Standards-Aligned Lesson Plan Template

Beginning Student Teaching

School of Education

Name: Rebekah Pinedo Date: 10/26/2023

Subject: English Grade: 9th

Mentor Teacher: Kimberly Morris

School: Ocean View High School Lesson Time Allotment: 90 min

TPE Target Skills 1: 2.1

TPE Target Skills 2: 4.4

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 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

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, my students will be able to determine the central idea of a communion scene that they find and be
able to explain how such communion scene is refined by specific details and also be able to provide a summary of what is
occurring in the scene.

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: Students will reflect over what they learned from the communion scene through a series of
questions

Formative Assessment 2: Students will reflect over why they chose a specific communion scene

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)

To self assess, students will look over the scene that they chose and the place they chose to put their video in the
presentation. They will explain in the Speaker’s Notes why they chose their scene and why they chose the location to put it
in. This will require students to self-assess as they will need to be able to explain their reasoning behind the choosing of their
film and the placement. Students will need to assess the requirements and how they were able to meet such requirements.
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This will be explained in written form for students to reflect over.

4. Relevance/Rationale:
Based on prior assessments of your student’s level of academic understanding for this subject, why is this the critical lesson
for your students to learn right now in your class? (These assessments can be based on formal assessments such as past
quizzes or informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure to cite specific evidence from prior
student learning to support your rationale:

Students have been introduced to vocabulary regarding the “Quest” theme. Students have not only received instruction on
the vocabulary regarding the “Quest” theme, but they have also had practice using the specific vocabulary. This practice was
completed in the first section of the group project that they will be working on for this lesson. The group project required
that students find a film to represent their assigned vocabulary word. Thus, students have had practice in applying the
vocabulary words to texts that they are familiar with. Following this, students have been taught the “Communion” theme.
Thus far, students have not had practice in applying the Communion theme to outside texts and therefore need practice in
such. This lesson will have students apply their knowledge of communion to their life, and to films they have watched which
is why this is a critical lesson for students to learn right now in my class.

To the best of your observations, what existing assets and funds of knowledge do you students already have about your
lesson topic (outside of what has been taught in class)?

Based on classroom conversations, students have prior knowledge on what communion looks like in a religious
environment. When being asked what communion is often associated with, students have replied “religion”, which reveals
that they are familiar with the term “communion” and have possibly related it to religious experiences that they have had.
Furthermore, students have participated in communion scenes in their lives as they have eaten with friends and family.
Students may not necessarily have been aware that such meals count as “communion”, but this lesson will work to reveal to
students that such instances can count as communion.

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

Students may misunderstand that communion scenes can be applicable to their lives in the instances where they find
themselves sharing a meal with others. Students may also have difficulty understanding the significance of communion
scenes. Students may not be able to understand the themes that are present within scenes, such as the stance of a relationship
in terms of how close individuals are to one another or how strained a relationship may be.

Multilingual/EL students
5. ELD Standards Addressed: Identify one standard from Part 1 and another from Part 2 of the ELD Standards that you
will implement during this lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include
both the ELD Standard number and the content of the standard! (Feel free to cut and paste!)

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

Bridging 1: Exchanging information/ideas – Contribute to class, group, and partner discussions, sustaining conversations on
a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-
topic questions, affirming others, and providing coherent and well-articulated comments and additional information.

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

Bridging 6: Connecting ideas – Combine clauses in a variety of ways to create compound and complex sentences that make
connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters
strive for success, they each take different approaches through which to reach their goals) or to establish cause (e.g.,
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Women’s lives were changed forever after World War II as a result of joining the workforce).

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

Learning Goal (ELD Standard Part 1): By the end of this lesson, my English language learners will be able to exchange
information with other students by sustaining conversations by following the conversation starters that will be provided.

Learning Goal (ELD Standard Part 2): By the end of the lesson, my English language learners will be able to connect ideas
through their PowerPoint presentations by explaining how the scene they chose connects to the “Communion” theme.

Please explain at least 2 instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you
will use to meet your ELD Standard learning objectives for this lesson.

a. ELD Standard Learning Goal Part 1:

 Strategies you will use:
a. Conversation starters
b. Providing directions audibly and visually
 Informal assessment you will use to evaluate if the strategy is working: I will walk around the classroom to
overhear what students are saying and to ensure that my English language learners are contributing to the
conversations

b. ELD Standard Learning Goal Part 2:

 Strategy you will use:
a. Graphic organizers
b. Providing directions audibly and visually
 Informal assessment you will use to evaluate if the strategy is working: I will review the work of my English
language learners to see if they were able to explain their reasoning behind choosing their specified scene.

7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will have mastered by the
end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

Communion, scene, relationships

8. Essential Questions: (TPE 1.5)

1. Did you notice new relationships forming as a result of the communion scene?
2. Did you share a conversation with someone you normally wouldn’t as a result of the communion scene?
3. What is significant about the communion scene you chose for your project?

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)
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Focus Student #1 (FS1): English Learner

Updates/observations regarding this student (academic or Identify at least two forms of differentiation you will
otherwise): incorporate into this lesson to address this student’s assets
and needs:
FS1 remains quiet. When being asked to engage in
conversation with her peers, FS1 will do so. However, FS1 Because FS1 remains quiet unless being asked to engage in
does not engage in conversation with others unless she is discussion with others, conversation starters will be provided
asked to. For a majority of the class period she remains quite in order to keep conversations flowing. In addition all
and keeps to herself. students will be required to use the conversation starters at
least once in order to ensure that all parties are sharing in the
responsibility of the conversation. A graphic organizer will
also be provided so as to assist FS1 in completing her section
of the project – finding a communion scene. The graphic
organizer will help FS1 organize the place in which she
believes her scene belongs, which will help her to explain her
reasoning behind her choices.

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):

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

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
incorporate into this lesson lesson to address this student’s
FS2 has been caught playing games on his Chromebook assets and needs:
when he is not engaged in the lesson. However, he does turn
off the game when he is asked to do so. In addition, FS2 has Because FS2 has been caught playing games on his
demonstrated his interest in art as he has been found to keep a Chromebook while instruction has been occurring or when he
sketchbook with him. He has returned for his sketchbook is asked to complete an assignment, students will not be
when he has left it in class, which reveals that he values his allowed to use their Chromebooks during the communion
art greatly. This suggests a highly creative mindset. scene so as to lessen distractions. In addition, students will be
allowed to chose their own communion scene when
completing the group project, which will work to allow for
FS2 to implement his creativity. Lastly, I will personally ask
FS2 if he needs help as he is finishing his assignment so that
he has the opportunity to talk through ideas with me if need
be .

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):

Focus Student #3 (FS3): Special Circumstances Student

Academic updates/observations regarding this student: Identify at least two accommodations/ modifications you will
incorporate into this lesson to address this student’s assets
FS3 does not enjoy asking for help. He will only ask for my and needs:
help if I am nearby but does not raise his hand if he needs
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help. This may suggest that FS3 is shy or is not comfortable I will ensure that the sentence starters are near FS3 so that he
raising his hand in front of others. In addition, FS3 continues has directions that are readily available to him and nearby.
to demonstrate inability to read text that is far away from him This way, FS3 will not have to strain his eyes in order to see
as he has been observed to zoom in heavily on his the directions. The sentence starters will be played on the
Chromebook. screen nearest to FS3. In addition, I will be sure to audibly
state the directions as well so that FS3 will receive several
forms of communication. Furthermore, I will be sure to stand
near FS3 so that he is able to receive my help if he needs it.
My close proximity to FS3 will lessen his need to raise his
hand in front of others.

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):

Section 3: Universal Access Lesson Development

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
What forms of differentiation (modifications/accommodations/special instructional strategies) will be made for this specific
lesson based on the assets and challenges of your students? (TPE 1.4)

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

(TPE 1.4, 4.4, 4.7) Identify one strategy you will use from each of the UDL multiple means categories to create a lesson
that works towards universal design. (Support for identifying rich UDL strategies can be found here:
http://udlguidelines.cast.org..)

Multiple Means of Engagement: Students will be engaged by recruiting their interests. I will optimize their individual
choice and autonomy. This will be completed through their group project as students will be able to choose a film in their
project. Students will not need to choose a film that all students know. Rather, they simply need to choose a film that
represents a communion scene. This allows for individual choice and autonomy.

Multiple Means of Representation: Students will have multiple means of representation through comprehension. Students’
background knowledge will be activated in that they will be adding on to their presentation where they were asked to find a
film that represented their selected vocabulary word. By doing so, students will reminded of the themes they have learned
so far which will remind them of the communion theme they have been taught. In addition, students will participate in a
communion scene which is where their background knowledge of the definition of communion will be activated as they
will be “living out” the term “communion”.

Multiple means of Action and Expression: Students will have multiple means of expression and communication as they will
receive multiple forms of communication. Not only will they receive instructions verbally, but they will also receive their
instructions on the screen. For example, students will be instructed of how they are to use the sentence starters and will have
the sentence starters explained to them, but the sentence starters will also be placed on the screen so that they are able to
access it as needed.

2. Higher Order Thinking Strategy Develop your lesson in a manner that ensures students will be engaging at least three
levels of Bloom’s Taxonomy during, including at least one form of higher order thinking (Analyze, Evaluate, or Create)
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(TPE: 1.4, 4.4) Briefly explain how each of the three categories will be incorporated:

1: Apply – Students will use the information that they have learning in another familiar situation. Students will apply their
knowledge of communion to their current situation (the communion scene that they will reenact) as they will be actively
participating in a communion scene.

2: Evaluate: Students will check/critique communion scenes. They will make a judgment on whether the scene they have
chosen meets the requirements of a communion scene.

3: Analyze: Students will break down information into parts to explore understanding and relationship. Students will
analyze the location that they have chosen to place their film.

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

Identify one specific SEL competencies (Self-awareness, Self-management, Social awareness, Relationship Skills,
Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL strategies can be
found here: https://casel.org/what-is-sel/.)

Specific strategy that you will use to inculcate that competency for this lesson: Students will learn relationship skills as
students will be provided conversation starters in order to build relationship with their fellow classmates.

5. Lesson Enhancement Strategies:

(Please address each of these only if you plan to use them, they are NOT mandatory)

21st Century Skills: (TPE 1.5, 3.3, 4.7) Technology: Visual and Performing Arts:
Communication How will technology be incorporated How will the students be provided with
Collaboration into the lesson? (TPE 1.2, 1.4, 3.6, opportunities to access the curriculum by
Creativity 3.7, 3.8, 4.4, 4.8 4.9, 5.4) incorporating the visual and performing
Critical Thinking Chromebooks will be utilized by arts? (TPE 1.4, 1.7, 3.3, 3.6, 4.4)
students to complete their group
project

Section 4: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

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

4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of what will be
taught (including links to any Google Docs, PowerPoints, YouTube videos, etc.), how the students will be engaging the
lessons, and examples of directions, explanations, and questions that the teacher candidate will use to scaffold the progress
of learning. If it helps, you can write it out like a script of what you basically expect to say.

Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?

Students will learn relationship skills as students will be provided conversation starters in order to build relationship with
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their fellow classmates.

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

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)?:

We have been learning about themes found in literature such as “quest”. You have all had practice in this by working on
your group projects where you were all assigned an element within the quest theme. After this, we learned about
communion. We have observed the significance of communion through scenes such as the Avengers film. A lack of
engaging in conversation during communion indicates a strain on relationships, or the lack thereof. Today, you will all
participate in a communion scene to help bring the themes that we have been learning to life. After this, you will continue
working on your group projects by finding a film that represents a communion theme.

How will you communicate your expectations for learning and behavior?:

You have all been provided conversation starters on the screen. While you are all engaging in conversation, it is important to
remember the full value contract. Remain respectful towards your classmates.

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.

Good morning everyone. Who’s excited to eat today? (I will raise my hand to show that I expect students to raise their hands
if they too are ready to eat). That’s awesome. I’m excited to see what you all brought today.

We have been learning about themes found in literature such as “quest”. You have all had practice in this by working on
your group projects where you were all assigned an element within the quest theme. After this, we learned about
communion. We have observed the significance of communion through scenes such as the Avengers film. A lack of
engaging in conversation during communion indicates a strain on relationships, or the lack thereof. Today, you will all
participate in a communion scene to help bring the themes that we have been learning to life. After this, you will continue
working on your group projects by finding a film that represents a communion theme.

Body –
This section should be no shorter than 3 paragraphs. Your professor should be able to imagine each step of the lesson
and have a strong understanding how you will explain the concepts (writing out your explanations will help you grow
in your clarity) and give students opportunities to meaningfully engage them.
Options: You can use a simple “I do, we do, you do” approach to this section.
You may also use the Seven Step Lesson Plan approach, which includes these stages: Teach/Model, Check for
Understanding, Guided Practice, Independent Practice (TPE 1.8). Make sure that your descriptions are thorough enough that
your professor can imagine the progress of each stage of the lesson and discern whether there has been appropriate
scaffolding.

There are some things that we need to discuss before we begin the communion activity. If you take a look at the screen,
you’ll find that there are conversation starters. What’s important to know is that each person is responsible for implementing
at least one conversation starter while you are all engaging in this communion scene. There are a total of ten that you can
choose from. All of this is meant to help you all build relationships. In addition, there will be an assigned “Mom” and “Dad”
of the group. The Mom’s role is to initiate conversation. The Dad’s role is to pass out the food. If a “Mom” or “Dad” is
lacking, then the role will be taken up by the one that is present – Mom or Dad. In this case, one student may have the
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responsibility of initiating the conversation and passing out the food. Give me all a thumbs up if you understand.

Students will be assigned to groups of eight. This group will be formed based off of where they are sitting. The chairs will
be placed in a circle to signify the groups. This will be completed prior to students arriving. I will then move on to assign a
“Mom” and “Dad” for each group. Some groups will receive both. Some group one Mom, another group one Dad. This will
be assigned by the dynamic of each group. Students will then have permission to start partaking in the food. Students will be
given fifteen to twenty to minutes to participate. While this is occurring, I will walk around and listen in on conversations. I
will observe the dynamics of the groups. I will help initiate conversations if I find that several groups are not participating in
conversation.

Once students are finished with communion, I will then tell students:

You are all about to transfer over to your Chromebooks. Before we do that, there are some things that you need to know.
You will need to go to the group project on “The Quest” that you all started. You will need to make a copy of that group
project. Be sure that all elements have been completed. You cannot make your copy until each students from your group has
fulfilled his assignment. From here, you will find a communion scene and place it into the spot you believe it fits. Then, in
the “Speaker’s Notes”, you will explain your communion scene and why you placed it in the location that you did.

Students will have the remainder of the period to do this.

Essential Questions: Develop at least three questions you will ask throughout this lesson to informally assess student
learning (ie., to find out if your students are exceeding your expectations, meeting them, or not yet attaining them?)

1. Did you notice new relationships forming as a result of the communion scene?
2. Did you share a conversation with someone you normally wouldn’t as a result of the communion scene?
3. What is significant about the communion scene you chose for your project?

Close –

Today, we practiced what participating in a communion scene looks like. This worked to help you all bring the themes
found in stories to life. After this, we worked on your projects where you found a communion scene and chose the place you
felt the scene best fit the storyline. Following this, we will be practicing how to identify communion themes in the new text
we’ll be reading: Genius: The Game.

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?

To self assess, students will look over the scene that they chose and the place they chose to put their video in the
presentation. They will explain in the Speaker’s Notes why they chose their scene and why they chose the location to put it
in. This will require students to self-assess as they will need to be able to explain their reasoning behind the choosing of their
film and the placement. Students will need to assess the requirements and how they were able to meet such requirements.
This will be explained in written form for students to reflect over.

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

I will communicate to students the close:

Today, we practiced what participating in a communion scene looks like. This worked to help you all bring the themes
found in stories to life. After this, we worked on your projects where you found a communion scene and chose the place you
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felt the scene best fit the storyline. Following this, we will be practicing how to identify communion themes in the new text
we’ll be reading: Genius: The Game.

Section 5: Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments and use the
data to reflect on whether the learning objectives were met for this lesson.

1. Student achievement of you CA State Standard learning goals for this lesson:

a. Using the rubric you developed for your formative assessment, explain any areas of successful achievement of your
CA State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the
results. Make sure to cite evidence (including specific number scores!) from your rubric.
The learning goal of the lesson was for students to be able determine the central idea of a communion scene that they find
and be able to explain how such communion scene is refined by specific details and also be able to provide a summary of
what is occurring in the scene. Students demonstrated achievement in understanding what a communion scene is as students
chose scenes that fit the requirements of a communion scene. They were also able to explain the dynamics of relationships
based on the communion scene that was chosen. This was evident in FS1’s work as she explained how the relationships in
the scene were not “good” because the characters chose to not eat the food. Thus, several students demonstrated
achievement in determining a communion scene and be able to explain the relationship dynamic within their selected
communion scene.

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 learning goal of the lesson was for students to be able determine the central idea of a communion scene that they find
and be able to explain how such communion scene is refined by specific details and also be able to provide a summary of
what is occurring in the scene. Several students demonstrated achievement in explaining the relevance of the communion
scene. Meaning they explained the dynamic of the relationships that were evident from the communion scene. However,
several students did not explain how the lack of eating, or eating in the scene revealed the relationships of the characters.
While students explained what the relationships were, they did not explain how the actual scene related to the relationships.
In addition, several students did not explain why the scene was placed in the location that it was. They attempted to explain
the scene in the context of the film. They were instead supposed to explain the scene in the context of the Quest vocabulary
terms. This is evident in FS2’s work. Thus, students will need to be re-taught how to explain the significance of a
communion scene and explain such scene in the context of the Quest vocabulary.

2. Student achievement of your ELD Standard learning goals for this lesson:

Learning Goal (ELD Standard Part 1): By the end of this lesson, my English language learners will be able to exchange
information with other students by sustaining conversations by following the conversation starters that will be provided.

Learning Goal (ELD Standard Part 2): By the end of the lesson, my English language learners will be able to connect ideas
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through their PowerPoint presentations by explaining how the scene they chose connects to the “Communion” theme.

Please explain at least 2 instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you
will use to meet your ELD Standard learning objectives for this lesson.

a. ELD Standard Learning Goal Part 1:

 Strategies you will use:
a. Conversation starters
b. Providing directions audibly and visually
 Informal assessment you will use to evaluate if the strategy is working: I will walk around the classroom to
overhear what students are saying and to ensure that my English language learners are contributing to the
conversations

b. ELD Standard Learning Goal Part 2:

 Strategy you will use:
a. Graphic organizers
b. Providing directions audibly and visually
 Informal assessment you will use to evaluate if the strategy is working: I will review the work of my English
language learners to see if they were able to explain their reasoning behind choosing their specified scene.

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:

The ELD Standard learning goals for this lesson were for my English language learners to be able to exchange information
with other students by sustaining conversations by following the conversation starters that will be provided and be able to
connect ideas through their PowerPoint presentations by explaining how the scene they chose connects to the “Communion”
theme. Based off of my observations while walking around, several students demonstrated achievement of the standard to
exchange information with other students by sustain conversations. This was evidence when I was listening to the
conversation of students. My EL students were also able to chose a scene that aligned with the requirements of a communion
scene.

b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson:
Several students did not meet the learning goal of being able to connect ideas through their PowerPoint presentations by
explaining how the scene they chose connects to the “Communion” theme. While several students were able to chose a
scene that met the requirements of a Communion scene, some of those students did not explain their reasoning behind
choosing the scene and the placement of the scene. For example, for one of the students’ work, they placed their slide in the
middle of the project but did not explain his reasoning behind doing so. In addition, the student mentioned did not explain
the elements of communion and how that relates to the relationship of the characters. Thus, several students were not able to
demonstrate achievement of the ELD Standard learning goal of being able to connect ideas through their PowerPoint
presentations by explaining how the scene they chose connects to the “Communion” theme.

b. How effective your instructional approach for your FS1?

My instructional approach for my FS1 appeared to be highly effective as she demonstrated achievement in all learning goals
of being able to exchange information with other students by sustaining conversations by following the conversation starters
that will be provided and be able to connect ideas through their PowerPoint presentations by explaining how the scene they
chose connects to the “Communion” theme. FS1particiapted in conversation during the class communion activity. This was
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observed while the communion activity was occurring. In addition, FS1 chose a scene that met the requirements of a
communion scene, explained why she chose the theme, and explained why she chose the location of the scene. Thus, FS1
demonstrated achievement in all learning goals.

3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional app for the whole class?

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

Students demonstrated that the need assistance in relationship building as they have difficulty engaging in discussion with
others when being asked to do so. In addition, several students do not engage with those who sit next to them. This
demonstrates their need for relationship building skills to assist in the development of the culture. Students demonstrated
that the need assistance in relationship building as they have difficulty engaging in discussion with others when being asked
to do so. In addition, several students do not engage with those who sit next to them. This demonstrates their need for
relationship building skills to assist in the development of the culture. Thus, this is also the reasoning behind the
conversation starters. Because students have been observed to refrain from engaging in conversation with those they are not
friends with, the conversation starters will work to build relationships.

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

Students had the opportunity to choose a film that they are familiar with. This allows for the cultural and linguist
backgrounds of students to be validated as each student has very different cultural and linguistic backgrounds. By allowing
them to chose a scene of their choice, they are able to choose a scene that represents their cultural and linguistic
backgrounds. Students are not required to choose a film that all students or the teacher knows. In addition, my FS2 enjoys
creativity as he is very interested in art. Thus, FS2 will have the opportunity to be creative by choosing a film of his choice
and placing that film where he chooses. FS1 and FS2 have the opportunity to choose a film that represents their cultural
background, even if it is in a different language. They simply need to explain the choosing of their film.

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 needed to re-clairfy that students needed to complete one step prior to completing the step of incorporating their
communion scene. This step was to insure all individuals finished the original group project of incorporating their quest
elements so that they are able to choose where their selected scene is placed. Students were not able to include their
communion scene until all individuals completed their assignment as students had to watch each scene in order to determine
where their scene belonged. Thus, I needed to stop students while they were implementing their scene in order to explain
this crucial part. This required students to have to wait for others to finish their part before they were able to complete their
own.

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

I needed to provide FS3 extra assistance during this lesson. FS3 did not have his original part for the group project finished.
Thus, I needed to assist him in completing that portion of the project so that he and his group could move on to completing
the communion scene. FS3 has many questions and needed a great amount of help for this lesson. Because I was near FS3, I
was able to assist him as needed. I noticed that FS3 needed step by step guidance on this project. He needed a clear reminder
of directions. This tells me that FS3 needs specific directions and redirection when completing assignments.

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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?)

Based on the student work, students need to be re-taught how to explain the significance of a communion scene. What is
meant by this is that students need to be taught how to explain how the elements of a communion scene speak to the
dynamic of the relationships of the characters. Following, because students have demonstrated their understanding of
what a communion scene is, students can move on to the next Language of Literature element: vampire. Students will
be able to learn this new Language of Literature element so that they will learn how to spot such themes in the text that
they will be reading (Genius: The Game).

2) If applicable, was your grouping strategy effective?

Yes, my grouping strategy was effective. Students were placed in groups of eight. Students were placed in groups based on
where they were sitting. Doings so was effective as this aided in building relationships between students who don’t typically
engage in conversation with each other. Prior to this class, students did not choose to engage in conversation with those they
were not very familiar with unless heavily prompted to discuss with one another. While observing this activity, I noticed that
students who do not typically engage in conversation with each other were sharing ideas and stories. Thus, this reveals to me
that my grouping strategy was effective as students who did not typically engage with one another did so during the
communion activity.

In addition, my grouping strategy for the group presentation was effective as well. While several students did not complete
their part of the group project in the beginning of the period, said students were able to finish their part of the project by the
end of the class period. They were also able to finish their section of the project in time for other students to finish
implementing their communion scene. The fact that students were able to finish their work in a timely manner even while
working in a group revealed to me that my grouping strategy was effective.

b. If you were going to teach this lesson again, would you change anything about how you engaged your students in terms
of (CHOOSE WHOLE CLASS OR ONE STUDENT for each category)…

1) Higher order thinking:

 Your whole class?
 In order to engage students in further higher order thinking, I would have created a system that would allow me to
check whether students had used the conversation starters at least once. Doing so would allow me to better assess
the use of higher order thinking as they would be engaging in asking question and answering questions. In addition,
I would also adjust the sentence starters to relate to communion scenes. Certain essential questions would be asked
such as: “When was the last time you engaged in a communion scene? What does your last communion scene say
about the dynamic of your relationships? What is your ideal communion scene?”. Asking such questions would
engage students in higher order thinking.
 FS1
 FS2
 FS3

2) Academic language:
 Your whole class?
 FS1
 FS2
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 FS3
 If I was going to teach this lesson again, I would have students participate in a think-pair-share activity regarding
the academic language to allow for students to self assess whether they understood the vocabulary. This is
specifically to assist myFS3 in understanding the vocabulary as he required my clarification several times.
Participating in the think-pair-share activity would encourage students to reflect over what they know about the
vocabulary, and what they do not know about the vocabulary. It would also work to provide students with ideas on
what communion scene they could implement into their group project.

3) English language learning:

 Your whole class?
 FS1
 If I were to teach this lesson again, in order to better assist my English language learners I would have provided
sentence starters for the explanation of their communion scene. With this, I would have also provided a written
prompt and placed it on the board so that students can refer back to it when they need to. This would be specifically
to asst my FS1 as she is an EL student. The sentence starters would assist in her writing the correct tenses as she
has difficult in doing so. Overall, I would have implemented putting the prompt on the board and providing
sentence starters in order to assist myFS1 in writing her explanation of her chosen communion scene.
 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
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging
BeginningHighly
Proficient
Student Teaching
Proficient Total
School of Education
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Section 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
standards and needed to align standards and standards and standards and objective
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet provide objective and/or rationale and essential rationale and essential rationale and essential
Standards clear rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative assessments formative assessments formative assessments
Formative assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Assessment rubric that will enable meaningful how they will enable that will enable some that will clearly enable
Plan enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong, well-
provide a well self-assessment or assessment or peer- developed self- developed self-
Peer and thought out plan for peer-assessment for assessment for assessment or peer- assessment or peer-
Student Self- self- or peer- students that is not students that has a assessment for assessment for students
Assessment assessment likely to support chance of supporting students that is likely that is highly likely to
Plan metacognitive some metacognitive to support support significant
reflection and reflection and metacognitive metacognitive reflection
learning. learning. reflection and learning. and learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile and
demographic profile adaptations that profile and and adaptations, with adaptations, with
Differentia- and adaptations that facilitate diversified adaptations, but with clear significance for insightful significance
tion Case facilitate diversified learning or engage unclear significance diversified learning for diversified learning
Studies learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
21st Century Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Learning, the Arts, and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
and/or technology. Learning, the Arts, technology.
and/or technology.

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

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

Section 4: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
out plans without thought out plans with thought out plans with well thought out plans
Instructional potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Chart: Final
Score:
225-250 A
200-224.9 B
175-199.9 C
150-174.9 D
149.9 and
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below: Not
yet!
 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
School of Education

All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
14.4 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Student Work Failure to Submission of two to Submission of three to Submission of five Submission of five
include three samples little five samples some samples representing samples representing
Sample Submission student diversity in abilities and diversity in abilities and ample diversity in a wide range of
samples needs and/or lacking needs with appropriate abilities and needs diverse abilities and
on a appropriate comments comments and grades with strong, useful needs with excellent,
meaningf and grades comments and grades clarifying comments
ul level and grades
Lesson The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and in
readable form.
Observation (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this and may
Protocol affect being allowed to go on to the next stage of the Grad Ed Program).
(LOP) Submission
29.9 30-34.0 35-39.9 40-44.9 45-50
and
below
Teaching Failed to Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
reflect on lesson and specific lesson and specific lesson and specific lesson and specific
Candidate the lesson assessments showing assessments showing assessments showing assessments showing
Reflection on in a poor analysis into the some analysis into the good analysis into the robust analysis into
Lesson pedagogic strengths and strengths and weaknesses strengths and the strengths and
ally weaknesses of the of the instructional weaknesses of the weaknesses of the
meaningf instructional method method and process, instructional method instructional method
ul way and process, adaptations, and levels of and process, and process,
adaptations, and levels inclusion and engagement adaptations, and adaptations, and
of inclusion and for both the whole class levels of inclusion levels of inclusion
engagement for both the and individual needs with and engagement for and engagement for
whole class and satisfactory consideration both the whole class both the whole class
individual needs with of next steps and individual needs and individual needs
inadequate with sound with excellent
consideration of next consideration of next consideration of next
steps steps steps
Point Chart: Final
90-100 A Score:
80-89.9 B
70-79.9 C
60-69.9 D
59.9 and below:
NOT YET

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