Tpa 4

CalTPACulminating Teaching Experience Task
ID #25RTY202
Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
Step 1: Learning about Students in the Whole Class and Two

Focus Students
Directions:
An important step in planning instruction is to learn about your students. Select one class, one
content area, subject matter within that content area, and two focus students to work with as you
complete this task. Respond to the questions about the whole class and the two focus students
below.
A. Class Information
Grade Level: 12th
Age range of students:
17-18_
Content Area: Civil Rights & Liberties
Total number of students:
29
Subject matter: Social Science/History
Number of Male Students:
20
Number of Female Students: 9

Percentage of students receiving free or reduced lunch: 10%
Areas in which students live (check all that apply)____ Urban ____ Suburban _X_ Rural
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Ethnicity of
students
(provide
numbers)
__1__ African American or Black

__2__ American Indian/Alaskan Native
__0__ Asian or Pacific Islander
__17__ White, not Hispanic
__9__ Hispanic or Latino
__0__ Other (Specify) __________________________
Language
proficiency of
students
(provide
numbers)
_ 2__ Fluent English Proficient

__3__ English Learner(s)
__24_ English only (native speakers)
Identified special
need categories
represented
(provide
numbers)
_4_ Specific Learning Disability

_0_ Hard of Hearing
_0_ Deaf
_0_ Deaf-Blind
_0_ Other Health Impaired
_0_ Multiple Disabilities
_0_ Brain Injury
_1_ Gifted/Talented
_0_ Speech/Language Impaired

_0_ Visually Impaired
_0_ Orthopedically Impaired
_0_ Emotionally Disturbed
_0_ Mental Retardation
_0_ Autistic
_0_ Established Medical
Disability (0-5 years)
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
B.
ID #25RTY202
Learning About the Whole Class
Student Characteristics
Directions:
Provide a general description of what you learned about the general characteristics of students
in this class, and describe how you will use this information in planning academic instruction in
your selected subject matter.
Linguistic background
Provide a general description of what you
learned about students linguistic background.
Describe how you will use this information in

planning academic instruction in your selected
subject matter.
The overall majority of the students within the

classroom are native English speakers and
only speak English. However, there are two
students that are categorized as English
Learners but are English proficient, as well as,
three English Language Learner students that
are present in the classroom. The English
Language Learners are Early-Advanced in
their language skills, however, they have
difficulty in their comprehension of both
reading and writing in the English Language.
Furthermore, the English proficient students
have difficulty in their written language skills
and are below their current grade level in
language proficiency.
This information will be used to meet the

needs of all the students within the classroom.
The vocabulary that will be present will be
pre-taught to them and much of it will be
vocabulary words and terms that have been
present in previous lessons. Furthermore, since
the majority of the students within the
classroom are native English speakers and two
students are English proficient, the lesson will
be conducted in English with a PowerPoint in
English. However, the three Early-Advanced
English Language Learner students will be
given the PowerPoint as a handout, as well as,
a translation of the material given in class.
Academic language abilities, content knowledge, and skills related to this subject matter
learned about students academic language
abilities, content knowledge, and skills related to
this subject matter.

subject matter.
The majority of the students present in the

class are average or above average in their
academic language abilities, content
knowledge, and skills within the subject
matter. There are several students excluding
the English Learner students and students with
special needs that are below average in their
content knowledge of the subject matter. The
English Learner students are below average in
the skills relating to the subject matter, as well
as, their academic language abilities, however,
their content knowledge is average and
satisfactory for the content. The students with
special needs are below average in all areas of
their academic language abilities, skills and
This information will be used as a basis to

scaffold from previous and new material
building a bridge between previous lessons,
the current lesson, and connecting it to future
lessons that will be taught. Throughout the
lessons translated materials, pre-teaching, and
modified instruction will be used at
appropriate times within the scaffolding
process. Students will also be informally
assessed throughout the lessons to ensure
proper retention of the material being taught
and to connect previous material to current
material.
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content knowledge within the subject matter.

Cultural and health considerations
learned about students cultural and health
considerations.

subject matter.
One of the students present in the classroom

has diabetes. Three students within the
classroom are homosexual, four students
belong to the Church of Jesus Christ, Latter
Day Saints or more commonly known as the
Mormon church. One student has been
kicked out of his parents home several
weeks ago. All of the students within the
classroom are in middle-class to upper-middleclass families and reside in a rural community
with a total population between 3,000 and
6,500 residents.
The student with diabetes is placed in the first

row in the front seat closest to the door in
order to lessen disruptions of him leaving or
entering the room in order to give himself
insulin shots. The students, as well as myself,
present in the classroom will be sensitive to
the homosexual students beliefs and views.
Students, as well as myself, will also be
sensitive to the Mormon students beliefs
and views. These students will also be
considered in order not to violate any of their
beliefs during the classroom activities. The
student that was recently kicked out of his
parents home will be given modifications in
the time limit of homework and participation
within the classroom activities. Furthermore,
since the students present in the classroom are
from a rural community and belong to middle
and upper-middle class families activities and
teacher-directed lessons will attempt to
connect their rural culture to the lessons
subject matter.
Interests and aspirations

learned about
students interests
and
aspirations.

subject matter.
Many students within the classroom are

planning to attend College either by attending
a Junior College and then transferring to a
University or directly attending a four-year
University after graduation. One student
dreams of becoming a rock star. Several
other students plan to enlist in the military
after graduation. Many students are interested
in sports or in virtual games either on the
computer or a gaming system, such as,
PlayStation. Besides this, all of the students are
very interested in watching television shows,
however, their interests in the shows vary
greatly.
As a majority of students are planning to

attend College, either a Junior College or a
four-year University, the lesson will be a
lesson that will model a College lecture
combined with an activity that would be
found in high school. Additionally, the student
that plans to be a rock star wont be
discouraged and will be given proper timings
when to actually perform and participate
within the lesson at appropriate times.
Furthermore, as many of the students are
interested in virtual games and television
shows the lesson will incorporate a show or
technology to test the students knowledge.
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Developmental Factors That May Influence Instruction.

Directions:
Provide a general description of developmental factors that may influence instruction of students
within this age range and in the selected class. Indicate how you will use this information
regarding developmental factors in planning academic instruction for this class in your selected
subject matter.
Physical Development
Provide a general description of developmental
factors that may influence instruction of
students within this age range and in the
selected class.
How will you use this information regarding

developmental factors in planning academic
instruction for this class in your selected
subject matter?
The students in this class vary greatly from

ones that are very outspoken and boisterous to
ones that are very quiet and shy in front of
other students. Between these two spectrums
there are also some that try to play the class
clown, as well as, several students that are
very independent.
This information will be used to involve

students in an engaging classroom activity
that will assess their knowledge obtained from
the lesson. During the teacher-directed lecture
I will ask informal assessment questions to
coax the quiet students to participate. Due to
variance in the students physical
development, the lesson will be broken down
into four periods: introduction, lecture,
reflection, and activity. Within the four
periods of the lesson I will use different
instructional strategies to involve a number of
students into the lesson.
Social Development
selected class.

subject matter?
As many of these students have been raised in

middle-class to upper-middle class families in
a rural and secluded environment they have not
been exposed to many outside factors that
would be present in a suburban or inner city
school and/or community. An overwhelming
majority of the students within the classroom
have attended school together from
kindergarten to their present grade level.
However, since the students have attended
school together for a long period of time there
is pressure to not be teased and also to be
cool in front of others. Most of the students
are respectful to others and their teachers.
The lesson will incorporate parts for all

students to participate and not be individually
called out to affect their standing with their
fellow classmates. Additionally, since the
students do feel comfortable in the classroom
together it creates an environment of
cohesion, as well as, a calm learning
environment where both teacher and students
are respectful to each other and are able to
effectively participate in the lesson.
Emotional Development
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selected class.

subject matter?
All but several of the students present in the

class are eighteen years old. They are in their
last weeks of high school and are extremely
anxious to graduate. Furthermore, because of
the students being in their last weeks of high
school, as well as, either being eighteen and
being a legal adult or on the cusp of being an
adult many students feel as though they are
equal to the teacher and are very independent
and outspoken due to this fact.
Because the students are in their last weeks of

high school many of the students have
checked out of participating in lesson, as
well as, completing their homework. Due to
this fact, the lesson will be divided into four
parts: introduction, lecture, reflection, and
activity. Through the introduction previous
material will be linked to the current lesson.
Within the lecture portion of the lesson I will
effectively show the students the history,
implications, and emotionality of the lesson.
Through the reflection period I will be able to
connect the previous and current material
together and allow students to reflect orally on
the overall implications of the lesson. The
culminating event of the classroom activity
will allow students to talk amongst each other,
as well as, to move around the room while I
will be able to informally test their knowledge
of the lessons content.
C. Focus Students
Directions:
Select two students from the class you just described above. Select one student who is an
English learner and one student who presents a different instructional challenge. Consider your
selected content area when describing what you learned about the two focus students. In the
boxed areas below, provide:
a description of what you learned about each of the students
an explanation of how the information will influence your academic instructional
planning, including assessment.
Note: Single subject candidates for a credential in Languages Other Than English who are
delivering instruction entirely in the target language may choose another student with a different
instructional challenge rather than an English learner.
Student 1: An English Learner

Gender: Female
Age: 18
1. Why did you select this student?
I selected this student as she presents a challenge for a new teacher, such as, myself. This
student presents multiple challenges that include: lesson plan development, assessment, and
homework delivery. Furthermore, I selected this student because serving her individualized
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3.
4.
5.
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needs allows me to modify my lessons in order to effectively translate materials into the
students native language in order to successfully present the subject material to her.
What did you learn about this students linguistic background?
The students primary language at home is Spanish. Outside of the home, particularly in
school, the student speaks English. However, she is used as a translator by both of her
parents. The student has difficulty in writing papers at her current grade level, as well as, a
difficulty in fully understanding grade level reading material. Furthermore, the student does
speak English fluently, but her current reading and writing proficiency in English is well
below her current grade level and, as a result, she has been tested and verified as an EarlyAdvanced English Language Learner.
What did you learn about this students academic language abilities related to this
subject matter?
As the student does speak English, she has a good grasp on what is orally said throughout
teacher-directed instructional lectures, and, as a result, is able to orally participate within
classroom discussions and informal oral assessments. However, when material is presented
in a written English format the student has difficulty understanding the material.
Furthermore, due to the students below grade level proficiency in writing in English, she
has a difficulty participating in classroom writing assignments when in class or assigned as
homework.
What did you learn about this students content knowledge and skills in this subject
matter?
This student has a very basic knowledge of the Modern Civil Rights Movement. Her
knowledge comes from the repetitiveness of lessons throughout elementary, middle school
and high school concerning the subject matter. However, the student has no knowledge
concerning the uncommon martyrs of the Modern Civil Rights Movement which are hardly
ever mentioned in detail throughout lessons in school.
What did you learn about this students physical, social, and emotional development
relevant to this academic content area?
This student is very quiet and shy. She hardly ever speaks up in class and hardly ever
participates within classroom activities where she must orally present her content
knowledge. The only students that she talks to are the two individuals that are sat next to
her which, in turn, are her two friends she spends her school days with. Due to her poor
reading comprehension, she doesnt participate in class reading. Furthermore, she listens
very diligently during teacher-directed lectures but will not participate in group activities
and whole classroom discussions due to her quietness and shyness.
What did you learn about this students cultural background, including family and
home, relevant to this academic content area?
The student has a Hispanic cultural background that is very present within the home
through cultural celebrations, food, and spoken language. Both of her parents are second
generation Mexican immigrants and never fully learned English due to their parents being
migrant workers living in the Spanish speaking sections of farms and never receiving a full
English education. The student is an only child and, as so, serves as the translator for both
of her parents. As her parents were raised in families of migrant workers they are very
familiar with the Hispanic Migrant workers Civil Right movement led by Ceaser Chavez
which was influenced by the Modern Civil Rights Movement of the African-Americans in
the 1950s-1960s. Due to this fact, much of what the student understands of Civil Rights
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comes from a predominantly Hispanic viewpoint which is specifically a migrant farm

workers view point.
7. What did you learn about this students special considerations, including health issues,
The student doesnt have any medical or health related issues that would impair her
learning or safety throughout the lesson.
8. What did you learn about this students interests and aspirations related to this
academic content area?
The student seems to be indifferent to the subject matter and only seems interested when
she knows the material. She has admitted that she wants to attend College, but doesnt
know if she will be able to due to financial circumstances. If given the opportunity, she will
attend a Community College first and transfer to a school close to home. She enjoys being
around her two friends that are present in the classroom with her. In addition to this, the
student is very close to her family and spends much of her time at home.
9. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, etc.).
The student doesnt have any problems with attendance and rarely misses school unless she
is ill and unable to attend. She doesnt participate in any extracurricular activity within the
school or in the community.
Student 2: A Student Who Presents A Different Instructional Challenge

Gender: Male
Age: 18
1. Why did you select this student?
I selected this student as he presents a challenge in instruction and lesson planning as he is a
gifted student within the subject matter of Social Science/History. Because the student is
very knowledgeable within the content area, it presents a challenge to keep him involved
and present material in a way that will keep him from distracting students around him.
2. How is the instructional challenge that he or she presents different from that of the
other student?
The student is a gifted student in the subject matter of Social Science/History and sees the
class as unnecessary. Due to this fact, he doesnt complete homework and only completes
tests and quizzes when he is present in the class and never makes up any tests or quizzes if
he missed them. He also rarely participates in classroom discussions unless he can
challenge the teacher with his knowledge of the subject matter. Furthermore, he never takes
notes and, due to him seeing class as unnecessary, he misses it on a regular basis.
3. What did you learn about this students linguistic background?
The student speaks English fluently and is above average in his writing and reading skills.
His verbal skills and his subject matter vocabulary are well above his current grade level
and fellow classmates.
4. What did you learn about this students academic language abilities related to this
subject matter?
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The students academic language ability and subject matter vocabulary are well above his
fellow classmates, as well as, his current grade level which, in turn, match his subject
matter writing ability.
5. What did you learn about this students content knowledge and skills in this subject
matter?
The students content knowledge vocabulary, writing, and historical research pertaining to
the subject matter are well above his current grade level, as well as, his fellow classmates.
Due to this, the student is very disinterested during the classroom lectures, activities, and
homework. The student has the skills necessary to excel in the subject matter, but needs to
refine his writing and research abilities to be able to excel fully.
6. What did you learn about this students physical, social, and emotional development
As the students knowledge of the subject matter is well above his fellow classmates and his
current grade level he doesnt participate in any classroom activities or lectures unless he
can challenge a fellow students or teachers knowledge of the subject matter. When he isnt
challenging the teacher or fellow students in the subject matter, the student sits quietly and
either draws, stares out of the window or dozes off during teacher-directed instructional
lectures.
7. What did you learn about this students cultural background, including family and
home, relevant to this academic content area?
The students parents are divorced and he lives with his mother, step-father and his two
younger siblings, one a step-sister. Within the home the family rarely eats dinner together or
spends time together. Due to this, the student spends much of his time alone outside of
school. When on his own, the student reads Social Science/History material, plays
historically accurate video games or watches historical documentaries.
8. What did you learn about this students special considerations, including health issues,
The student doesnt have any medical or health related issues that would impair his learning
or safety throughout the lesson.
9. What did you learn about this students interests and aspirations related to this
academic content area?
Currently, the student doesnt have any plans or interest to attend College. His present
interests include video games and school friends. In several weeks he will be graduating
from high school and has no plans of getting a job until forced to do so by his mother and
step-father, as well as, no plans of attending College until he sees that he needs to.
10. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, and so on).
This student regularly misses class due to his view of it being useless since he deems
himself of having a knowledge greater than his teacher and classmates. This student also
doesnt participate in any extracurricular activities either for the school or in the community
and is rarely at any school sponsored event. Instead, he spends his time at home in his room
playing online video games.
Step 2: Learning Environment and Academic Instructional

Planning for the Whole Class
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ID #25RTY202
A. Information about the Learning Environment

Directions:
Consider what you learned about your students in Step 1. Respond to the prompts below about
the learning environment. For each response include:
a description of what you do to establish and/or maintain an effective
environment for learning
a rationale for why the decisions are appropriate for the class.
1. In what ways do you establish and maintain a positive climate for learning?
To maintain a positive learning environment for students I create a secure, safe, comfortable
classroom environment where the students have clear, set, and concise academic learning
expectations, as well as, classroom social behaviors. In effect, this creates a learning
environment where students respect one another and their individual learning abilities. An
environment where students dont feel constrained, but able to converse with one another
on the subject matter. Within this safe, secure, and encouraging learning environment
students encourage one another, as well as, help each other out when they are struggling in
an area of the subject. All of the students know never to make negative comments towards
anyone in the class or in the school. However, they know that I myself laugh at words that I
mess up on or mispronounce when lecturing and they can laugh at this too which, in turn,
creates an environment that students feel very comfortable in and can learn effectively in.
2. In what ways do you establish and maintain rapport with all students and their
families?
To maintain rapport with students I show care, respect and fairness toward every individual
student inside and outside of the classroom. The rules are established and fairly applied to
every student inside of the classroom as well. The students know of the consequences of
breaking these established classroom rules. As a coach on a small high school campus, I
interact with student-athletes and students that are spectators to the games on a daily basis.
Through coaching I show all students whether they are athletes or spectators respect,
attention and fairness in all manners of the athletic competition, as well as, on and off
campus. Through the efforts of teaching and coaching, I create an environment where
students and parents feel comfortable to speak to me knowing that I treat everyone fairly
and with respect. In turn, this demands respect and fair treatment from students and parents.
3. In what ways do you encourage students to take responsibility for their own learning
and to work responsibly with others and independently?
I encourage students to take responsibility for their learning, class work and homework by
allowing students to work independently and not accepting late work after a week has passed
as it makes the students take responsibility for not completing their work and allows them to
learn to manage their time effectively. Furthermore, I have small group discussions and
projects throughout lessons to encourage students to work with classmates they wouldnt
usually pursue or speak with so more social connections can be made.
4. In what ways do you establish clear expectations for academic and social behavior and
respond to behavior that does not meet those expectations?
Clear academic expectations will be communicated orally to the students during class time,
as well as, being written on the white board in the designated area for the class and within the
introduction of the teacher-directed instructional lecture. Students will also be reminded of
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their academic learning goals through oral instruction on a weekly basis. Classroom social
behavior is taught to students through oral instruction, modeling, reinforcement and a written
set of classroom rules and consequences. I will establish clear social behavior expectations
inside the classroom through communicating my requirements and consequences, should an
established acceptable social behavior be violated. Furthermore, students will be rewarded
for outstanding academic and social behavior inside the classroom as a reinforcement tool.
Through established classroom routines and procedures students social behavior and
academic expectations will be reinforced on a daily basis. Setting clear academic and social
behavior expectations in the classroom leads to an established learning environment suitable
to meet the needs of individual students and, in effect, maximize instructional time. If
students are violating the established procedures and/or classroom rules they are warned to
stop their current actions. If they persist, consequences that range from a one-on-one
conversation, detention, Saturday school, phone call home, or a parent-teacher conference are
administered in order to remedy the situation.
5. Discuss the classroom routines and procedures that you use, including how you
establish and maintain them.
The moment the bell rings for students to proceed to class the established classroom
procedures are in effect. As students walk into the classroom they take their seats and are able
to talk to me about anything they would like before the final late bell rings. Once the bell
rings, I welcome everyone to class and tell them the materials they will need for the days
lesson. While doing this, I will prepare any of the equipment I need for the lesson, such as, a
laptop computer and the overhead projector. As I prepare to begin the lesson, students take
out the required materials that I stated. After the equipment needed for the lesson is set up I
start a quick knowledge check on the subject matter we will be covering in the days lesson.
During this time I have my teacher aid collect the students homework and put it in the
designated folder for the class. While this is being done I take attendance. After the quick
knowledge check discussion I begin the days lesson. If the lessons lecture takes all the class
period, I signal for the students to pack up two minutes before the bell rings for the end of
class. If the lessons lecture doesnt take all class period, I transition from lecture to activity.
My teacher aid hands out the needed materials for the students activity once I hand it to him.
Four minutes before the bell rings I instruct students to end the activity and pack up their
materials. This occurs on a daily basis so the students know what to expect in class. These
routines reinforce and maintain the established classroom procedures and social behaviors.
They also maintain an environment that is conducive to learning and keeps the class on task
while utilizing the class time effectively. Reinforcement of these procedures helps students to
comprehend what is expected of them when they enter the classroom and throughout the
lesson. Classroom procedures are also established through a set of rules which every student
is familiar with and responsible for adhering to.
B.
Information about Academic Instructional Planning
Directions:
As you begin to think about the lesson that you will present to this class of students, consider
what you learned about them and what you want them to learn in the lesson. Respond to the
questions below regarding your plan for instruction for the whole class.
1. At what point in the sequence of the unit is this lesson? Check one:
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X
ID #25RTY202
At the beginning of the unit of study

Between the beginning and the end of the unit of study
At the end of the unit of study
2. The video is a 20 minute portion of a 59 minute lesson.

3. List the state-adopted academic content standard(s) or state-adopted framework you
will address in this lesson.
State Standards:
12.2 Students evaluate and take and defend positions on the scope and limits of
rights and obligations as democratic citizens, the relationships among them, and
how they are secured.
12.2.1. Discuss the meaning and importance of each of the rights guaranteed under the
Bill of Rights and how each is secured (e.g., freedom religion, speech, press, assembly,
petition, privacy).
12.2.5 Describe the reciprocity between rights and obligations; that is, why enjoyment of
ones rights entails respect for the rights of others.
12.5 Students summarize landmark U.S. Supreme Court interpretations of the
Constitution and its amendments.
12.5.4. Explain the controversies that have resulted over changing interpretations of
civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda
v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc.
v. Pena, and United States v. Virginia (VMI).
12.6 Students evaluate issues regarding campaigns for national, state, and local
elective offices.
12.6.4. Describe the means that citizens use to participate in the political process (e.g.,
voting, campaigning, lobbying, filing a legal challenge, demonstrating, and petitioning,
picketing, running for political office).
Common Core Standards:
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
Determine the meaning of words and phrases as they are used in a text, including
analyzing how an author uses and refines the meaning of a key term over the course of a
text (e.g., how Madison defines faction in Federalist No. 10).
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
4. What is (are) the academic learning goal(s)? What specifically do you expect students
to know or be able to do as a result of this lesson?
Through this unit of study students will develop an understanding and be able to identify,
discuss, and explain the major martyrs of the Modern Civil Rights Movement which
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include Martin Luther King Jr., Rosa Parks, Thurgood Marshall, Frederick Douglas,
Malcolm X, and Jackie Robinson. Additionally, students will be able to identify the unsaid
martyrs of the Modern Civil Rights Movement which include Emmitt Till, Viola Luizzo,
George Lee and multiple individuals whose stories are rarely told. These individuals
include the ordinary men and women of all ethnicities that sacrificed their lives through
burdens they acquired or through the ultimate sacrifice of giving their lives in the pursuit of
equality and justice for all and securing a brighter future for America. Furthermore, after
completing this lesson students are expected to understand the sacrifices of all these
individuals through the Modern Civil Rights Movement and how their sacrifices helped
spark and ultimately lead to the multiple Civil Rights Acts that provided for equality and
justice for all Americans. Students will understand that Martin Luther King Jr. wasnt an
Army of one, but an Army of many for whom he was the General. It is our responsibility to
pass these stories on to the youth to guarantee the mistakes of the past wont be repeated.
5. How is (are) the academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?
The subject matter content that the academic learning goals are based on is taken directly
from the California Content Standards (Social Science/History). Furthermore, the overall
academic goals which encompass the students understanding, identifying, discussing, and
explaining the Modern Civil Rights Movements martyrs both famous and not so famous
include the newly adopted Common Core State Standards for California. Throughout the
lesson, students will be exposed to the tragedies of murdered martyrs which took place
during the Modern Civil Rights Movement from approximately 1954-1968 in order to meet
the California State Standards based on the Common Core Standards listed above to
effectively meet the academic learning goals for this unit of study.
6. How will the content of the lesson build on what the students already know and are able
to do?
Students have previously studied the Legislative, Presidential, and Judicial branches in the
United States Government specifically in their responsibilities to uphold the law and
legislate new laws for the betterment of all Americans and the country. Through students
studies they will be able to identify the prejudice laws that were maintained throughout the
country that segregated African-Americans and Whites in all facets of life. Students will be
able to identify these separate but equal laws that sparked the need for change which lead
to the Modern Civil Rights Movement. Through identifying the purpose of the Modern
Civil Rights Movement students will then be exposed to the Civil Rights martyrs that were
famous and not so famous individuals but, non the less, were murdered. From this lesson
students will be able to understand, identify, explain, and discuss the causes and effects of
the Civil Rights Movement in order to effectively recognize the importance of the Civil
Rights Movement and the significance of progress in legislating laws for the purpose of
equality and justice for all citizens regardless of race, gender, and religious preference.
7. How does the content of this lesson connect to the content of preceding and subsequent
lessons?
Previous lessons focused on the inner workings of the three branches of the United States
Government: Legislative, Executive, and Judicial. The current lesson looks at how the three
branches overall working ultimately led to the Modern Civil Rights Movement from the
established laws from previous decades. Moving forward, future lessons will examine the
Civil Rights Movement as a whole studying the nonviolent and other viewpoints and how
the government responded to the call for equality and justice for all American citizens. The
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current lesson will be built upon students previous knowledge and understanding of the
subject matter and will continue to build knowledge and understanding for future lessons.
8. What difficulties do you anticipate students may have with the lesson content? Why do
you think these will be areas of difficulty?
There are several difficulties that I anticipate from the current lesson. The first one is that a
majority of students will find it difficult to sit through a lecture that will include stories of
Civil Rights martyrs being murdered due to their race and efforts in the Movement. Another
difficulty I anticipate is the time frame for the lesson: if students are truly interested in the
content they may extend the time of the lecture which, in turn, will eliminate the poll
everywhere question slides I have prepared for the lesson before moving on to the
classroom activity. The final difficulty I anticipate is the struggle to relate the material to the
way it personally effects students in todays timeframe and how if it werent for these
martyrs sacrifices we would still be living with a segregated, discriminated culture where
the advances that have been made would be negated.
9. What evidence will you collect during the lesson and/or at the end of the lesson that will
show the extent to which the students have made progress toward the academic
learning goal(s)?
Students will be informally orally assessed during the teacher-directed instructional lecture.
Furthermore, at the end of the lesson students will participate in five poll everywhere slide
questions that will test their knowledge of previous and current subject matter. Students will
also participate in an informal assessment on the white board where they will have a matrix
with twenty open spaces and students will be selected at random to come to the board and
choose the correct answer to put in the correct blank space in the matrix. Then, papers will
be handed out containing a matrix that students will need to fill in concerning eight martyrs.
Finally, students will be given a homework assignment where they will answer questions
about the SCLC statement of purpose and the nonviolent statement of purpose.
10. Think about how you will sequence your instruction of the academic content to be
covered in this lesson. Describe your plan for instruction in the order in which it will be
implemented. Address each of the following and provide a rationale for each of your
decisions:
Communicating the academic learning goal(s) to the students
Instructional strategies
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
Monitoring of student learning
Instructional Plan
Communicating the academic learning
goal(s) to the students:
Rationale
Communicating the academic learning
goal(s) to the students:
The academic learning goals are written on

the white board in the designated spot for the
class. Additionally, at the beginning of the
lesson students will be orally told what the
academic learning goals are for the lesson.
Providing the academic learning goals on

the white board in a designated spot
allows students to know what they are
expected to learn at the end of the lesson.
The academic learning goals always being
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The academic learning goals will also be

incorporated into the introduction PowerPoint
slide of the lesson. Furthermore, the teacher
will state the academic learning goals
throughout the teacher-directed instructional
lecture at random times.
in a designated spot allows the students to

know what is expected of them without
being told or if they miss the introduction
to the lesson. Additionally, incorporating
the academic learning goals into the
introduction PowerPoint slide for the
lesson reinforces them once again.
Furthermore, to even better ingrain the
academic learning goals the teacher will,
at selected random times, orally remind
students of their academic learning goals.
Altogether, these methods allow every
student to know what learning goals are
and students have no excuse for not
knowing what the learning goals are.
Instructional strategies:
Instructional strategies:
Throughout the lesson there will be several

instructional strategies used that will include:
teacher-directed instructional lecture, informal
whole class teacher-directed question and
answer session and, finally, a whole class
kinesthetic fill-in-the-blank matrix based on
the teacher-directed instructional lecture.
By presenting the lessons information in a

teacher-directed instructional lecture I can
assure that students receive the
information
needed
in order
to
successfully complete their academic
learning goals. Im also able to informally
assess their learning throughout the lesson
through whole class oral questions and
answers or whole class teacher-directed
discussions. Furthermore, making the
students move about the classroom and
use a matrix on the white board allows
them to assess their own learning.
Students also have an opportunity to quiz
themselves and converse about the fill-inthe-blank answers.
Student activities:
Students will participate in a whole class
teacher-directed instructional lecture question
and answer discussion. Additionally, students
will participate in an informal Poll
Everywhere PowerPoint slide questions where
they will be asked to answer questions using
their cellular phones text message service.
Their answers will automatically populate on
the slide. Finally, students will participate in a
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Student activities:
Using a teacher-directed instructional
lecture will allow me to cover the needed
information, as well as, be able to share
the tragic martyr stories with the students.
During the lesson students will be asked to
answer questions based on the teacherdirected lecture so I can informally check
their understanding and knowledge of the
material and check if they are following
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whole class white board fill-in-the-blank

matrix. During this activity students will be
chosen to come to the board, pick a card and
put it in the correct blank space in the matrix.
the lessons lecture. Additionally, the

informal Poll Everywhere PowerPoint
slide questions allow students to answer
questions based on previous and current
subject matter so I may, once again, access
their learning and retention. Furthermore,
the matrix will be used as an informal
assessment: it allows students to quiz
themselves as they can talk and discuss
their choices while answering the matrix
questions. Participating in the matrix
activity also allows students to physically
participate in the lesson and move around
the room.
Student grouping:
Student grouping:
Students will participate in the teacherdirected instructional lecture as individuals. At

the end of the lesson when students must
answer the PowerPoint Poll everywhere slide
questions they will also participate as
individuals, but when the answers are
discussed they can participate as a whole
class. During the informal assessment white
board activity students will participate as
individuals selecting the correct matrix
answer and putting it in the correct space, but
will be able to talk to their classmates for
directions
and
assistance.
Students
worksheets and homework must be completed
on their own with no help or assistance from
any other student.
In order for students to fully participate

and take notes during the teacher-directed
instructional lecture, they must be doing it
as individuals. Additionally, since the Poll
Everywhere PowerPoint slide questions
are an informal assessment students again
must participate as individuals in order to
answer the questions. During the informal
white board assessment matrix students
will come to the board as individuals, but
may ask for directions and/or assistance so
this activity is a blend of both individual
and whole class participation. Homework
must be completed on their own with no
assistance. All of these grouping tasks help
determine the students knowledge and
understanding of the subject matter, as
well as, allow them to concentrate on the
information being presented.
Material, technology, and/or resources,

including the use of instructional aides,
parents, or other adults in the room:
Material, technology, and/or resources,

including the use of instructional aides,
parents, or other adults in the room:
1.
2.
3.
4.
5.
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Laptop
PowerPoint
Projector
Needed cables
Screen
These materials are needed to

successfully teach the lesson during the
teacher-direct instructional lecture and for
students to participate in the informal
assessment white board activity. The
15

6. PowerPoint hand-held clicker
7. Internet connection
8. Poll Everywhere PowerPoint slide
questions
9. Electrical tape
10. Laminated 5x8 index cards with
matrix information printed on them
11. Blue sticky-tack
12. Pen/Pencil
13. Paper
14. Civil Rights Movement Cause &
Effect Printout
15. Civil Rights Movement Timeline
1954-1968
16. 40 martyrs of the Civil Rights
Movement printout
17. Blank Matrix worksheet
18. Modified and translated Matrix
worksheets
19. Nonviolent Statement of purpose
20. SCLC statement of purpose and
questions worksheet
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printouts and worksheets are needed to

assess
student
knowledge
and
understanding of the lesson, as well as, to
complete their assigned homework.
Monitoring of student learning:
Monitoring of student learning:
Students learning will be monitored through

several informal assessments that include
whole class question and answer during the
teacher-directed instructional lecture, white
board matrix activity, assigned homework, and
in-class matrix worksheet. The Poll
Everywhere PowerPoint Slide questions are
presented as an informal assessment and
students names do not populate with the
answers. However, I can view students
answers on my account of Poll Everywhere to
assess their understanding and knowledge of
the subject matter.
Informal monitoring of student learning

makes them feel comfortable about
participating in the discussions and the
lessons activity. It also gives me a semiaccurate monitoring of the students
understanding and knowledge of the
subject matter. Furthermore, being able to
look at the students answers to the Poll
Everywhere PowerPoint question slides
provides me with accurate monitoring of
their retention and helps determine if there
are any misconceptions about the material.
11. Discuss the specific classroom routines and procedures you will use in this lesson to
maximize instructional time.
Once the late bell has rung, students will be seated in their seats ready for teacher-directed
instruction on what materials they will need for the days lesson. Students will be directed
to what materials they will need. While students are getting their materials, teachers aid
will collect students homework and hand out any materials they will need for the days
lesson. In the meantime, the teacher will prepare any needed equipment for the lesson, such
as, a projector. Throughout the lesson students will respect one another and the teacher
while talking. They must raise their hand to answer a question or to ask a question. Students
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will also follow classroom rules and procedures that have been established. When students
follow classroom rules and procedures, respect one anothers opinions, raise their hand to
speak, ask a question or answer one, and encourage one another instructional time will be
maximized because the teacher will be able to focus more on instruction instead of student
redirection and classroom management. Furthermore, these routines and procedures allow
students not to feel anxious or surprised which will result in a positive atmosphere.
12. In what ways will you ensure the active and equitable participation of all students
during the lesson?
To ensure active and equitable participation for all students in the classroom the teacher will
randomly select students to answer questions during the teacher-directed instructional
lecture and utilize an anonymous students text response to the Poll Everywhere PowerPoint
slide questions. Finally, to ensure students active participation in the lesson they will be
given a fill-in-the-blank white board activity that will have them come to the board, choose
an answer and put it in the correct spot in the matrix. Within this activity students will
discuss their answers allowing all of them to participate regardless of whether they get
chosen to come to the board or not.
13. Given the difficulties you anticipate students may have with the content, what
additional steps might you take to foster access and comprehension for the students?
Additional steps will be taken to ensure that students understand the lessons information by
giving them a homework assignment where they will need to select eight martyrs of the
Modern Civil Rights Movement and fill-in-the-blank information of the matrix handout
given in class. Students will also be assessed through Poll Everywhere PowerPoint slides in
future lessons to check their understanding and determine if re-teaching is needed.
Throughout future lessons oral checks of previous material will be administered to scaffold
students knowledge and understanding of the material and connect previously learned
material to current material.
14. In what ways will you share the results of the instruction with students and/or families?
This lesson is a specific, short, one day lesson of a bigger unit on the Civil Rights within the
study of the United States Governmental roles. The results of students participation,
informal assessment, and homework assignments will be given to the students and/or
parent(s)/guardian(s) through several different means. These means include the online
grading portal, hand written notes on the students homework assignments, a typed or hand
written note to the student and/or parent(s)/guardian(s), a phone call home to the student(s)
parent(s)/guardian(s). I will also communicate the results to students personally where no
other student is present and able to hear the confidential information being exchanged about
the results and understanding of the subject matter. Furthermore, I will delicately
communicate students results through classroom discussion by redirecting the student to the
correct information and understanding of the material.
Step 3: Lesson Adaptations for the Two Focus Students

Directions:
Consider what you have learned about the two focus students in Step 1, and the implications for
instruction that you identified for each of them. For the two students, determine what
adaptations you will make to this lesson that you have planned for the whole class. Describe
those adaptations for each of the two focus students. If you determine that no adaptations are
needed for a part of the plan for instruction, explain that decision.
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A. Adaptation for Student 1: An English Learner

1. What adaptations to the instructional plan will you make for the student?
There will be several adaptions within the lesson for the English Language Learner student.
These adaptations will include a PowerPoint slide outline of the teacher-directed
instructional lecture, a Civil Rights Movement Timeline 1954-1968, a Cause-and-Effect
graphic organizer handout, key terms introduced in the lecture, pre-taught vocabulary of the
subject matter and a hands-on student white board activity matrix where I will model what
is required of the activity from students. The fill-in-the-blank white board student activity
worksheet will be translated for the student into her native language. Translation ensures
clear understanding of the material, as well as, a comprehension check. Additionally,
transitions from introduction, lecture, Poll Everywhere PowerPoint Slide questions and the
white board hands-on student activity matrix will be clearly marked so no confusion occurs
for the student to make the environment as suitable as possible for her.
2. Why are these adaptations appropriate for the student?
These adaptations are appropriate for the student as they create a safe and suitable learning
environment that helps support the student in her English Language learning skills and
provides her with the appropriate understanding and knowledge of the subject matter. These
adaptations also provide the student with a clear understanding of what is expected from her
within the handout worksheets, the hands-on student white board matrix activity, and
throughout the lessons teacher-directed instructional lecture.
3. For the part(s) of the plan for instruction that you are not adapting, why are they
appropriate for the student as planned?
The teacher-directed instructional lecture will not be modified for this student as it will be
presented orally and in a written format completely in the English language. However, the
student understands the oral English language in a proficient manner making it appropriate
for the lessons lecture to be presented orally in the English language. The other part of the
lesson that wont be adapted will be the laminated index cards that will be placed within the
students hands-on white board activity matrix. The index cards will be printed in English
only, but the information on the cards will be stated orally as well. .
B.
Adaptation for Student 2: A Student Who Presents A

Different Instructional Challenge
1. What adaptations to the instructional plan will you make for the student?
There will be several adaptations within the lesson for the gifted student. These adaptations
will include a Civil Rights Movement Timeline 1954-1968, a Cause-and-Effect graphic
organizer handout, and a hands-on student white board activity matrix. Where applicable,
the student will be asked to expand on his discussion comments exhibiting a depth of
knowledge on the subject matter. Other adaptations will include a modified introduction
discussion to show the knowledge of the student within the subject matter being covered in
the lessons lecture, a modified fill-in-the-blank white board student activity worksheet
where the student can choose any eight martyrs that interest him, fill in the sheet and then
choose one martyr to expand on and show depth of his knowledge on that particular martyr.
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2. Why are these adaptations appropriate for the student?

These adaptations give the student the appropriate information needed for the lessons
lecture, involve him in the classroom discussions, and the white board matrix activity.
These modifications involve the student in the lesson, but also provide a depth of
knowledge to ensure interest and entice the student to be involved in the classroom activity.
3. For the part(s) of the plan for instruction that you are not adapting, why are they
appropriate for the student as planned?
The lessons lecture will not be modified for the student, but will provide information that
will keep the student interested as all information that needs to be known will not be
provided in the PowerPoint but orally through the teacher. The Poll Everywhere PowerPoint
slide questions will not be modified either, but will keep the student in the flow of the
lesson as he will be able to answer the questions and provide expanded, depth of knowledge
explanations during the oral discussion whole class review.
Step 4: Teaching and Video Recording the Lesson: Whole Class,

including Two Focus Students
Directions:
Make a twenty-minute video of you teaching the lesson to this class of students.
Before beginning the lesson, review chapter 7 of the Candidate Handbook.
Check to make sure you have permission slips for any student and/or adult
who will be visible on the video. Students who do not have permission to be
videoed may participate in the lesson off-camera.
Provide a succinct description of your teaching context; include what you believe would be
helpful for assessors to know when viewing the video. Consider including details of any state or
district mandates that may shape your teaching (e.g., required curricula, standardized tests,
pacing, texts). You might also include information regarding the degree to which you have
access to current technologies.
This lesson is designed as an introduction to the Modern Civil Rights Movement,
specifically from 1954-1968, showcasing the realities of brutality, ignorance, bigotry, bias,
and intolerance of racism and discrimination. Through the examination of these factors of
racism and discrimination from a perspective of the martyrs stories, students will
understand the importance of the Modern Civil Rights Movement. Students will be shown
the realities of the martyrs deaths from the teachers emotion-filled instructional lecture
and will be questioned on why its important to understand the influence of these stories in
todays society.
The class curriculum is leading into the Civil Rights Movement within an overall unit of the
Governments responsibility to uphold citizens civil liberties and rights. Within the
classroom there is only a traditional white board, projector, projector screen, a pull-down
map, and an internet connection. During the lectures I use my own personal laptop
computer. Needless to say, the classroom has limited technological resources. In effect, the
lesson has been designed to contain three phases: lecture, informal Poll Everywhere
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PowerPoint question slides, and a white board whole class student activity matrix. Due to
the limited technological resources in the classroom, I have modified the lesson to limit
technological resources from its original concept.
Furthermore, this lesson draws from previous content of the subject matter while also
introducing the new unit within the subject matter and connecting the two creating a bridge
of information for the students knowledge and understanding of the material. The video
that accompanies this Teacher Performance Assessment is a portion of the teacher-directed
instructional lecture that showcases the realities of racism and discrimination. It involves
students emotions while describing the events of the martyrs deaths.
Attach a simple floor plan of your classroom at the back of your completed response.
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Step 5: Analyzing the Lesson

Directions:
Review the video of this lesson and consider all the assessment responses. Select three responses
of students other than your two focus students that represent the range of achievement within the
class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus
students assessment responses as Student 1 and Student 2. Submit all five assessment responses.
Review carefully the evidence of student learning you are submitting. Answer the questions
below.
1. Did you teach this lesson as planned? If not, what changes did you make to the lesson
and why?
This lessons teacher-directed instructional lecture was taught as planned providing the
information that needed to be presented. However, I eliminated the informal Poll
Everywhere PowerPoint question slides due to the teacher-directed instructional lecture
taking more time than estimated. Thus, in order to have the students participate in the white
board whole class student activity matrix, the Poll Everywhere PowerPoint question slides
were eliminated to provide time for the students to complete the activity in an effective and
meaningful manner enhancing instruction and reflection on the activity and lecture.
2. How appropriate were your time allocations for the students, the content, and the
planned instructional strategies and student activities? Cite specific examples.
The time allocation was appropriate for the students. Within the teacher-directed
instructional lecture, I paused at appropriate places to allow the students to copy the
information, ask questions, as well as, reflect on the emotional information presented in the
lecture. However, pausing throughout the lecture extended its time longer than estimated.
Thus, the Poll Everywhere questions were eliminated to allow more time to be given for the
white board whole class student activity matrix. Furthermore, after the completion of the
white board whole class student activity matrix there was ample time to reflect on the
matrix itself, as well as, to give the students the Modern Civil Rights Timeline, Cause and
Effect handout, and the fill-in-the-blank student matrix worksheet homework. After the
handouts and worksheet were distributed, there was plenty of time to explain them, as well
as, to give directions for the completion of the matrix worksheet homework. These time
allocations of the entire lesson can be viewed in the video.
3. To what extent did the class as a whole achieve the academic learning goals of the
lesson?
The whole class met the academic learning goals through exhibiting their knowledge and
understanding of the Modern Civil Rights Movements martyrs. The students displayed
their acquisition of the material through their questions and answers during the teacherdirected instructional lecture. Students also demonstrated their knowledge and
understanding of meeting the academic learning goals through their involvement in the
white board whole class student activity matrix and their fill-in-the-blank matrix worksheet
homework. However, I will need to spend extra time in a small group setting with the
English Language Learners and students with special needs to ensure their complete
understanding and knowledge of the subject material before the units assessment. This will
also ensure that students have the proper knowledge and understanding of the subject
matter as a whole and are able to link the new material to previous units.
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4. In what ways did the environment in the classroom, including climate, rapport,
routines, and procedures, contribute to student learning?
The students have learned the classroom rules and procedures which has led to a classroom
environment that creates a routine for every students learning habits and a respectful
atmosphere for all students individual beliefs and ideas. The teacher and student rapport
creates a safe learning environment where students can joke with the teacher within the
lesson which, in turn, leads to students focusing on the lesson itself as they are not only
sitting in a seat listening to the teacher lecture, but are able to interact with the teacher in
order to learn the material. A small class and school size also contribute to the safe,
respectful, and cooperative teacher-student rapport where the students are friends and know
one another outside of class and see their teacher on campus on a daily basis. All of the
factors mentioned above come together to create a positive learning environment.
Think about the components of the lesson and the evidence of student academic learning that
you see in your video. Respond for your whole class, and for each of the two focus students.
A. For the Whole Class

1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
The lessons effectiveness was in the teacher-directed instructional lecture where the story
of the martyrs was told. I was able to communicate the emotion of each story and pause for
questions, comments, and to reflect on the impact of the martyrs stories, as well as, to link
previous material to the current subject matter. Additionally, the whole class white board
student activity matrix was a highlight of the lesson. This activity allowed students to come
to the white board and choose answers to put into the blank spaces in the matrix. During
this activity, students were able to talk amongst each other in order to come to the correct
answer concerning where to put the information within the matrix. If I had to teach this
lesson again there are several things I would change. I believe these changes would make it
an even better lesson for the subject matter covered. I would split this lesson into two class
periods. The first addition I would include in this lesson would be to attach short videos to
the PowerPoint lecture. These videos would be ones, such as, the three minute video
showcasing Emmitt Tills murder. Videos like this would add an even more emotional touch
within the lecture which, in turn, would connect the subject matter to the students in a
visual manner. Secondly, I would add Poll Everywhere PowerPoint question slides
throughout the lecture instead of at the end of the lecture. This strategy will allow me to
check for student understanding throughout the lecture, as well as, to make sure the students
are paying attention to the teacher-directed instructional lecture.
2. How well did the lesson connect with the students background and developmental
information? Cite specific examples.
Since most of the students are either of Caucasian descent or Hispanic decent, many of
them have only been taught of the Modern Civil Rights Movement through elementary,
middle school, and high school classes as a nonviolence movement lead by Martin Luther
King Jr. that achieved equality for African-Americans through the laws passed. Therefore,
the previously covered material of the Modern Civil Rights Movement was bridged to the
current subject matter to paint a picture of the brutality of racism and a day in the life of
an African-American that pushed them to a point to demand laws be created to ensure the
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equality and justice for all. Many of the students backgrounds dont teach or reflect on the
fight for equality. To ensure that students fully understood the timeframe and motivation of
the African-Americans they watched the newly released movie called Selma, as well as, a
short twenty minute documentary on Jim Crow laws and racism in order to understand the
background of the Modern Civil Rights Act as a whole.
3. What will you do for the student(s) who did not achieve the academic learning goals?
Students that didnt demonstrate full understanding and knowledge of the subject matter
that led to their failure to achieve the academic learning goals will be put into pairs and/or
small groups where the information will be re-taught to them, as well as, be given examples
of past and current events of racism and the fight for equality that will connect previous
material to current events that they hear of on a daily basis. While in their pair and/or small
group, I will also administer a K-W-L to see where students failed to meet the academic
learning goals and create new homework assignments to present the information in a new
way. Another strategy will be for me to create a mini-lesson to reteach the material using
different teaching techniques than before. Furthermore, students will also be present during
future lessons that connect the previous material to future material in order to link the two
lessons together to achieve greater understanding.
4. What are your next steps with the class?
The next step for the class as a whole within this unit of study is to continue scaffolding the
material with previous subject matter to the current unit of study. Furthermore, the next
lessons will focus on the Modern Civil Rights Movement as a whole and the United States
Governments role in ensuring equality and justice for all citizens through civil liberties and
rights.
B.
For Student 1: An English Learner
the lesson?
The effectiveness of this lesson was in the teacher-directed instructional lecture presenting
the information orally to the student, as well as, showing pictures of the Modern Civil
Rights Movement martyrs. Additionally, the teacher-directed instructional lectures
PowerPoint was printed out for the student in order for her to have the notes. The whole
class white board student activity matrix was a highlight that allowed the student to
physically choose an answer and place it within the matrix. Furthermore, the fill-in-theblank matrix worksheet was translated for the student to enable her to complete her
homework easily. If I were to improve this lesson I would translate the teacher-directed
instructional lecture PowerPoint into the students native language allowing her to follow
the written PowerPoint slides and fully understand the material in all aspects, instead of just
through the oral lecture.
2. How well did this lesson connect with the students background and developmental
The students background of the Modern Civil Rights Movement comes from the lessons of
the nonviolent movement that was led by Martin Luther King Jr. which was determined to
pass laws for the equality of all. These lessons were presented through elementary, junior
high, and high school classes. Additionally, the student has a very high interest in the Civil
Rights Movement as she has been taught of the Hispanic Farmers Movement led by Caesar
Chavez. Therefore, the lesson itself interested the student. She wanted to learn more about
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3.
4.
5.
6.
ID #25RTY202
the sacrifices of the martyrs within the Modern Civil Rights Movement. Students desire to
study made it easy to connect the previous material of the Civil Rights Movement to the
current information being presented and create a bridge of information.
To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
The student understood the sacrifices of the Modern Civil Rights Movements martyrs
through the oral teacher-directed instructional lecture which met the academic learning
goals in the most basic perception. Furthermore, the student had difficulty understanding
the written English Language that was on the lectures PowerPoint slides, but was able to
participate in the whole class student white board activity matrix and complete the
homework matrix that was translated for her. Additionally, throughout the lecture the
student asked questions that showed her understanding of the material and inquired about
clarification of the material presented. Overall, through these instances the student has
shown that she meet the academic learning goals for the lesson.
What will you do for the student(s) who did not achieve the academic learning goals?
The students that didnt demonstrate a full understanding and knowledge of the subject
matter that led to their failure to achieve the academic learning goals will be put into pairs
and/or small groups where the information will be re-taught to them, as well as, be given
examples of past and current events of racism and the fight for equality that will connect
previous material to current events that they hear of on a daily basis. While in their pair
and/or small group, I will also administer a K-W-L to see where students failed to meet the
academic learning goals and create new homework assignments to present the information
in a new way. Another strategy will be for me to create a mini-lesson to reteach the material
in a pair and/or small group setting using different teaching techniques than before.
Furthermore, students will also be present during future lessons that connect the previous
material to future material in order to link them together to achieve greater understanding of
the material as a whole.
What are your next steps with this focus student?
The next steps with this student is to ensure that her notes are in a manner that allows her to
study the material on her own. If translation needs to be completed, I will go through the
notes orally while the student translates the material to her native language. Furthermore, a
knowledge check will be given at random times to ensure that the student is understanding
the academic learning goals for this lesson. Future lessons will be connected to this lesson
effectively linking this lessons subject matter to future lessons which, in turn, will serve as
a re-teaching method of the material.
What would be your next steps in planning to facilitate this students English Language
Development?
As the student has difficulty in reading and writing in her current grade level and is below
her grade level in both reading and writing, I will continue to work with the student using
teaching strategies to help improve her reading and writing levels. Additionally, through the
lessons that are taught in class I will use words that are within her current reading level, as
well as, harder words to improve her reading vocabulary. While working on this, she will
also be improving her writing skills as homework will be given that will reinforce her
vocabulary in both reading and writing skills at all levels.
C. For Student 2: A Student Who Presents A Different

Instructional Challenge
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ID #25RTY202
the lesson?
The effectiveness of this lesson was in the whole class student white board activity matrix.
The student was really involved in the matrix helping other students choose answers and
where to place them. He also volunteered to go up to the board, choose an answer and place
it. Additionally, the student was involved in the teacher-directed instructional lecture
through answering questions. To improve the lesson for this student I would include a small
group activity based on the lessons lecture so the student would be interested in
participating in it just like he was in the whole class student white board activity matrix.
2. How well did the lesson connect with the students background and developmental
The student is of Caucasian descent and has only learned of the Modern Civil Rights
Movement through elementary, junior high, and high school classes as a nonviolent
Movement led by Martin Luther King Jr. that achieved equality for African-American
citizens. Additionally, the student knows of the other Civil Rights leaders, such as, Malcolm
X, Jackie Robinson, Rosa Parks, Thurgood Marshall, and Frederick Douglas. Thus, the
student has a deeper knowledge and understanding of the overall Modern Civil Rights
Movement than his fellow classmates. However, this student has limited knowledge of the
Modern Civil Rights martyrs that were introduced within this lesson. For this reason, I
believe the student continued to be involved in the teacher-directed instructional lecture, as
well as, the whole class student white board activity matrix.
3. To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
The student met the academic learning goals through identifying the sacrifices of the
Modern Civil Rights martyrs by answering questions and asking questions within the
teacher-directed instructional lecture which demonstrated a greater depth of knowledge
over his fellow classmates. Being able to show advanced knowledge of the subject matter
and helping other students complete the whole class student white board activity matrix
shows evidence of the student meeting the academic learning goals for this lesson.
4. What will you do for the student(s) who did not achieve the academic learning goals?
This student met the academic learning goals through being able to show a greater depth of
knowledge of the subject matter and helping other students complete the whole class
student white board activity matrix. Students that have not met the academic learning goals
will be put into pairs and/or small groups where the information will be re-taught to them,
as well as, be given examples of past and current events of racism and the fight for equality
that will connect previous material to current events that they hear of on a daily basis.
While in their pair and/or small group, I will also administer a K-W-L to see where students
failed to meet the academic learning goals and create new homework assignments to
present the information in a new way. Another strategy will be for me to create a minilesson to reteach the material in a pair and/or small group setting using different teaching
techniques than before. Furthermore, students will also be present during future lessons that
connect the previous material to future material in order to link the two lessons together to
achieve greater understanding and retention of the subject matter.
5. What are your next steps with this focus student?
The next steps with this student is to effectively involve him into the lesson through
activities, as well as, to continue to develop depth of knowledge assignments for him as
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ID #25RTY202
homework or in class assignments in order for him to receive the material and meet the
academic learning goals of the lesson.
Step 6: Reflection after Instruction

Directions:
Review your responses for Steps 1 to 5. Consider what you have learned through the
Culminating Teaching Experience task about the lesson, the student learning as a result of the
lesson, and your analysis of the lesson and the student learning. Answer the questions below.
1. Given your analysis of this lesson and the student learning that resulted, how will you
use this information to guide your planning for future lessons?
I will use this lesson as an aid to create all future lessons in order to properly divide the
material and incorporate the best strategies to teach the subject matter which would include:
teacher-directed instructional lectures, videos and/or pictures, student activities, informal
assessments, formal assessments, and review/reflection on the subject matter. Furthermore,
this lesson also serves as an introductory lesson to scaffold previous material to future
material in order to combine them and create an overall understanding of the Modern Civil
Rights Movement and the role the United States Government takes in securing the Civil
rights and liberties of all citizens no matter their ethnicity.
2. After reflecting upon this instructional experience, what have you learned about the
need for making adaptations as you plan for differentiated instruction? Cite specific
information about the students, your plan for instruction, and the analysis of the lesson
to explain your answer.
After reflecting on the lesson, I have learned that in a diversified classroom every student
has a differentiated learning style no matter if a student is an English Language Learner or a
student with special needs. In order to effectively instruct all students in the classroom, a
lesson must incorporate different teaching strategies to cater to varied learning styles of the
students while also focusing on particular needs of students who are English Language
Learners or students with disabilities. Without a doubt, a lesson needs to incorporate
adaptations and modifications for students that are English Language Learners and students
with special needs so they too can learn the subject matter in a way fitting to their learning
style while also challenging them to better their knowledge of the subject matter, as well as,
their reading, writing, and speaking skills. Additionally, adaptations need to be made in
order for the teacher to focus on students that may need extra help to challenge them and
encourage them to continuously improve in their subject mastery.
3. What are your goals for increasing your knowledge and skill in implementing
instruction? How will achieving these goals help you become a more effective teacher?
My goals are to increase my knowledge, understanding, and skills in creating instruction for
both English Language Learners and students with special needs in my class. This includes
increasing my knowledge, understanding, and skills in effective teaching strategies and
techniques for these students, as well as, for every average student in order to remain a
well-rounded teacher that produces lessons that enable every student to learn the subject
matter by utilizing techniques adapted to different learning styles. I also plan on
continuously increasing my knowledge and staying a life-long learner. In todays world
thats constantly changing and new things are being discovered practically daily being a
life-long learner becomes a necessity and something all educators should pursue. Im
July 2008
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ID #25RTY202
currently obtaining my Masters Degree in Education and then I plan on pursuing a

Masters Degree in History. My ultimate goal for increasing my knowledge and skill in
implementing instruction is completing a Doctorate Degree in History. Achieving these
goals will help me to become a more effective teacher in a number of ways. First of all, I
will be able to serve the needs of each and every student in my class by differentiating
instruction and creating lessons that keep all of the students motivated and engaged.
Secondly, remaining a life-long learner will allow me to obtain the latest information
pertaining to education to alter my instruction based on new discoveries. Thirdly,
continuing my personal educational pursuits will give me an opportunity to become an
expert in my field and apply my expertise to benefit the students and help them succeed.
Below I have attached the Students, the

fill-in-the-blank homework matrix
worksheet examples, the Modern Civil
Rights Movement Timeline handout, the
Cause and Effect handout, and the
students completed fill-in-the-blank
homework matrix worksheet, and the
completed nonviolence question and
answer student worksheet homework.
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ID #25RTY202
Fill-in-the-blank homework
matrix worksheet examples:
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ID #25RTY202
29
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30
ID #25RTY202
This is placed on the back of each Fill-inthe-blank homework matrix worksheet

examples:
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ID #25RTY202
Modern Civil Rights Movement Timeline

handout:
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ID #25RTY202
Cause and Effect handout:
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ID #25RTY202
Students completed fill-in-the-blank

homework matrix worksheet:
Student 1: English Language Learner
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ID #25RTY202
Student 2: A Student Who Presents a

Student didnt complete this homework assignment
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ID #25RTY202
Student 3:
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ID #25RTY202
Student 4:
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ID #25RTY202
Student 5:
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ID #25RTY202
Completed nonviolence question and

answer student worksheet homework:
The students work within this section are
different then the students submitted
work above since all the students didnt
complete both homework worksheets.
Student 1: English Language Learner
The English Learner student didnt complete
this assignment.
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ID #25RTY202
Student 2: A Student Who Presents a

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ID #25RTY202
Student 3:
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ID #25RTY202
Student 4:
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ID #25RTY202
Student 5:
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ID #25RTY202
This is on the back of each Completed

nonviolence question and answer
student worksheet homework:
July 2008
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CalTPACulminating Teaching Experience Task

Step 1: Learning about Students in the Whole Class and Two

Age range of students:

Content Area: Civil Rights & Liberties

Total number of students:

Subject matter: Social Science/History

Number of Male Students:

Number of Female Students: 9

__1__ African American or Black

_ 2__ Fluent English Proficient

_4_ Specific Learning Disability

_0_ Speech/Language Impaired

CalTPACulminating Teaching Experience Task

Learning About the Whole Class

Describe how you will use this information in

The overall majority of the students within the

This information will be used to meet the

Describe how you will use this information in

The majority of the students present in the

This information will be used as a basis to

CalTPACulminating Teaching Experience Task

content knowledge within the subject matter.

Describe how you will use this information in

One of the students present in the classroom

The student with diabetes is placed in the first

Interests and aspirations

Describe how you will use this information in

Many students within the classroom are

As a majority of students are planning to

CalTPACulminating Teaching Experience Task

Developmental Factors That May Influence Instruction.

How will you use this information regarding

The students in this class vary greatly from

This information will be used to involve

How will you use this information regarding

As many of these students have been raised in

The lesson will incorporate parts for all

How will you use this information regarding

CalTPACulminating Teaching Experience Task

factors that may influence instruction of

developmental factors in planning academic

All but several of the students present in the

Because the students are in their last weeks of

Student 1: An English Learner

CalTPACulminating Teaching Experience Task

CalTPACulminating Teaching Experience Task

comes from a predominantly Hispanic viewpoint which is specifically a migrant farm

Student 2: A Student Who Presents A Different Instructional Challenge

CalTPACulminating Teaching Experience Task

Step 2: Learning Environment and Academic Instructional

CalTPACulminating Teaching Experience Task

A. Information about the Learning Environment

CalTPACulminating Teaching Experience Task

Information about Academic Instructional Planning

CalTPACulminating Teaching Experience Task

At the beginning of the unit of study

2. The video is a 20 minute portion of a 59 minute lesson.

Common Core Standards:

CalTPACulminating Teaching Experience Task

CalTPACulminating Teaching Experience Task

The academic learning goals are written on

Providing the academic learning goals on

CalTPACulminating Teaching Experience Task

1 African American or Black