-like characters and communion.

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 I: Interacting in Meaningful Ways, (B) Interpretive, (6) Reading closely and explaining interpretations and
ideas from reading

Part II: Understanding About How English Works, (B) Expanding and Enriching Ideas, (5) Modifying to add
details to provide more information and create precision

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…”)

1. English learners will participate in social discussions at the open of class and in academic learning groups to
complete a graphic organizer. Students will incorporate at least one citation shared by a peer into their own
graphic organizer.
2. By the end of this lesson, English language learners will be able to closely read The Giver to explain their
own––and their partner’s––interpretations about how the quotes they selected from the reading is evidence of
two tools of the language of literature: communion and vampire-like characters.

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)

Evidence : specifically textual evidence, what is effective textual evidence, how do we use it/ why

Explication: the process of explication, why we explicate and what it builds toward

Citation: the process of attributing a quote from someone/something else to its rightful owner, including a
citation and your own words in an…

analysis: what it’s saying, what it means, why it matters

8. Essential Questions: (TPE 1.5)

How can applying the tools of the language of literature deepen a reader’s understanding of a story?
55 Fair Drive, Costa Mesa, CA 92626 t [Link] 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:
In the past two weeks or so, there has been an
interesting switch and my mentor teacher and I have 1. When FS1 walks into class and I greet
both noticed that Lizbet and her two friends have her at the door, I will modify the morning
started really advocating for themselves in the question to give her the option to tell me
classroom and going into “student mode” when they (1) What she remembers about the One
come into the room. They may be finally adjusting to Story Theory and the sourdough bread
high school and gauging what kind of effort they video (far more broad, less complex
need to put in to succeed, or maybe they’re just academic vocabulary required on the
getting more comfortable don’t need to be joking spot) or (2) What is one of the 7
around all the time to feel like they fit in, but archetypes of literature according to the
regardless I’ve noticed a huge shift in just how much One Story Theory (still related to the
and how often FS1 is willing to contribute to the initial question, but more complex and
class conversation. builds on academic vocabulary from the
prior class)

2. I have included individualized sentence

frames on her copy of the Graphic
organizer for explicating quotes. Instead
of just including the sentence frames,
(this quote says, this quote means, this
quote is important because…) I have
included additional sentence frames “this
quote is talking about _____
during_____”; “This quote is showing us
on a deeper level how ______” ; “”this
quote connects to the tool of
(communion/vampirical characters)
because…”
a. The sentence frames still
connect to the class-wide options
but they are just longer and more
flushed out. She does not have
to use them if they do not herve
her, but the differentiation is
there to use as needed.

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):
FS1 speaks comfortably in smaller partner and group-oriented discussions, but also has shared out in the class
more as the school year has gone on. For example, in a class lesson on patterns and the One Story Theory,
she made a connection between The JungleBook and Coco (the Disney movie), without being prompted. I will
build toward helping FS1 acquire even more confidence in larger classroom settings by using the “full value
contract” that equips students with the appropriate vocabulary to participate in academic and social settings.
Providing SEL vocabulary and sentence starters can help FS1 feel more confident sharing out. I also plan to
account for her interest in Disney movies, and will allow for connections to outside films as much as possible to
engage her interests during the lesson.

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 gets more and more distracted as the week
goes on and by Fridays he is really antsy in his seat 1. James knows he can get up and move to a
and struggles to sit and focus. I think he will do really table that is larger with adaptive seating. This
well with the stations for this class because it will have is a modification that affects how we structure
him up and moving every 20 minutes or so and there
the stations and his proximity to his group from
is movement and talking built into this lesson as well.
the table. As such, the group operates around
the table and one station is always in close
proximity to flexible seating options.
2. I will give James the page number he is to go
to for a certain scene in the text then he will be
responsible just for locating the quote on that
page, as opposed to searching for the entire
scene then quote himself.

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 has improved greatly in just the last few months with impulse control. Initially, he was constantly raising
his hand to ask questions, shouting out when the teacher was talking, and squirming uncomfortably in his seat
which would impede his ability to participate and pay attention. With structure and predictability, FS2 thrives and
is able to participate in group settings and in independent work. Per his IEP, a primary developmental
consideration is conversation skills, which can be developed through class discussions. This lesson will include
collaborative learning groups in a station style format, so I will be able to observe closely how FS2 interacts with
his peers in a controlled group of only 8 students. He will have the opportunity to practice the skills of “topic
transition shifts” per his IEP pragmatics goal with other students by conversing about where to find evidence of
certain literary tools that deepened their understanding of The Giver.

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:
I think this will be the last lesson I teach with this
student as my FS3. He was doing well with his 1. FS3 will need separate space to complete this
attendance in the beginning of the year and in the last activity because he is behind on notes and
2 weeks it has gotten really bad where he is not in reading. I will explain to him what he is
class at all. If he is here, I will adapt my teaching to
catching up on after the other students have
catch him up individually on what he has missed and
begun working on their quote exploration.
what we are doing. If he is not here, I have selected a
There is another student who was absent last
backup FS3.
week with whom I can pair him, so they will
complete the assignment together on a
modified portion of the text.
2. This assignment will be modified to only
include what chapters he has read rather than
 what chapter we are on as a class. So, he will
only be locating evidence from the first 6 or so
chapters instead of the first 9.

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):

One of FS3’s IEP goals is Self Initiation and completing tasks independently when asked to do so without further
instructor intervention before he initiates the task, in 4 out of 5 scenarios. A Special Education teacher has
additionally told me he is working on his organizational skills in her study skills class, and this is to improve his
ability to self-initiate completing assignments, by knowing where to find his work and how he has organized them. I
am complementing the SPED aid’s SEL strategy in my own class by facilitating learning in groups, to foster more
comfortability with his peers, who will also help hold him and each other accountable for completing the
assignment which they are collaborating on to compile evidence together. Also, by working with his peers who sit
around him in class, I aim to alleviate some of the anxiety FS3 feels when attending school by surrounding him
with familiar students with whom he is comfortable speaking and interacting

55 Fair Drive, Costa Mesa, CA 92626 t [Link] 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:

• Strategy you will use: I will build students' background knowledge of what evidence is by modeling the
correct type of evidence and giving examples of what is and is not effective. Students will figure out
through these examples what the shared qualities are between all the examples of effective textual
evidence.
• Formative assessment you will use to evaluate if the strategy is working: I will have students put a thumb
up, sideways, or down to their belly to show how confident they feel in sharing what one quality is that the
“yes” examples all have in common. If none of my EL students are giving thumbs up or sideways I give
them the option to choose between two qualities and they can tell me which is better. (For example: Is the
quote that is 1 page long or the quote that is one sentence from that page more effective in showing you
the pattern of communion?)

b. ELD Standard Learning Goal Part 2:

• Strategy you will use: Students will understand how a quote becomes evidence by self-assessing their
own evidence according to a rubric I will hand out. They will rate their quote according to a 3 point scale
that increasingly includes all the facets of effective evidence. I will also make sure that ELLs are placed in
pairs with students who speak English as a first language or more proficiently so they can work
collaboratively and support the EL students’ needs.
• Formative assessment you will use to evaluate if the strategy is working: If ELLs are putting mostly 1s
and 2s on their self-assessments, then I will pause before we move on to whole-group and ask for some
page numbers where students have pulled quotes and tell them how their page numbers are good and
could be made better by changing it in X Y or Z way.

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: [Link]

Multiple Means of Engagement: I will optimize individual choice and autonomy by giving students the choice at
the door to either tell me something they learned about explication in the last class or something they have
learned about the 7 different archetypes.

Multiple Means of Representation: I will offer multiple means of customizing the display of information by
showing students how to access the digital text of The Giver on Canvas, and by showing students how to
annotate their graphic organizers adding “notes to self” through google docs comments and highlighting/ color
coding the portions of the graphic organizer we will work on in this lesson. I will also offer a visual explanation
of the lesson that parallels the content I am delivering verbally.

Multiple means of Action and Expression: Students will be able to express their learning in writing on their
graphic organizer and also verbally through a discussion of their quotes. Students will have the choice to move
forward towards more complex analysis of their evidence with scaffolded support on the graphic organizer,
when they have finished collecting evidence.

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: Analyze: Students will analyze quotes (What this is saying, means, matters)

2: Evaluate: Students will evaluate the effectiveness of their own and their groups’ quotes using the modeled
examples and self-assessment rubric

3: Create: Students will create a graphic organizer that incorporates their evidence from the activity today and
builds towards a larger final assignment that uses their google slides presentations on media clips that
additionally reflect these tools of the language of literature.

4. Social-emotional Learning Support: [Link] (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: [Link]

I will focus on the SEL competency of social awareness for the whole class. This will be accomplished by
discussing with students how to share ideas without just passing each other their chromebooks to read their
work but instead verbally presenting their information and the importance of being able to share their ideas in
an academic setting. Also, students practice the SEL strategy of social awareness every morning in class
when they discuss the morning interview question and connect it to real life and nominate one person to
share the ideas from the whole group.

55 Fair Drive, Costa Mesa, CA 92626 t [Link] 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:

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?
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- students will
work in pairs then groups.
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 be
critically thinking at the door to recall
information from the previous lesson,
 during the lesson on analyzing evidence,
and during the activity where they share
and assess each others’ evidence.

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?

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

I have included introductory activities that build background knowledge of the concepts we will be
analyzing and applying further to the text. Students will work in groups to define these terms based on
past notes and knowledge. This activity will be a short pear deck accessible on the google slides that
they see in Pages on Canvas. I will also be including some informal checks for understanding/ progress
like “from 1-5 minutes, put in the air how many minutes you need on this”, and using timers on my own
slides too to pace the class and make sure students meet those learning goals.

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

I anticipate students will have some initial misunderstandings about the graphic organizer and how it is
used and what we are doing with it. To help alleviate some nerves I am going to include a slide on the
google slides that breaks down what each section is for, what they are completing today and how to
annotate their own slides to give reminders about the parts they are working on today.

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

Canvas, google docs, google slides, pear deck, The Giver digital text and hard copy, chromebooks.

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?
● Greeting students at the door: “How are you?” (Or a specific question about their sport, life,
extracurriculars if relevant for that day) and then “what do you remember about the explication or the 7
archetypes from the one story theory”

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

● Today you are going to find evidence from The Giver that shows how you are getting a deeper
understanding of reading now that you know what some of these tools of the language of literature are.

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 how we talked about how there’s a lot of commonalities between movies and stories? On
Monday, we had those great connections you all generated between The Jungle Book and Cocoa,
Hercules, and The Graveyard Book and we talked about how they were examples of the one story
theory. We then talked about the 7 archetypes one of which was…the quest. So we are going to be
returning to those patterns today, but focusing specifically on the patterns of communion and
vampire-like characters. The whole purpose of this lesson is to get you into the book and looking for
examples of these patterns that shed light on your reading and help you practice that “deep reader” skill
we have talked about. And then the end goal with this, is that you can take this graphic organizer and
expand it, and also connect it to the quest slides. So we are working towards that final project with this
graphic organizer today.

55 Fair Drive, Costa Mesa, CA 92626 t [Link] 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?
You will be working in groups today, and I will need you to have out your chromebooks and also your copy of
The GIver. If you need to charge your chromebook now is the time to do so. Also, we will be working on this in
stages so I need you all to be listening and following along as we move from one task to the next.

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.
● Greeting at the door
● Real interview question
● Break off into groups
● Turn desks into a semi-circle
● Go into Canvas → pages → slides
○ Slide 1: padlet: Essential Question 1 What do you know about “evidence” from
yesterday’s lesson about the note from mom? (2 minute timer)
■ What can we do with a quote that expands and enriches our ideas?
○ Students turn their chromebooks away from them when they finish / at the end of the 2
minutes

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.

● Slide 2: How are we using evidence today?

○ Show the graphic organizer
○ Have a student read the essential question
○ Slide has pictures of graphic organizer with explanations of what goes where and why
○ Highlight the portion we are working on TODAY
● Slide 3: Examples of textual evidence YES and NO answers (5 minute timer) I DO
○ Turn to a neighbor and talk about what the yes answer has that the NO answer does not
 ■ Share out your ideas with the rest of the group
■ RUBRIC for self-assessing a “good quote” versus “not good quote”
● Slide 4: Row 1 on chapters 1-6 asks you how your awareness of the communion scenes in The Giver
have deepened your understanding?
○ You need to go into the book, now, to find the actual evidence of communion scenes in The
Giver
■ Essential Question 2 What are the three communion scenes we have had so far? Put
a thumb up to your stomach when you have thought of one (wait until most students
have a thumb at their stomach)
● Students share out the three scenes (apple, feelings, break at ceremony) WE
DO
■ I will put you in pairs and you and your partner will find either evidence of the apple,
feelings, or the break at ceremony and put that quote in the Citation one line for row
one in the purple box (Start 10 minute timer) YOU DO
● Refer to the rubric to self-assess your quote before you add it to your
graphic organizer
■ (5 minute timer) Okay now you will be turning into groups of 6 and asking the other 2
pairs what evidence they found of communion and adding one of those two other
options to your own graphic organizer for Citation TWO
● The second example of communion should NOT be the same as the one you
already added–if you already talked about apples, do not include another
quote about the apple scene…
● Slide 5: (10 minute timer) Same thing, find an example of a Vampire-like character or SOCIETY in
your pairs and use the rubric to self-assess before you add it to your G.O.
○ Essential Question 3 What are some examples of vampire-type characters or society?
(Release, Chief Elder, Ceremony of 12’s, arranged marriages and families)
■ Do the same thing with a thumbs up before I ask them to verbalize those examples
and add more as needed
○ Set timer You are only adding one example for chapters 7-12 in the CITATION 1 box
○ Remember to refer to the self assessment and my examples of how to include a quote, how
to cite it, and what effective evidence looks like

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?

● Slide 6: If you finish any of this material early, you can go on to the next slide which talks about
how to turn a quote into evidence and analyze it to form a claim. This is where we are headed for
next week which will be drawing on that explication lesson to explicate these quotes that YOU
found and turning them into an analysis of a CLAIM
○ Your claim should use the definition of the tool you are talking about. For example, if you
talk about communion, your claim should say “This communion scene where _______
reveals ________ about the relationships between”
● Slide 7: Okay so who can tell me one thing they did differently when they looked at the
self-assessment rubric as they looked for evidence?
○ What will you do next class to add to the evidence you found?

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

Students will see on the slides 6 and 7 where this is headed (final project that synthesizes examples of
literary patterns in film with examples of literary patterns in The Giver). They will see that the immediate
next step is to explicate their evidence, then formulate a claim.
 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.

According to the rubric I developed for formative assessment, and after applying it to a sample of students’
work, I found that students were most proficient in the areas of concision and relevance, with the highest
number of “excellent” scores in this category (around 40% of student work). Students successfully identified
relevant quotes that connected to the language of literature tool they were applying, and the quotes were an
appropriate length. All students collaborated with their peers to get that second quote for the communion
concept.

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:

Students struggled the most with finding citations that were directly connected to the tool they were applying;
about 60% of students scored fair, 20 % needs improvement and 10% excellent. For example, student A (high)
scored excellent in concision and relevance, but the quote required context in order to understand how it
related to communion, suggesting there may have been other areas in the text more suited for demonstrating
this particular scene’s demonstration of communion. This resulted in a lower score for “connection” or in other
words, a fair score. Some students did not, therefore, apply the quotes to a connection to the language of
literature tool. I predict this is because we did not move into the process of explication yet (that is where we
are headed) and as soon as students try explicating their citations, it will become clearer that their quotes
could be longer, come from different scenes, or have more explicit connections to the concept of communion
or vampiric characters.

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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?

1. English learners will participate in social discussions at the open of class and in academic learning groups to
complete a graphic organizer. Students will incorporate at least one citation shared by a peer into their own
graphic organizer.

Yes! All EL students participated in social discussions in order to collaboratively share quotes and choose their
second citation. Demonstration of achieving this learning goal is seen in their graphic organizers wherein all EL
students had a total of 3 quotes, one which was shared by a peer, and they were all working in pairs or triads to
choose the other 2 quotes. An instructional approach I took to ensure students met this goal was grouping them
strategically. I broke the learning groups up into two small groups of 6, with the EL students distributed across
groups so that each pair or triad had at least one student who spoke English as their first language or was a
“bridging” EL student to aid the “expanding” EL students. Also, I set timers for each activity and provided clear
directions that I delivered verbally and provided on google slides that were shared in Canvas. I modeled the
process of sharing citations by including sentence frames on the whiteboard which showed how to include a
citation then verbally share it with a neighbor. The sentence frames included stems like “I shared the quote on
page ____ which says _____. This quote demonstrates _____.”

2. By the end of this lesson, English language learners will be able to closely read The Giver to explain their
own––and their partner’s––interpretations about how the quotes they selected from the reading is evidence of
two tools of the language of literature: communion and vampire-like characters.

Yes, EL students met this goal. An instructional approach I took to ensure students met this goal was
providing a scaffolded rubric that broke down some of the academic language on the formative
assessment rubric so that EL students could access the curriculum. Instead of 3 measurements of
performance (poor, fair, excellent), students self-assessed the quality of their quotes with the student-
rubric which they colored in corresponding stars based on how much they achieved the goal of finding
a quote that was relevant, concise, and connected to the essential question at the top of the G.O. This
rubric was printed as a hard copy and provided on the google slides so students could refer to it as
their peers were sharing as well.

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

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

The previously mentioned instructional approaches (sentence frames, accessible rubrics, and intentional
grouping) helped FS1 in addition to some strategies that I implemented during the lesson for her specifically. I
grouped her with people she is comfortable with and one student who she has not spoken to much lately, in an
effort to expand her academic register by talking to peers in the class with whom she does not have a social
relationship outside of class. This strategy was effective because she relied on the language in the rubric to
share her ideas with this student and used a more formal academic vocabulary than she would have used
sharing her ideas with the two girls she is friends with. At the same time, having these two friends in her group
made FS1 comfortable enough to formulate ideas with those students before sharing out with someone new.
3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional approach for the whole class?

Because I knew that students in this class are 40% Special Education, I made an active effort to provide
directions in the most explicit terms possible and with the most options for engagement. Students were
working in collaborative groups, which I grouped them intentionally by need and strengths. The directions
were given verbally and visually on google slides. I streamlined all content onto Canvas so that students were
only accessing one learning management system. Students shifted activities no longer than every 10 minutes,
to shift from talking to their partner to their whole learning group.

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

I supported whole class access to the content by building off prior knowledge, beginning the class with a fun
opener to encourage student dialogue and increase comfort discussing with one another, and by checking for
understanding throughout the lesson across groups and individually. I also made changes during the lesson to
support student engagement with the content. I supported student engagement with the content by offering
multiple options of engagement with the tools of literature. Students were not on a scavenger hunt for one
quote, but rather looking for evidence of large literary patterns within the novel. They had the option to choose
which communion scene they looked for, and how they engaged with the citations shared by the other
partners in their learning groups.

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

I affirmed and validated the cultural background of my whole class by creating a safe learning
environment and greeting each student at the door. I would ask each student a question related to the
class (what do you remember about the 7 archetypes according to the one story theory?) and a personal
question which varied from student to student and could be asking them about their sport, an upcoming
event they had shared in the previous class, or asking them how they are doing. I appealed to their
interests by choosing a discussion question at the beginning of class where students had to debate
whether they thought celebrities and professional athletes deserve to get paid more than the average
person. In a previous class, I had surveyed the students and asked who identifies as an athlete and more
than 75% of the class raised their hand, so the discussion about athletes appealed to the students’
interests in the NBA, NFL, and Pro Baseball. We also discussed some celebrities across social media and
television shows that were relevant and interesting to them. This discussion created a welcoming
environment that valued all students’ opinions, got them talking to each other at the start of class, and
gave me an opportunity to model what the later academic discussion should look like. At the close of this
introductory activity, I told students “you will be applying the skills you used now and every morning at the
start of class to discuss The Giver in groups. Like normal, you should be listening to each person as they
speak and keeping in mind the full-value contract.” (The Full Value contract is a list of 5 values; 100%,
time-out, no discounting, caring restraint, challenge by choice––that gives students the dialogue to say
“hey time-out” or “everyone, give 100%” during group work).

4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…
a. For the whole class to support them in achieving the learning goals?

I had to teach half the learning groups at a time to allow the other students to finish an activity, rather than
forcing them to move along and then fall behind/ be confused because they weren’t done with their section
yet. I wrote on the board some added guidance about citing quotes.

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

FS1: After speaking with the student she shared with me that she was looking for a specific communion scene
with an apple and she couldn’t find it. Together, I showed her how to use the PDF of the giver to search for the
page number and then locate the corresponding page in her hard copy.

FS2: I allowed FS2 to move and sit at a larger table with different seating and as a result his group had to shift a
 little to still be able to sit next to him. Flexible seating is an accommodation in his IEP which benefits his
concentration.

FS3: FS3 gets anxious about school and has poor organizational skills, but strengths in recalling specific details
about the text and connecting ideas from previous class discussions. He benefits from verbally expressing his
ideas and then writing them down. I provided him with sticky notes to tab the pages of the book that applied to
the tools then verbally share these with his partner before they decided on one to write down. The sticky notes
helped him stay organized and on top of the different pages in the book he was looking at.

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?)

Explication is the next step in this lesson. Students will work in the same groups to explicate the
quotes. Students would benefit from a review at the beginning of class about what makes a citation
effective.

2) If applicable, was your grouping strategy effective?

Yes, I grouped students strategically with varied abilities and put EL students in groups with students who
they could rely on for additional language support. The groups were effective, and in the future I think I could
include more discussion into the groups as well.

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? Including explication
• FS1: Scripted guiding questions for analysis
• FS2: More opportunities for verbal discussion
• FS3: Moving into explication

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Standards-Aligned Lesson Plan Template

Beginning Student Teaching
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2) Academic language:
• Your whole class? Academic language was scaffolded already. I could have given students the study skill
of going into the Owl Purdue to learn about citing in-text quotes. I also think there was more room to
discuss the academic language around sharing citations and why we do it/ how it translates to future
activities that don’t necessarily involve a Graphic Organizer.
• FS1
• FS2
• FS3

3) English language learning:

• Your whole class? opportunities for talking about syntax, symbolism, and tone in this lesson, could be
interesting to expand the lesson into that as well
• FS1 :
 Student A- “Excellent”
How can applying the language of literature deepen a reader’s understanding of a story?
READING EVIDENCE & REASONING How does THIS address the Essential Question?

#1 The Giver 1 Citation & Source: “So Jonas laughed too, and with his laughter tried to ig- CLAIM:
Chapters 1-6 nore his uneasy conviction that something had happened. By finding elements of a Quest and Communion in Chapters 1-3 of The
But he had taken the apple home, against the recreation
area rules…It was slightly bruised now, because Asher had Giver, the reader gains a deeper understanding of the story because
dropped it several times. But there was nothing at all insert text here
unusual about the apple.” (Lowry 25)

What this is saying is insert text here

What this means is insert text here
Why this matters is insert text here

2 Citation & Source: “Who wants to be the first tonight, for feelings?” Jonas’s
father asked, at the conclusion of their evening meal.
It was one of the rituals, the evening telling of feelings.
Sometimes Jonas and his sister, Lily, argued over turns,
over who would get to go first. Their parents, of course,
were part of the ritual; they, too, told their feelings each
evening. But like all parents — all adults — they didn’t
fight and wheedle for their turn.” (Lowry 4-5)

What this is saying is insert text here

What this means is insert text here
Why this matters is insert text here

#2 The GIver: 1 Citation & Source: “Jonas brightened. He knew about the pills. His parents CLAIM:
Chapters 7-12 both took them each morning. And some of his friends did, In chapters 7 through 12, Lowry creates a Vampire-like character insert text
he knew. Once he had been heading off to school with here Noticing the traits of this character helps the reader to better

Asher, both of them on their bikes, when Asher’s father understand the story because insert text here
had called from their dwelling doorway, “You forgot your
pill, Asher!” Asher had groaned good-naturedly, turned his
bike, and ridden back while Jonas waited.” (Lowry 38)
 What this is saying is insert text here
What this means is insert text here
Why this matters is insert text here

2 Citation & Source: insert text here

What this is saying is insert text here
What this means is insert text here
Why this matters is insert text here

Student A,
Your quotes are concise and relevant to the tools of communion and vampire-like characters. The connections to these tools are clear through the explicit
language of meals, and the debate of choice in the 3rd citation. You properly cite the page numbers and author. These three citations score an “excellent” per the
rubric.
 Student B- “Fair”
How can applying the language of literature deepen a reader’s understanding of a story?
READING EVIDENCE & REASONING How does THIS address the Essential Question?

#1 The Giver 1 Citation & Source: I guess I wasn’t paying attention. It was from another CLAIM:
Chapters 1-6 community. They had to leave very early, and they had By finding elements of a Quest and Communion in Chapters 1-3 of The
their midday meal on the bus.”
Mother nodded. “Do you think it’s possible that their Giver, the reader gains a deeper understanding of the story because
rules may be different? And so they simply didn’t know insert text here
what your play area rules were?”
Lily shrugged, and nodded. “I suppose.” (Lowry 6)

What this is saying is insert text here

What this means is insert text here
Why this matters is insert text here

2 Citation & Source: “Three and Four, increasingly bored as he was each year.
Then a break for midday meal — served outdoors — and back again to the
seats, for the Fives, Sixes, Sevens, and finally, last of the first day's ceremonies,
the Eights.” (Lowry 44-45)

What this is saying is insert text here

What this means is insert text here
Why this matters is insert text here

#2 The GIver: 1 Citation & Source: “I think newchildren are so cute,” Lily sighed. “I hope I CLAIM:
Chapters 7-12 get assigned to be a Birthmother.” In chapters 7 through 12, Lowry creates a Vampire-like character insert text
“Lily!” Mother spoke very sharply. “Don’t say that. here Noticing the traits of this character helps the reader to better

There’s very little honor in that Assignment.” (Lowry 21) understand the story because insert text here

What this is saying is insert text here

What this means is insert text here
Why this matters is insert text here

2 Citation & Source: insert text here

 What this is saying is insert text here
What this means is insert text here
Why this matters is insert text here

Student B,

Your citations are concise, and as someone who is also reading the text, I can make sense of these citations’ relevance to the novel
and the tools of the language of literature. However, without this background knowledge, the significance of these quotes is slightly
unclear, and perhaps your citations would be stronger if you looked further into the text for more explicit reference of communion, and
more detail about choice as it is related to birthmothers. Your quotes are properly cited.
 Student C- “Needs Improvement”
How can applying the language of literature deepen a reader’s understanding of a story?
READING EVIDENCE & REASONING How does THIS address the Essential Question?

#1 The Giver 1 Citation & Source: “Usually, at the morning ritual when the family members CLAIM:
Chapters 1-6 told their dreams, Jonas didn’t contribute much” By finding elements of a Quest and Communion in Chapters 1-3 of The
Giver, the reader gains a deeper understanding of the story because
What this is saying is insert text here insert text here
What this means is insert text here
Why this matters is insert text here

2 Citation & Source: Break for midday meal.

What this is saying is insert text here
What this means is insert text here
Why this matters is insert text here

#2 The GIver: 1 Citation & Source: At first, he had been only fascinated. He had never seen CLAIM:
Chapters 7-12 aircraft so close, for it was against the rules for Pilots to fly over the In chapters 7 through 12, Lowry creates a Vampire-like character insert text
community. here Noticing the traits of this character helps the reader to better

understand the story because insert text here

What this is saying is insert text here
What this means is insert text here
Why this matters is insert text here

2 Citation & Source: insert text here

What this is saying is insert text here
What this means is insert text here
Why this matters is insert text here

Student C, Your citations are a little bit too short to adequately express the ideas of communion or how the community is acting like a
vampire towards its inhabitants. I can see how these citations have the potential to connect to the concepts of communion and vampiric
characters, but you seem to be a little bit off with where in the scene you could locate the strongest evidence. Please refer to the
powerpoint for further instruction on properly MLA citing in-text.
 I Return to Table of Contents I

Lesson Observation Protocol (LOP)

ll!IVAMGUARD TPE Level of Proficiency
- UNIVERSITY
26
Teacher Candidate _R_ya_n_B_ro_w_n_ _ _ _ _ _ _.Date _ _o_c_to_b_e_r_ __ Subject _E_LA_ _ _ _ _ __

Observation of Lesson (Select one) Mentor Teacher EJ

Formative Evaluation
Comprehensive
Little or no Limited or Adequate Appropriate and significant
effective incomplete evidence of evidence of evidence of
evidence of evidence of teaching teaching teaching
KEY teaching teaching performance
performance oerformance
oerformance oerformance
3 4 5
l 2

Formative Evaluation

Directions: Please place a check mark in one of the performance levels for the TPE's observed in
this lesson and include evidence of the selected focus TPE's (You do not have to evaluate
all TPE's in one observation).

Examples of scripted evidence aligned to the TPE's

T - Today, we are going to add twodigit numbers. Why is it important to know how to add two
numbers? Pair-share with your neighbor.
51 - Because when we go to the store and want to buy 2 toys, we know how much we owe.
52- Yeah. You can add it in your head and know how much money you need.
(TPE 1. 3 - Connect sub;ect matter to real-life contexts and provide active learning experiences to
engage student interest, support student motivation, and allow students to extend their learning)
T - What is your answer for #5? What is 66+23?
5-89
T-Good ;obi
(TPE 5.3 You can extend the student's reflective thinking by having him explain how he arrived at the
answer)

55 Fair Drive, Costa Maa, CA 92626 • vanguard.c:du GRADUATE EDUCATION - AA 3n712018 • 1

 a VANGUARD
UNIVERSITY
Lesson Observation Protocol (LOP)
TPE Level of Profideocy

3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards
and curriculum framework. I 2 4 5

(Optional} Evidence that reflects any of the above elements:

3.3 Plan, design, implement, and monitor instruction consistent with current subject-specific
pedagogy in the content area(s) of instructions, and design and implement disciplinary and cross- DD D DD
disciplinary learning sequences, including integrating the visual and performing arts as 1 2 3 4 s
a licable to the disci line.
(Optional) Evidence that reflects any of the above elements:

3.5 Adapt sub;ect matter curriculum, organization, and planning to support the acquisition and
use of academic language within learning activities to promote the subject matter knowledge of O O O O I!]
all students, including the full range of English learners, Standard English learners, students with 1 2 3 4 5
disabilities, and students with other learnin needs in the least restrictive environment.
(Optional) Evidence that reflects any of the above elements:
he use of a graphic organizer to house evidence as well as sentence frames that all students can use to
emonstrate their understanding of academic terms appropriate to literature is one way to adapt the subject
atter so that it is accessible for ALL learners, and providing models of how, and why to utilize that evidence is
nother great strategy, but working in small rotating stations is the best strategy to be able to assess if a student
nderstands and how to help them if they don't. Ms. Brown uses all these in this lesson.

55 Fair Drive, Costa Mesa, CA 92626 • [Link] GRADUATE EDUCATION - AA 3/27/2018 - 4

 llll v•MGUARD Lesson Observation Protocol (LOP)
TPE Levd of Proficiency
- UNIVERSITY

5.3 Involve all students in self-assessment and reflection on their learning goals and progress and O O O o o
rovide students with o rtunities to revise or reframe their work based on assessment feedback. 1 2 3 4 s
(Optional) Evidence that reflects any of the above elements:

TPE 6: DEVELOPING AS A PROFESSIONAL EDUCATOR

6. 1 Reflect on their own leoching practice and level of subject matter and pedagogical 0 0 0 ® 0
knowled e to Ion and im lement instruction that con im rove student leornin . 1 2 3 4 s
(Optional) Evidence that reflects any of the above elements:
fter delivering a practice run to a portion of the class, Ms Brown was able to reflect on her own teaching practice
nd come up with a plan to improve student's interaction with the learning activity and then implement it shortly
fterward.

6.3 Establish professional leorning goals and make progress lo improve their practice by 00000
routine! en a in in communication and in ui with colleo ues. I 2 3 4 5
(Optional) Evidence that reflects any of the above elements:

SS Fair Drive, Costa Mesa, CA 92626 • [Link] GRADUATE EDUCATION - AA 3/27/2011 • 7

 Lesson Observation Protocol (LOP)
VANGUARD TPE Level of Pro6ciency
UNIVERSITY

6.5 Demonstrate professional responsibility for all aspects of student learning and classroom
management, including responsibility for the learning outcomes of all students, along with
00 0 00
I 2 3 4 5
appropriate concerns and policies regarding the privacy, health, and safety of students and
families. Beginning teachers conduct themselves with integrity and model ethical conduct for
themselves and others.
(Optional} Evidence that reflects any of the above elements:

Post-Observation Comments -

Exam le of ext Ste s with Teacher Candidate ali ned to the TPE's:
-Ask students to self-reflect and think about why their answer is correct or incorrect. Ask them to
explain how they arrived at their answers. (TPES. 3 - Involve all students in self-assessment and
reflection on their learning goals and progress and provide students with opportunities to revise or
reframe their work based on assessment feedback.)
Insert Post-Observation Comments here:
!After this lesson, we want to work on 4.4. I'd like to see Ryan move from needing students to •get it" the first time
lout and allow them to "struggle" with the material and facilitate the student's own journey toward understanding.

Save As ...

SS Fair Drive, Costa Mcsa, CA 92626 • [Link] GRADUATE EDUCATION - AA 3/2712018 • 8

 • FS2 :
• FS3 :

Section 6: Student Samples

Collect the work samples of each of your three focus students (ELL, and special needs students, and special
circumstance students). Use your rubric to score each student and provide feedback regarding their work on
their work sample and/or rubric.

Upload these student sample documents (or pictures of them) to Canvas along with your
Lesson Observation Protocol(s) (LOPs) and your reflection.

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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.

55 Fair Drive, Costa Mesa, CA 92626 t [Link] Graduate Education / Academic / Handbook – BH 08/15/22

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 [Link] 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

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