Standards-Aligned Lesson Plan Template

Graduate Program in Education

Subject(s): Math Grade: 4th

Teacher(s): Alexandra Hogg Master Teacher: Kristin Heeschen

School: Kaiser Elementary Lesson Time Allotment: 30min Date: 02/02/2021

(For the Covid 19 version of the Graduate Education Lesson Plan, you are required to record your
teaching session and upload the recording to Canvas for the
All Components submission.)
Part I – Goals and Standards ( TPE 3.1 )

1. Common Core Learning Standard(s) (CCSS) Addressed:

Math, ELA (or the other subjects when they are related to ELA)

4.MD.3

Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For
example, find the width of a rectangular room given the area of the ooring and the length, by viewing
the area formula as a multiplication equation with an unknown factor.

L.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their
own clearly.

2. State Content Standard Addressed:

History/Social Science, Science, Physical Education, Visual and Performing Arts

3. ELD Standard Addressed: All Content Areas

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

A. Collaborative

1. Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics
2. Interacting with others in written English in various communicative forms (print,
communicative technology, and multimedia)
3. Offering and supporting opinions and negotiating with others in communicative exchanges
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Graduate Program in Education

4. Adapting language choices to various contexts (based on task, purpose, audience, and text
type)

B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts.

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

C. Connecting and Condensing Ideas

6. Connecting ideas
7. Condensing ideas

Bridging

4. Learning Objective: What will students have mastered in terms of knowledge and/or skill as a
result of this lesson?
● Students will master the skill of writing an area formula
● Students will master the skill of writing a perimeter formula
● Students will master the skill of solving the area formula
● Students will master the skill of solving the perimeter formula

Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson to your students in
their language: “Today, we are going to master the concept of…by creating…”)

Today we are going to learn about the area and perimeter. We are going to use the examples on
your paper to create the formula for perimeter and the formula for area. We will then be able to
solve these problems to find our answers.

5. Relevance/Rationale: Based on prior lessons and formative assessments with your students,
why is this the right lesson for your students to learn right now in your class? OR Why are your
learning objectives essential for future learning? (TPE 1.3 ) OR Why are the outcomes of this lesson
important in the real world?

Students have been introduced to the concept of area and perimeter in their math lesson on
thursday and in their homework last week. The students are still learning the formulas for these
concepts. Today the students will be learning to identify the difference between area and
perimeter and apply these formulas to these concepts.
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Graduate Program in Education

Student-Friendly Translation:

Today we are going to learn about the area and perimeter. The perimeter of a shape is (length +
length + width + width = perimeter) the area of the shape can be found by using this formula
(length x width = area). We will be looking at the difference between these two concepts. For
example: This month Mrs. Hogg has to buy a crib for her new baby. The length of the crib is 5 feet
and the length is 3 feet. If the formula to find the perimeter is (length + length + width + width =
perimeter) what do you think the perimeter will be? (write this in your composition book). What
do you think the area of the crib is? (length x width = area) solve in your composition books.

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6. Essential Questions: ( TPE 1.5 )

How can we measure the area and perimeter?

7. Academic Vocabulary: ( TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5 )

area, perimeter, formula, length, rectangle, square, width

Part II – Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )

Number of Students in Class Male: Female: Total:

English Mathematics
Language For Multiple Subject and Single Subjects related to Math
Arts ( ELA )

Level Number of Male or Level Number of Male or

students per Female students per Female
level level
Beginning 3 Low 4
Intermediate 13 Medium 14
Advanced 5 High 4

English Language Learners ( ELL )

Level Number of Male or Specific Needs

students per Female
level
Emerging 1 M focus
Expanding 1 M reading/math
Bridging 2 F,F reading/math, reading/math

Special Education Students Total Number: 1

Specific Needs Male or Female

ADHD/HIgh functioning Autism/Anxiety. M

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Five Identified Student Profiles

One identified special education student, one English language learner,
one special circumstance student, one high performing student, and one low performing student

Student #1
Student Name: Steele
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
Special Need: ADHD/High functioning Reading (circle one): low medium high
Autism/Anxiety.
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)
Steele and his family speak English in their Steele’s recently moved homes which has
home.This does not seem to influence how he influenced his focus and organization since the
receives instruction in the class. beginning of the year.

Health and/or Physical Concerns: Socio-emotional Learning Concerns/Social

(and how these may influence instruction) Development Factors:
ADHD affects his concentration and attitude in (and how these may influence instruction)
class. Very dismissive and needs help in
regards to the tone of voice he uses in certain Steele can work on Self-Management and all of
situations. the aspects related to this SEL goal:
Impulse control, Stress management
Self-discipline, Self-motivation, Organizational
skills. He has an aide to help guide him in these
areas and it has been very beneficial for the
classroom environment.

Assets/Funds of Knowledge: Interests and Aspirations:

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(and how these may influence instruction) (and how these may influence instruction)
Very knowledgeable and understands the Love sailing, baseball, soccer, chess, cub scouts,
information. Attitude and focus on in class work and stem. He is very handy and loves to build.
needs assistance. He also loves to read.

Student #2
Student Name: Matthew
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
GATE Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

Matthew’s family speak English in their home. Lives in a small home with three people doing
distance learning. It has been difficult to find
space for each person to work in quiet space
with no distractions. Mother is a teacher.
Health and/or Physical Concerns: Socio-emotional Learning Concerns/Social
(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
Sometimes has stomach issues due to his Matthew responds well to positive praise, but
appendix bursting in prior years. These issues will shut down if the response is stern. He was a
may affect his attention in school but he is good bit quiet and shy during distance learning and
at communicating how he is feeling. has since warmed up to being back in the
classroom.

Matthew has great Social Awareness and Self-

Management. He could work on controlling his
Social Engagement because he has become
chatty in the recent weeks.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)

Matthew has always excelled in school and is MAtthew enjoys playing flag football, swimming,
an independent learner. This is his second year riding his bike, and boogie boarding. THe last
at Kaiser Elementary. few seasons he has been in a flag football
league.

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Student #3
Student Name: Fabio
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
ELL Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

Spanish speaking home which causes Has one older sibling 13 years old. Mother is
confusion with communication between his home and father is working. Mother does not
parents and teacher. Sometimes making speak English, therefore communication is
turning in or completing assignments difficult. sometimes misinterpreted. .

Health and/or Physical Concerns: Socio-emotional Learning Concerns/Social

(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
Fabio can work on Self-Management. He is an
None noted. EL student, therefore he is the one
communicating with the teacher and bringing
the information back to his guardians. He
doesn't do his work and his parents try their best
to communicate with the teacher. By working
on managing his organizational skills I believe
this would be beneficial in his learning.
Assets/Funds of Knowledge: Interests and Aspirations:
(and how these may influence instruction) (and how these may influence instruction)

Needs more help in the area of math and Mother says they are not doing any
reading. extracurricular activities at the moment. Fabio
likes to read,

Student #4
Student Name: Margo
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
GATE Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

She is new to California and her family is Margo recently moved to California from
originally from Chicago, IL. The family speaks Chicago, IL and has one sibling who is in the
English at home. grade above her.

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Health and/or Physical Concerns: Socio-emotional Learning Concerns/Social

(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
Margot has allergies and seasonal allergies that Margot is looking forward to making new friends
may affect her concentration during these at her new school.
seasonal changes.
Margot has been doing a great job at making
new friends and becoming a part of her new
class. She is working on her Social Engagement
and ran for student council for her 4th grade
class.
Assets/Funds of Knowledge: Interests and Aspirations:
(and how these may influence instruction) (and how these may influence instruction)

Margot participated in the accelerated reading Margot is interested in Softball, Piano and
math programs at her previous school in Dance.
Chicago. She thrives in social situations and is She is looking forward to masting long division
very confident and outgoing. and multiplication tables. She also wants to find
ways to expand art exploration.

Student #5
Student Name: Maverick
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
GATE Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)

Maverick’s family speaks English in their home. Maverick has one sibling who is 15.

Health and/or Physical Concerns: Socio-emotional Learning Concerns/Social

(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
None noted. Maverick would like to work on his handwriting
and spelling this year. He is left handed and is
very messy.

Maverik is working on Self-Management. He has

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been working on Stress-Management and

making the best of hard situations.

Assets/Funds of Knowledge: Interests and Aspirations:

(and how these may influence instruction) (and how these may influence instruction)
He is very literal, critical, argumentative, sweet,
giving and a pleaser. His goals for 4th grade are Maverick loves football, skateboarding, playing
patience, slowing down, learning spelling, and with friends, his dog, board games, video
neat writing. games, building, legos, and reading.
Second grade he struggled and was bored with
a first time teacher that moved up from 1st
grade. Last year (3rd grade) was better but
interrupted due to COVID.

Other General Classroom Considerations

Student Assets and Funds of Knowledge (Including general cultural and linguistic background of
students’ home and family):
Most of the students live in the area. This area comprises a majority or Spanish and English
speaking students. Most of the students in the class speak English only and about 3 have fully
Spanish speaking homes and are ELL students. Because the students live so close to the campus it
makes it easy for the student during distance learning to pick up supplies or missing papers when
necessary. Now, with the student back in school it makes it easier for the new scheduling of
morning and afternoon groups to go to and from school independently.

Health considerations or physical development factors (if any)

The health consideration for the class this year is the COVID-19 pandemic. This has not only
affected where the students are learning but the way in which they are now learning. The students
have adjusted very well to first, distance learning and now the in class learning with social
distancing. The Students have adapted to the new procedures very well and are practicing being
safe within their classrooms during this uncertain time.

Socio-emotional developmental (SEL) factors that may influence instruction in this academic area
or that could be address in this academic area

The socio-emotional development factors that may influence instruction are the new social
distance protocols. This should only affect the students at the very beginning. Students will learn to
adjust to these new protocols just as they learned to adjust to the flexible seating arrangements
they were introduced to. THough the environment is slightly different students have seemed to
adjust well and the effect on their academics has remained very similar to how it was previously.

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THe only difference is the cooperative work the students were able to do in previous years.
Students are no longer able to work with their peers due to the new protocols. This has not seemed
to affect the students' learning but could have been a helpful learning tool.

Interests and/or aspirations in the class (relevant to this academic area)

The students in room 21 are very interested in sports and reading. Most of the students live near the
beach and enjoy sports that have to do with going to the beach. The students love being with
their friends, therefore the recent in class situation has been a relief for most students and their
families.

Opportunities to address challenges (such as misunderstandings or misconceptions) related to

the learning objective and lesson (using Growth Mindset Language): This section is the bridge
between the concerns for individual students identified in Section 7 and how this will play out in the
context of the actual classroom setting and the lesson plans you are currently preparing. Based on
the information above, what difficulties may students have with the content? Specify anticipated
difficulties for English language learners, students with special needs, or students with unique
needs. Work to connect your information based on the student’s IEP, behavioral plan, and/or
observations by the teacher and teaching candidate.

Embracing the new learning environment is key in this year's learning situation. Having a positive
attitude for the students and showing them that nothing is different is important for a teacher.
Teaching students with confidence and excitement will allow the thes student to continue to enjoy
what they are learning without the distraction of what may be going on outside of the classroom
or even inside the classroom. The students with special needs in the class have an in class aide to
help them with these adjustments as well as classroom reinforcements.

Part III – Universal Access Lesson Adaptations

( TPE 1.4, 3.5, 3.6, 4.4, 4.5, 5.7, 5.8 SSP-ELD )

9. Modifications / Accommodations: What specific modifications/accommodations will be made

based on the anticipated challenges for this set of students for this specific lesson?

ELL / SDAIE Strategies:

● What are at least three general SDIAE strategies you will engage?

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Three general SDIAE strategies that will be used in this lesson are:

1. Active Learning: Students must be constantly giving the teacher EVIDENCE OF LEARNING. To
provide the teacher with evidence of learning, students must DO some observable action
or behavior that the teacher has requested. Throughout the lesson, the teacher must plan
educational activities that give students opportunities to:
a. Students will raise their hand to let the teacher know if they have an answer to a
question. The teacher will ask the students to complete specific problems on the
nearpod presentation in order to see what they know or already know.
2. Building New Knowledge: Each and every lesson must result in the acquisition of new
knowledge by students. To determine if new knowledge has been acquired as the result of
a lesson, it is only necessary to check on the acquisition of new academic language. EACH
WORD IS A CONCEPT. A student who has acquired and begins to use appropriately new
academic language at the end of each lesson is a student who has acquired new
knowledge.
a. The teacher will create a quiz compiled of the vocabulary from the lesson. The
students will answer these questions through the nearpod presentation. This will
provide the teacher with the information on what knowledge the students have
gained through the lesson.
3. Demonstration and Modeling: Here is the most crucial instructional component in ALL
lessons, but particularly in SDAIE lessons. The key role of the teacher is to demonstrate and
model all the behaviors to be learned in the lesson, ESPECIALLY THE VERBAL BEHAVIORS
EXPECTED TO BE MASTERED BY THE STUDENTS, that is, the language of the content areas. ALL
teachers must remember that for most students, and especially for ALL English Language
Learners, TEACHERS are the ONLY role models that students will ever come in contact with
for the language of the content areas. In today’s world, few parents have the time or the
energy –or the knowledge—to discuss the concepts of the content areas using the
language of the content areas at home. ONLY TEACHERS can provide that.
a. The teacher will provide a worksheet to complete with the students. This worksheet
will have the definitions, formulas, and three practice problems for the students to
complete together. The teacher will then give the students an additional worksheet
to complete three problems independently. The teacher will model the instruction
to the student before they are to complete the problems individually.

● How will you address the CA ELD Standards you identified at the beginning of this lesson
plan?

A. Collaborative

5. Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics
6. Interacting with others in written English in various communicative forms (print,
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communicative technology, and multimedia)

7. Offering and supporting opinions and negotiating with others in communicative exchanges
8. Adapting language choices to various contexts (based on task, purpose, audience, and text
type)

B. Interpretive

6. Listening actively to spoken English in a range of social and academic contexts.

Differentiation for Special Needs:

Socio-emotional Learning Support: https://casel.org/what-is-sel/

● Identify a specific SEL competency(ies) that you will focus on (Self-awareness, Self-
management, Social awareness, Relationship Skills, Responsible Decision-making):

Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in
different situations. This includes managing stress, controlling impulses, motivating oneself, and
setting and working toward achieving personal and academic goals.

Responsible Decision-making
Responsible decision-making: The ability to make constructive and respectful choices about
personal behavior and social interactions based on consideration of ethical standards, safety
concerns, social norms, the realistic evaluation of consequences of various actions, and the well-
being of self and others.

● Specific strategy that you will use to inculcate that competency:

Self Management: The teacher will observe the students as they are participating in the lesson.
She will look at how they are managing their behavior throughout the lesson. If students are not
able to manage their own behavior the teacher will step in with advice on how to change that
behavior. The teacher will guide the students in a positive direction in the way they are managing
themselves throughout the lesson. For example, a student may be messing around too much, the
teacher can talk to the student prively and explain to them what their behavior is beginning to
look like and that he or she could change these behaviors in order to experience a fun lesson.

Responsible Decision Making: The teacher will know the class she is working with and understand
how long the students will be able to pay attention to this specific lesson. The teacher will also
make decisions on where the students will stand during this lesson in order to help the students
from becoming too distracted.

Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

● Multiple Means of Engagement:

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Develop Self-Assessment and Reflection

In order to develop better capacity for self-regulation, learners need to learn to monitor their
emotions and reactivity carefully and accurately. Individuals differ considerably in their capability
and propensity for metacognition, and some learners will need a great deal of explicit instruction
and modeling in order to learn how to do this successfully. For many learners, merely recognizing
that they are making progress toward greater independence is highly motivating. Alternatively,
one of the key factors in learners losing motivation is their inability to recognize their own progress.
It is important, moreover that learners have multiple models and scaffolds of different self-
assessment techniques so that they can identify, and choose, ones that are optimal.

● Offer devices, aids, or charts to assist individuals in learning to collect, chart and display
data from their own behavior for the purpose of monitoring changes in those behaviors
● Use activities that include a means by which learners get feedback and have access to
alternative scaffolds (e.g., charts, templates, feedback displays) that support
understanding progress in a manner that is understandable and timely

● Multiple Means of Representation:

Comprehension: The teacher will use multiple means of representation in order to guide students
in using prior knowledge to create new knowledge. The goal of this part of UDL is to make sure the
students have access to prior knowledge and scaffolding to make sure they have the proper
access to what they are learning.

● Multiple Means of Action and Expression:

Learners differ widely in their capacity to navigate their physical environment. To reduce barriers
to learning that would be introduced by the motor demands of a task, provide alternative means
for response, selection, and composition. In addition, learners differ widely in their optimal means
for navigating through information and activities. To provide equal opportunity for interaction with
learning experiences, an instructor must ensure that there are multiple means for navigation and
control is accessible.

● Provide alternatives in the requirements for rate, timing, speed, and range of motor action
required to interact with instructional materials, physical manipulatives, and technologies
● Provide alternatives for physically responding or indicating selections (e.g., alternatives to
marking with pen and pencil, alternatives to mouse control)
● Provide alternatives for physically interacting with materials by hand, voice, single switch,
joystick, keyboard, or adapted keyboard

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Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E.
Strategies, Graphic Organizers, etc.). What three levels of Bloom’s will you address in this lesson to
enhance the depth with which your students will engage the lesson objective? (Remember,
Understand, Apply, Analyze, Evaluate, Create):

Remember: Students will learn the focus words and the definitions. They will be able to recall
these focus words and be able to define them. Students will be able to use these words to help
them in their understanding.

Understand: Students will be able to understand the concept of area and perimeter. Students will
be able to use the formula or area and the formula for perimeter correctly. Students will be able
to complete a problem using the formula for area and the formula for perimeter correctly.

Analyze: Students will be able to distinguish the difference between area and perimeter.

10. Implementation of Strategies for Enhancing Lessons:

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

21st Century Skills: Technology: Visual and Performing Arts:

Circle all that are applicable How will technology be How will the students be
and describe how each will be incorporated into the lesson? ( provided with opportunities to
observed during the lesson TPE 3.6, 3.7, 4.4, 4.8 ) (For the access the curriculum by
( TPE 1.5, 3.3, 4.7 ) special Covid 19 version of the incorporating the visual and
lesson plans, some form of performing arts? ( TPE 1.7 )
digital media technology is a
mandatory component)

Part IV – Assessment of Student Learning ( TPE 1.8, 5.1 )

11. Assessment Criteria for Success: How will the teacher and the student know if each of the
specific objectives identified above have been successfully met?

Formative Assessment 1:

Teacher will explain the concept of area and perimeter using the opening example. The students
will be able to create examples of their own based on the teacher's example. The teacher will call
on the students using a name generator to ask for examples.

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Formative Assessment 2:

The teacher will grade the students' work based on how they completed the problems. The
teacher will circle the areas of the rubric where the students were successful. Each section is
worth one point with a total of ten points which will include the students name and number (one
point)

Problem 1 the problem is labeled with area Answer for the area Answer for the
and perimeter perimeter

Problem 2 the problem is labeled with area Answer for the area Answer for the
and perimeter perimeter

Problem 3 the problem is labeled with area Answer for the area Answer for the
and perimeter perimeter

Peer and 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? Must include a rubric for either self-assessment or team assessment ( TPE 5.3 )

Self-Assessment
The students will complete a Kahoot! Quiz at the end of the lesson to show their understanding.
The students will be asked about the academic vocabulary and the results will be recorded on the
Kahoot! quiz for the teacher to review.

Part V – Instructional Procedure

12. Instructional Method: Circle all that apply–

Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

13. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
Students have been introduced to the concept of area and perimeter in their math lesson on
thursday and in their homework last week. The students are still learning the formulas for these
concepts. Today the students will be learning to identify the difference between area and
perimeter and apply these formulas to these concepts.

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14. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
nearpod.com
kahoot.com
worksheet
self assessment
15. Procedure: Provide a detailed procedure that includes estimated times and intended
questions.

Lesson Explanation: How will the lesson objectives be explained to the students? How will you
communicate how it relates to prior learning? How will you communicate your expectations for
learning and behavior?

Teacher will be explaining the difference between the area and the perimeter.
The students had a brief lesson on area and perimeter last week. They went over a few problems
in class together to see what they remembered from 3rd grade. In this lesson the teacher will be
reinforcing what area and perimeter are.
Students will use nearpod to follow along as the teacher explains the concepts of area and
perimeter. The students will also engage in interactive quizzes and collaboration boards to show
and express knowledge and understanding of what is being taught.

Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest.

Teacher will open the lesson with an example of area and perimeter. The teacher will show the
students a picture of the basketball court that they walk around each day. The teacher will ask
them to look at the picture and see if they recognize the picture. The teacher will then show
another picture with the measurements of the court. The teacher will ask the students if Maya was
the leader that day and walked all the way around the basketball court. What would the perimeter
be? If the length of the court was 100 feet and the length of the court was 50 feet and the student
walked the entire perimeter of the court what would the perimeter be? The teacher will ask the
students to look at the picture and add up the sides of the perimeter. Then the teacher will ask the
student if they colored the inside of the court pink how many square feet of paint will they have to
use? The teacher will explain that area is calculated by multiplying the length times the width and
have the students try to figure out the answer.

Body –
● Once the students have talked through the opening discussion the teacher will ask the
students if they can think of any examples.
● The teacher will give more examples for the students to think about.

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● The teacher will then show the students the slide show where she will go over the academic
language.
● The teacher will then give the students another example of area and perimeter and define
the terms.
● Students will then use a collaboration board to share the definition of area and perimeter.

Close –
● The teacher will go over the concept of area and perimeter.
● Students will answer and share what they have learned. (concepts and formulas)
● The teacher will give the students Kahoot! quiz. (academic language)
● Students will then complete the worksheet with the teacher.
● Students will then complete a worksheet independently
● Students will then complete the self-assessment.

Part VI – Reflection ( TPE 3.4, 6.1 )

After presenting the lesson in the classroom, review and reflect on student work related to the
lesson

1. Include rubric data here:

1 2 3

Problem 1 the problem is labeled Answer for the area Answer for the
with area and perimeter
perimeter

Problem 2 the problem is labeled Answer for the area Answer for the
with area and perimeter
perimeter

Problem 3 the problem is labeled Answer for the area Answer for the
with area and perimeter
perimeter

Steele: 9/9
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Matthew: 9/9
Maverick: 9/9
Margot: 9/9
Fabio: 9/9

2. Student achievement of the lesson objective according to the data analysis:

Explain areas of successful achievement –
Steele: student successfully followed directions and completed the lesson by meeting all of the
assessed goals.
Matthew: student successfully followed directions and completed the lesson by meeting all of the
assessed goals.
Maverick: student successfully followed directions and completed the lesson by meeting all of the
assessed goals. student successfully followed directions and completed the lesson by meeting all
of the assessed goals.
Margot:student successfully followed directions and completed the lesson by meeting all of the
assessed goals.
Fabio: student successfully followed directions and completed the lesson by meeting all of the
assessed goals.

Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –

Steele: Steel had trouble focusing during the lesson. The computer portion of the lesson was very
distracting and caused him to lose focus. He would get excited, move around and make
comments throughout the lesson. Once we were able to turn off the computer he was able to
quickly complete his work successfully.
Matthew: Wanted to answer all of the questions without raising his hand. I had to remind him to
wait his turn a few times throughout the nearpod presentation.
Maverick: Was able to focus during the lesson and completed his work successfully.
Margot: Has been enjoying her reading book and was reminded to set her book down multiple
times during the lesson. When called on she will know the answer and always has her work
completed correctly. I believe she is reading her book because she may need more of a
challenge.
Fabio: Though he did well on his written work, he was not able to keep up with the nearpod
presentation and participate. He was often not paying attention and therefore, unable to answer
questions when he was called on.

How did learning deeply about your students’ assets and learning needs

a. inform and/or shape your lesson plan for the whole class?

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Understanding my students assets and learning needs gave me the information I needed to
create this lesson. I used technology to interest the students and help them to stay
involved. I used visuals to help the EL students. I also used visuals that related to the
students activities at school to engage and immerse them in the content we were about
to learn.

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

I opened the lesson with a picture of the basketball court we play on everyday. The students
opened their slideshow and were able to see the picture and recognize it as part of their
school and something we all do together on a daily basis. This provided a segway into the
lesson for the students and helped them to start the lesson engaged and participating in
the topic.

Think about your teaching practice during the learning segment and what you learned from your
analysis of multiple types of assessment about your students’ understanding of content
and/or ELD learning goal(s).

a . What was most effective about your teaching or assessment in helping students achieve
the content and/or ELD learning goal(s) of the segment?

The most effective part of my teaching was involving the students in discussion at the
beginning of the lesson. The students were able to relate to the subject of area and
perimeter and see with visuals what they were learning. The students have walked the
perimeter of the court and were able to relate that experience to the assignment. Students
also were assessed on the academic language using technology.

b. What was less effective about your teaching or assessment? What do you want to set as
an area for growth to increase your effectiveness as a teacher? Explain why you have
chosen this professional learning goal.

I felt that this was a good starting point for me. I struggle to open my lessons with engaging
content and this lesson I worked hard to come up with something engaging and relatable.
I feel that I can improve in this area for all of my lessons. I hope to continue to improve in
how I open and introduce my lessons in the future.

3. What instructional strategies were used to help students achieve the lesson objective? Which
subject-specific pedagogical skills were used to help students be successful? (reference TPE SSP

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1-7 Part 2: Subject-Specific Pedagogy)

1.1. Apply knowledge of students, including their prior experiences, interests, and social-
emotional learning needs, as well as their funds of knowledge and cultural, language, and
socioeconomic backgrounds, to engage them in learning.

2.6. Establish and maintain clear expectations for positive classroom behavior and for
student- to-student and student-to-teacher interactions by communicating classroom
routines, procedures, and norms to students and families.

4.3. Design and implement instruction and assessment that reflects the interconnectedness
of academic content areas and related student skills development in literacy, mathematics,
science, and other disciplines across the curriculum, as applicable to the subject area of
instruction.

Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to
incorporate specific instructional, in-the-moment adaptations for particular students? Why
or why not?

We used a collaborative board at one point during the lesson and I would like to not use that tool
in future lessons. It is a nice idea but it never seems to go over well with some of the students
and requires a lot of monitoring and explanation. We bang using this element and then I
ended up turning it off and discussing the question with the students as a group.

Did your instructional approach support learning for the whole class and for each of your focus
students to achieve the content-specific learning goal(s)?

By using technology I believe I was able to reach the majority of the students. Having the
slideshow accessible on each student's screen was helpful not only for my EL students but
someone my students with visual impairments. THey were able to see the screen and did not
have to ask for me to zoom in on the slideshow at any point in the lesson (which is something
we are consistently doing during other lessons). I believe that by using information that
related to the students interests helped the students to comprehend and visualis how to find
the area and perimeter of specific items or areas.

4. According to the data analysis, what changes could be made to the lesson and why? Please
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use specific examples from your student samples or note other specific evidence.

If you were to develop and teach this lesson again, what would you do the same or differently to
improve deep learning of content and academic language for the whole class of students and
why?

I would try to use more effective language to ask my students questions. I would also try to work
on how I am able to engage and call on every student even when they are not raising their hand
or showing interest.

5. What should be done next to teach the students who were not successful in grasping the
lesson? Explain what you would do next to advance the learning of the whole class of
students. How could it be re-taught if given the opportunity?

Do you need to reteach any part of the lesson? Explain why or why not.

I could reteach the “why” of the lesson and how to incorporate it into the real-world after the
lesson.

b. Based on what the whole class of students learned about the content you were teaching,
what will you teach next?

After teaching the students the basics of area and perimeter I will go on to teach area and
perimeter of complex shapes. We will use the formulas from this lesson, review and apply these
concepts to more complex shapes.

6. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach
in the future?

Personally I learned that there are many areas of improvement. I can always grow in my teaching
skills. I have appreciated all of the feedback I have gotten from my Master Teacher and my
Supervisor. Their advice has been very helpful in improving my word choices, the way I present
and how I engage the students. In this lesson I worked hard to incorporate all of the critiques from
my previous lesson and plan to use the critiques from this lesson to help me in my future lessons.
One of the critiques I received from my supervisor during this lesson was asking the students to
“Show me” “Tell me” the answer, my supervisor suggested that I ask the students to share with
their peers and that the answers are not for “me” but for them and for their peers.
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Part VII – Student Samples

Make copies or take clear pictures of student work for each level (high, middle, low, ELL and special
needs students). Write comments on the copies. Include scores according to the formative
assessment rubric categories. Also include information about how and what was communicated
to the students regarding their work.

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 Standards-Aligned Lesson Plan Template

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 Standards-Aligned Lesson Plan Template

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Graduate Education Lesson Plan Rubric

Insufficient Poor Satisfactory Good Excellent Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Goals Failure to align Inadequate choices Adequate choices and Strong choices and Excellent choices and
standards and and alignment of alignment of alignment of standards alignment of standards
and
objective and a lack standards and standards and and objective with and objective with clear,
Standards of rationale and objective with poor objective with basic clear, robust rationale insightfully robust
essential questions. rationale and rationale and and essential rationale and essential
essential questions. essential questions. questions. questions.
Part 2: Failure to develop Minimally helpful Moderately Good demographic Robust demographic
demographic profile demographic profile appropriate profile and profile and adaptations
Demo-
and adaptations and adaptations that demographic profile adaptations that will that will potentially
graphic that provoke will not likely and adaptations that potentially provoke excel at provoking
Profile and diversified learning provoke significant, will likely provoke significant, diversified significant, diversified
Lesson or engage 21st diversified learning significant, learning that engage learning that engage
Century Learning, and only vaguely diversified learning 21st Century Learning, 21st Century Learning,
Adaptations
the Arts, and/or engage 21st Century that engage 21st the Arts, and/or the Arts, and/or
for specific technology. Learning, the Arts, Century Learning, the technology. technology.
students and/or technology. Arts, and/or
technology.
Part 3: Failure to provide Inadequate Adequate Strong demonstration Excellent, robust
Universal Design for demonstration of demonstration of of multiple means of demonstration of
Universal
Learning. multiple means of multiple means of instruction that are multiple means of
Design for instruction that are instruction that are likely to provide instruction that are
Learning not likely to provide somewhat likely to engaging Universal highly likely to provide
engaging Universal provide engaging Access for all learners. engaging Universal
Access for most Universal Access for Access for all learners.
learners. most learners.
Part 4: Minimally useful Minimally useful Moderately useful Very clear, useful Outstanding, powerfully
formative formative formative formative assessments useful formative
Assessment
assessments and assessments and assessments and and purposeful rubric assessments and
Plan rubric that will not rubric that will not purposeful rubric that will enable purposeful rubric that
enable some enable some that will enable some meaningful will enable meaningful
meaningful meaningful meaningful assessment for every assessment for every
assessment for most assessment for most assessment, but not student. student.
students. students. likely for every
student.
Part 5: Failure to create a Poor plan that will Adequate plan that Strong plan that will Excellent plan that will
meaningful student do little to empower will empower empower students to empower students to
Peer and
self-assessment students to genuinely students to reflect on critically reflect on critically reflect on their
Student Self- reflect on their their learning and their learning and gain learning and gain
Assessment learning or gain gain some insights good insights significant insights
Plan personal insight
59.9 and below 60-69.9 70-79.9 80-89.9 90-100

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Part 6: Failed to create Developed minimally Developed Developed strong, Developed extremely
meaningful plans thought-out plans adequately realistic, realistic, and well strong, realistic, and
Instructional
without potential to and well thought out thought out plans with well thought out plans
Procedure create a well- plans with potential potential to create a with potential to create
structured classroom to create a, well- thriving, well- a thriving, well-
structured classroom structured classroom structured classroom
where students where students where students
might understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within work well within them.
them.
Point Chart: Final
180-200 A Score:
160-179 B
140-159 C
120-139 D
119 and
below:
Failed

All Components Lesson Plan Rubric

Insufficien Poor Satisfactory Good Excellent Total
t
14.9 and 15-17.4 17.5-19.9 20-22.4 22.5-25
below
Student Work Failure to include Submission of two to Submission of three Submission of five Submission of five
student samples three samples little to five samples some samples representing samples representing a
Sample
on a meaningful diversity in abilities diversity in abilities ample diversity in wide range of diverse
Submission level and needs and/or and needs with abilities and needs abilities and needs with
lacking appropriate appropriate with strong, useful excellent, clarifying
comments and comments and comments and grades comments and grades
grades grades

Lesson
Observation
The LOP was submitted to Canvas in a timely manner and in readable form.
Protocol (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this assignment
(LOP) and may affect being allowed to go on to the next stage of the Grad Ed Program).
Submission
29.9 and below 30-34.9 35-39.9 40-44.9 45-50

Teaching Failed to reflect Minimal reflection on Adequate reflection Strong reflection on Superb reflection on
on the lesson in a lesson and specific on lesson and specific lesson and specific lesson and specific
Candidate
pedagogically assessments showing assessments showing assessments showing assessments showing
Reflection on meaningful way poor analysis into the some analysis into good analysis into the robust analysis into the
Lesson strengths and the strengths and strengths and strengths and
weaknesses of the weaknesses of the weaknesses of the weaknesses of the
instructional method instructional method instructional method instructional method
and process, and process, and process, and process,
adaptations, and adaptations, and adaptations, and levels adaptations, and levels
levels of inclusion levels of inclusion of inclusion and of inclusion and
and engagement for and engagement for engagement for both engagement for both
both the whole class both the whole class the whole class and the whole class and
and individual needs and individual needs individual needs with individual needs with
with inadequate with satisfactory sound consideration of excellent consideration
consideration of next consideration of next next steps of next steps
steps steps
Point Chart: Final
90-100 A Score:
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80-89 B
70-79 C
60-69 D
59 and below:
NOT YET

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