550B v6_LP_Template_B_15pts_1-17-24 (1)

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May 10, 2024

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Course B Lesson Plan Template and Rubric (15 pts.) Use with ITL550B Observation 4 and ITL650B Observation 5-6 (Note: only use for ITL650B if currently enrolled in Seminar 651B; otherwise, use Lesson Plan Template A 15 pts.) *Please do not submit this lesson template as part of your official CalTPA Assessment to the CTC. This lesson plan was designed to provide a lesson plan for your clinical practice course work and practice for your CalTPA submission . *Content Standards and Curriculum Frameworks You must use current California Content Standards and/or Curriculum Frameworks and current California English Language Development (ELD) Standards, if appropriate. Candidates placed in transitional kindergarten classrooms should use the California State Content Kindergarten Standards for ELA/Literacy or Mathematics and/or the Transitional Kindergarten Implementation Guide . Do not use the California Preschool Learning Foundations . TK is considered K–12. Be sure to write out the content and ELD standards and not refer to only the content or ELD standard number . **Citing ELD Standards English Language Development Standards should be cited from Chapter 3 of the current California English Language Development Standards publication. You are not required to include students’ developmental level in your citations. The citation should include the following information: The part number (I, II, or III), the letter and name of the heading, and the standard number. The standard can be copied and pasted into your submission directly. Example citation from third-grade ELD Standards: “ Part I: Interacting in Meaningful Ways, (C) Productive, (11) Supporting own opinions and evaluating others’ opinions in speaking and writing.” Example learning goal based on third-grade ELD Standard: “Students will be able to support at least one of their own opinions and evaluate a friend’s opinion as they discuss ‘The Three Little Pigs’ in small groups. “Students will write about at least one of their own opinions of one character from the story in a short paragraph.” Learning Segment Overview: Standards and Goals Content area, topic, and grade level  English Language Arts: Literacy  Informative Writing-Research (  Third (3 rd ) Grade California Content Standard(s) and/or Curriculum Frameworks  CCSS ELA-Literacy W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  CCSS ELA-LITERACY. W.3.4

listed by name and number With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.  CCSS ELA-LITERACY. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  CCSS ELA-LITERACY. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. California English Language Development (ELD) Standards, if there are English learners in your class ( indicate “N/A” if there are no English learners in your class) Part 1: Interacting in Meaningful Ways, (C)Productive, (11) Supporting own opinions and evaluating others’ opinions in speaking and writing. Part 1: Interacting in Meaningful Ways, (B) Interpretive, (5) Listening actively to spoken English in a range of social and academic contexts. Part 1: Interacting In Meaningful Ways (B) Writing (10) Paraphrase texts and recount experiences using keywords from notes or graphic organizers. Content Learning Goal Supports content standard, promotes higher-order thinking, grade-level appropriate, and is measurable. ELD Goal Supports the ELD standard and the Content Learning Goal. Content learning goal(s) ( supports content standard, promotes higher-order thinking, grade-level appropriate, and is measurable)  The content learning goal for this lesson is for students to read and analyze writing prompts to know what they are expected to write with 80% accuracy.  Students will be able to share ideas in a collaborative conversation with 80% accuracy.  Students will write a paragraph explaining the actions people took to end segregation laws in the South As they discuss' Informative writing research' in small groups. Students will synthesize facts and details from the informative text to transfer their findings in their writing paragraphs with 80% accuracy.

ELD learning goal(s) (supports the ELD standard and the Content Learning Goal) The ELD Learning goals for this segment are to collaboratively engage in a small group and partner setting to research facts about segregation. ELD students will listen and read along from “It My Right” ( interpret ), then apply vocabulary and language structure to a written response and share the informative facts with the whole group. Lesson Components: Assessment/Checking for Understanding Evidence/assessment(s) Describe how you will determine that the students have achieved the learning goals in the lesson. Identify all assessment activity (informal assessments and checks for understanding). Prior learning Include an explanation of how the lesson links to where students are currently (academically, or with respect to interests, age and/or development issues, or other learning issues), and how the lesson builds on prior content learning. Evidence and assessment of learning Lesson One (1) assessment of learning is an informal assessment. This informal assessment is an exit Ticket following the conclusion of the whole group sharing their informative facts about segregation. Students will answer and analyze prompt questions: 1) what kind of writing am I doing? 2) what will my final product be? 3)What is the main topic of my writing? 4) what sources will be used? 5) what information and details will I need to use? This allows them to restate the lesson content and how it applies to writing an informative paragraph using print and digital text. The rubric will classify students as emerging, developing, and meeting grade-level standards. Lesson one: #1 activity: evidence of learning is the student sharing 2 or more informative facts about segregation on a Post-it, then classifying the information into 1 of 5 categories (topic, evidence, what that means, for example, and conclusion). Feedback will be given first to students who chose # 2. In question 2, they are asking to clarify and better understand the information; the teacher will ensure the understanding of all students who ask for assistance. The

teacher will provide feedback to students who did not meet the expectation of finding 2 facts about segregation. The factors that could cause students not to meet expectations are partner pairing, time on task, or students being pulled from class for specials (ELD Resource room support) How does the lesson link to prior content-specific learning and/or build on a previous lesson to develop deep learning of content? Based on students' assets of prior knowledge of analyzing prompts from the content they have interacted with in the first quarter, I expect the student to deeply explain and analyze a topic using facts and definitions to develop points and give a conclusion statement. Because of their informative writing, they are accustomed to seeing the phrases involved in informative/explanatory writing. They had to use those key phrases to pass their writing. Based on the student assets of having interacted with informational text in second-grade 2nd-grade level standards content-specific learning ( CCSS Literacy-Art W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section), I expect them deeply understand how to write a text with the purpose to inform. We have worked with informational texts in second grade, and this year, the students had to use the elements of informational texts to determine their meaning. We read diagrams and charts and emphasized that these are key elements of an informational text. Reading group content materials focus on segregation; research will require both comprehension and processing. Students will collect and classify the information they discover from print resources—depth of Knowledge (DOK 2). Students will go beyond the text to connect the information they discover (the topic, evidence, what this means, and example) required in the informative essay. Depth of knowledge (DOK 3) After this lesson, I expect my students to retain the ability to analyze information in a more informative/explanatory way and use information from the text to support their answers. Lesson Components: Structured Student Learning Activities Learning Activities What will students do and how will you ensure that they have equitable access to content (e.g., learning activities students will do; how, when appropriate, your students will use educational technology; how you will affirm and validate individual student assets and learning needs).

Learning activities (what students do) Include, where appropriate, how you and your students will use educational technology. They will Classify the information they wrote on the Post-it under different headings in preparation for writing a joint constructed response. We will begin the lesson by reviewing segregation. Students will participate by sharing different events they know about with the class. There is an anchor chart on the whiteboard with attributes of effective researchers. This anchor chart introduces new vocabulary for using print and digital resources. It also identifies that an effective researcher must have perseverance. While the teacher reads the print article aloud, students will follow along and finish the sentence or say the word when the teacher stops reading aloud. Students will highlight information in the paragraph at the direction of the teacher. Highlights will engage students with the text and forge a connection between the information they are being asked to find for the essay. Differentiating the colors to highlight information will help ELD and SPED students Locate the info once the reading is complete. Students will use physical movements to make a connection to the material they are acquiring through researching a print article. Students will continue to read along with the teacher for the remainder of the print article. In small groups of 4 , students will be given a book, “Government of the People, “ Unit 1, “It’s My Right,” Benchmark. The teacher will challenge the groups to find the information requested by utilizing the table of contents, index, glossary, or other means. The student groups will share the information with the whole group. Finally, students will be paired and use a to find information on the “did you know?” card. Cards will have different prompts with the corresponding pictures for visual aids. Students will find the information using the websites and write their facts on Post-it . At the end of the research activity, students will come together as a whole group to share the information they learned. Students will classify their information under 5 different headings: topic sentence, evidence from the text, what this means, example and conclusion, or interesting Facts. Students will defend their choice of placement by explaining why that information should be categorized under a heading. At the end of the lesson, the students will participate in an informal assessment based on the characteristics of an effective researcher or explain something they need help understanding about how to use print and digital resources when researching for an informative essay. The class will perform an informal assessment in the form of an Exit Ticket. Students will answer the questions using a graphic

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