calTPA #2

CalTPA–Designing Instruction Task ID #00000000
Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
Step 1: Academic Content Selection and Learning about Students

Directions:
An important step in planning instruction is to learn about your students. Select one class, one
content area, and the state-adopted academic content standards or state-adopted framework (if
your single subject content area does not have content standards) for this task. Respond to the
questions below about this class, unit of study, and how you learn about the students.
A. Academic Content Selection
Grade Level: 10-12______________

Content Area: Chemistry_________
Subject Matter: Matter and its Interactions
1. List the state-adopted academic content standards or state-adopted framework that you
will cover for this unit of study.
HS-PS1-1:
SEP: Developing and Using Models - Modeling in 9–12 builds on K–8 and progresses to
using, synthesizing, and developing models to predict and show relationships among variables
between systems and their components in the natural and designed world(s). -Use a model to
predict the relationships between systems or between components of a system.
DCI: PS1.A: Structure and Properties of Matter - Each atom has a charged substructure
consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. -The
periodic table orders elements horizontally by the number of protons in the atom’s nucleus and
places those with similar chemical properties in columns. The repeating patterns of this table
reflect patterns of outer electron states.
CCC: Patterns - Different patterns may be observed at each of the scales at which a system is
studied and can provide evidence for causality in explanations of phenomena.
2. Describe the unit of study that addresses those standards.

This unit will be 15 days long with 50-minute class periods. The 5E Learning Cycle will be
gone through twice. The first 5E cycle is an investigation into atomic substructure. It will
begin with a student engagement activity about differences in elemental reactivity. Then, it will
move on to an exploration of several characteristics that define elements using a station
rotation. Next, the reasons behind why elements are different from each other will be
explained by diving into atomic substructures. Students will then apply what they’ve learned
by creating a model of the currently accepted atomic theory while making a timeline of the
atomic structure’s discovery. The timeline further cements the validity of atomic substructure
since atoms are not visible. Evaluation will occur throughout these activities. Following this
first 5E cycle, another will start with the focus being the periodic table. Engagement will occur
with the use of a KWL chart. Subsequently, the students will explore by arranging their own
periodic table in a group. Furthermore, an explanation, will be given about the arrangement of
July 2008 Copyright © 2007 by the California Commission on Teacher Credentialing. All Rights Reserved 1
the periodic table, including: its history, valence electrons, atomic number and mass, periods,
and families. Lastly, students will work with a partner to apply their knowledge again to
research and categorize their own periodic tables that they will use throughout the year. Once
again, evaluation is a continuous endeavor throughout this second cycle. This will include
teacher, self, and peer evaluation.
3. What is (are) the academic learning goal(s) for this unit of study?
By the end of this unit, students will be able to:
1. Define the term “element.”
2. List the three subatomic particles that make an atom.
3. Identify the charge of each of the subatomic particles.
4. Explain the location of the particles in relation to one another inside the atom.
5. Compare the terms atom, ion, and isotope.
6. Calculate the number of protons, neutrons, and electrons inside of an atom.
7. Calculate the number of protons, neutrons, and electrons inside of an ion.
8. Calculate the number of protons, neutrons, and electrons of an isotope.
9. Illustrate the currently accepted atomic theory model.
10. Explain the arrangement of the periodic table using the correct vocabulary.
11. Compare the terms “family” and “period.”
12. Discuss how valence electrons affect an element’s reactivity.
13. Use periodic table trends to predict atomic characteristics.
14. Compare the unique features of atoms, ions, and isotopes.
15. Explain how stable ions are formed.
16. Predict ionic bonds using the periodic table.
Class Information
Age range of students: 15-18_____ Number of male students: 11___
Total number of students: 26_____ Number of female students: 15___
B. Student Characteristics
Linguistic Background
1. What information that may influence instruction do you want to learn about your
students?
There are several aspects of my students that I need to know to provide them with a safe,
productive learning environment. One of these facets is their linguistic background. This
information can be gathered in a multitude of ways, including (but not limited to):
- Accessing their California English Language Development Test (CELDT)
scores/classification
- Identifying the language spoken in their home
- Determining the student’s confidence in reading, writing, speaking, and listening to the
English language
- Finding out if the student is classified as an English Language Learner (ELL)
- Learning their primary language
- Identifying if they have an Individualized Education Plan (IEP) or 504

- Finding out if they have any special reading disabilities
- Discovering their literary confidence as an English only student
- Learning how well they have performed in their past English/Language Arts and Social
Studies courses
2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.
First, I would use the Aeries system to gather this information. The Aeries program is a
digital version of the cumulative file. From it I can find the student’s CELDT classification,
whether they have an IEP or 504, past test scores, all the grades they have received in
previous classes taken during high school, and much more. I can also see how they have
performed on school and state-wide testing, therefore, I can access their reading and writing
scores. Furthermore, Aeries can tell me where a student was born so that I have an initial
idea of what language they may speak other than English.
The problem with Aeries, however, is that it only contains quantitative data. That is
why I would also need to contact the student’s previous teachers and parents. Their previous
teachers, specifically English/Language Arts and Social Studies, can provide insights into
how the student performed on written work, how well they worked in groups (speaking and
listening), and how well they interpreted literature. I could also ask these teachers what
differentiation methods worked best for the student to help with consistency. This channel
of information gathering works well for both ELLs and struggling students since it gives me
a clear picture of how the student learns and what their biggest struggles may be.
Next, I would reach out to parents. This avenue provides understanding about the home
life of the student. The parents typically know more about their students that anyone at the
school. Here is where I can learn the student’s primary language, language spoken at home,
and what resources a struggling student has at their disposal when at home. I would like to
start with a more personal email, but it would be important for me to begin our interaction
with a special survey that is used to discover linguistics at home. Once this information is
established, I would continue my relationship with the parents in whatever language they
feel most comfortable communicating.
Lastly, I can talk to the student. This relationship needs to be built anyway, so I would
take the opportunity to learn about the student’s confidence from the source itself. The
information gleaned from this interaction will tell me a lot about their linguistic needs. In
addition, it will help me when I am trying to differentiate by grouping since I will know
their personality. Speaking with the student will also assure them that my classroom is a
safe and calm learning environment with a teacher that cares about their needs.
3. How will you use this information in planning academic instruction in your selected
content area?
Knowing a student’s linguistic background helps a teacher to differentiate during the
lesson planning process. As educators we want equity in the classroom, therefore, we must
begin by understanding our student’s individualized learning needs. Once we have
discovered their particular needs, we can begin employing specific strategies from the
Specially Designed Academic Instruction in English (SDAIE) and best practices in the
classroom guides. It is also vital for us to use this information to determine any
modifications or accommodations that our IEP or 504 students may need. This information
will tell also us what the aspects of literacy students excel at and what skills need to be
bolstered. Without it, we may group them poorly during collaborative work or not provide
them with the support that they need to surpass our expectations of them. I want to assess
my students on their chemistry knowledge, not allow them to fall behind because I did not
understand their language needs. If we as educators do not take these considerations into
account then we are not properly doing our jobs, which is to educate all our students despite
their primary language or literary ability.
Academic Language Abilities, Content Knowledge, and Skills

students?
Before I can adequately plan my lessons, I need to know what previous knowledge and
skills my students have. Specifically, for content knowledge, I need to know how they
performed in their previous math and science classes. I would also like to know what level
they have reached in math, since Algebra is a necessary skill for the class. To determine
their academic language abilities, I would like to know how they’ve performed when
reading and writing scientific papers. Lastly, I need to know their level of technology
competency since I will be incorporating as much technology into my course as possible.
My first plan of action would be to discover their content knowledge by finding their
past grades from any science courses and any Algebra they have taken. Then, I would like
to collect any data pertaining to school or state-wide testing. I would pay special attention to
there math scores since chemistry is math-heavy. To do this I would use the Aeries system
which is a digital recording of the cumulative file.
Other avenues of exploration to find out my student’s academic language abilities and
skills would be to talk directly to their previous science and math teachers, their parents,
and the students themselves. A good place to start would be to ask their previous science
and math teachers about their ability to write using proper academic vocabulary. I would
also need to identify if they have an IEP or 504 that tells me information about skills they
may be lacking. I would also like access to a previous writing sample for my students to
help me understand their level of comprehension and interpretation.
Next, I would ask the students by administering surveys throughout the course. I would
use one of these surveys at the beginning of the year so that I may have a complete picture
of the level of my student’s academic language abilities, content knowledge, and skills. If
there is still any doubt about a student’s abilities to access the content, I will talk to their
parents about the student’s habits and previous work.
content area?
Finding the students past grades in math and science will help me determine where their
initial scientific abilities are. This will help me plan the first several lessons since from that
I will know what level I can begin at. Do I need to begin with a lot of math review? How
well have the students done in past sciences? Are there aspects that I need to focus on more
than others? Knowing their official testing scores will help me determine the level at which
I can begin the course as well.
Knowing the student’s academic language abilities helps me to determine the initial level
of scaffolding needed to support the students. By asking their previous teachers, I can
discover the best ways to help the students based on what worked for their other teachers. I
can also regulate the level of support that I give to ELL, IEP or 504, and any other special
population students I may have.
Asking the students about this information through surveys will help the most. This
questioning technique allows me to gage the level of student confidence before we begin
diving into chemistry. Some students may have done really well in their past courses but are
not yet ready to begin without review of the math and writing style needed to succeed.
Theses surveys would also be helpful for me to learn the level of technology skills the
students possess so that I may know how much scaffolding is necessary when introducing
new programs and software into the lessons.
Physical, Social, and Emotional Development

students?
I will need to know if any of my students have any physical, social, or emotional
developmental issues that would negatively affect their ability to learn. These can either be
diagnosed or concerns brought up by staff. I would also like to know if they are on any
medications so that I can be aware of possible side effects of the drug. Social difficulties are
vital pieces of information as they explain any outbursts or impedance of collaboration. I
need to know if any of my students are shy or anxious. It would also be extremely
beneficial to know if any of my students suffer from physical impairments such as
blindness, deafness, or any kind of crippling effects that require the use of a wheelchair or
crutches.
To discover any physical impairments, I will first consult Aeries. If I find anything on
this program I will investigate further by talking to the student’s previous teachers,
especially PE, and the administration. I can also obtain this information on the first day by
talking to and observing the student. If I am still unsure, I will contact the parents to let
them know that their child’s safety is my top concern and ask them if there is anything they
think I need to know.
Diagnosed social developmental issues can be found on Aeries as well. Once again, if
there is anything on this program I will further study the student’s condition. For this aspect,
I feel that speaking to the student’s counselor would be the most beneficial. Next, I would
find out if the student has ever been in any Special Education classes due to their social
problems. If so, I can talk to the previous teacher about their habits and triggers.
Emotional diagnoses are rarer to discover on Aeries; however, this information is on the
program. More often than not, students remain undiagnosed when it comes to emotional
issues. That means that my best option for discovering this information will be talking to the
school counselors, the students themselves, and the parents. I will take great care to watch
my students and record anything I find out of the ordinary. If I notice that a student panics
when called on during class discussions, I will make a note of if next to their name in a
folder I accumulate. This will also be beneficial to their future teachers if they need to ask
me about their behavior.
content area?
Learning student’s physical needs will help me differentiate if necessary. For example, if
I don’t find out a student is deaf or hard of hearing, I may not plan correctly and have them
seated at the back of the class. This could also escalate when they do not “listen” or respond
to my commands and I get frustrated because I did not take the time to learn about their
disability. Sometimes special accommodations need to be made for physically impaired
students and I need to be aware of these situations before they hinder the student’s learning.
Social disorders can explain a lot about a student’s behavior. For instance, if I know they
have a problem with blurting, I can work on helping them correct the behavior rather than
getting mad and chastising the student constantly. This information will also help me when
assigning groups since I know to learn their personality type and what kind of people they
get along with best.
Emotional diagnoses are very important as well. If a student has anxiety, I will know to
avoid calling on them in front of the whole class. Now I can differentiate for this student by
checking their understanding during a one-on-one conversation instead. Knowing a
student’s mental well being can also help them develop into healthy individuals by making
sure they get all the support they need while going through high school. You never know,
you could be saving a life just by showing a student that you care about their mental
wellbeing.
Cultural and Health Considerations

students?
Cultural and health considerations may influence my instruction in a variety of ways. I need
to know my student’s cultural identities so that I may avoid offending them with any of my
curriculum. It is also important to understand possible absences due to religious or ethnic
holidays. Knowing a student’s culture can oftentimes tell you a lot about the way the behave
or why they have certain personality traits. Knowing their health considerations is vital as
well. I need to know how to react in situations that might arise from as assortment of health
conditions such as diabetes, asthma, allergies, epilepsy, and medicinal side effects. Health
conditions may also explain poor student attendance.
Unfortunately, Aeries can only tell me the location of a student’s birth, but that is not a
good representation of their culture. The best way to learn about a student’s culture is to talk
to them and their parents. This is where that getting-to-know-you survey at the beginning of
the year can really come in handy. Plus, developing a relationship with the student and their
parents is beneficial in this aspect.
Aeries can tell you about a student’s health considerations. If I found anything during my
investigation using the software, I would talk to the school nurse to gather insight on what
to do in emergency situations. I would also speak with the student and parents regarding the
health concern to find out if there is anything extra special that the nurse may not know. I
will also be sure to have that student’s emergency contacts on hand.
content area?
Knowing a student’s cultural background will help me in planning for several reasons.
First, it will help me avoid pressuring the students with the curriculum. If there is an
instance where something in the curriculum is uncomfortable to them, I will understand
why and be able to speak with administration and their parents for advice on how to
proceed to ensure the students success while providing them with a safe space. Second,
insight on their cultural beliefs may explain their social behaviors which will help me
understand how to manage them in the classroom without hindering their learning or stifling
their personality or beliefs. Lastly, it is important for me to know if they will be absent
ahead of time so that I may have their work previously prepared for them to avoid them
falling behind.
I feel it is obvious how health considerations may affect my planning. First, I need to
understand what to do in case of an emergency so that the student does not need to fear for
their safety in my classroom. Second, this knowledge may affect where I seat them in the
room. For example, if a student has epilepsy, I would not want to place them in an area that
is hard for me to get to quickly or that is next to any items that will harm them in a fall.
Lastly, just like for the students with special cultural practices, it is important for me to
know if students will be absent for long periods of time so that I may make adaptations for
them in the lesson plans.
Interests and Aspirations

students?
I would love to learn about my student’s interests and aspirations. I am interested in
learning: the sports they play, any other extracurricular activities they participate in, what
their hobbies are, and what their plans are for their futures. I would even like to know what
kind of movies, music, and books they enjoy.
Once again, Aeries will be no help in the matter of student interest. The two best modes
of information for the student’s interests are the students themselves and their previous
teachers and coaches. The beginning of the year survey will be my best source of
information for this topic. The results from this survey will be used to determine which
teachers and coaches I can talk to, to learn about more about the students.
Student career plans can be found on Aeries, but this should just be the starting point.
After learning of their aspirations through the program, I would like to structure a whole
activity on the subject called, “Career Day,” where I learn more about the student’s career
desires and they, in turn, learn more about their desired career.
content area?
The information about student interests can provide me with tools to engage my students
both collectively and individually. Students learn better from people that they like; therefore,
it is necessary to build solid relationships with your students. Good relationships can
encourage a supportive classroom environment, and safe and comfortable atmosphere
promotes student growth and inquiry. Also, knowing which sports students play allows you
to know when they will be absent for games and you can plan accordingly.
Knowing student aspirations can help you add relevancy to your curriculum. If you can
relate the learning to real life scenarios that are important to your students, they are more
likely to learn. Most of the time, students just want to know that they are learning chemistry
for a reason other than to fulfill their A-G requirements.
Step 2: Learning about Two Focus Students

Directions:
Select two focus students from the class you identified in Step 1. Select one student who is an
English learner and one student who presents a different instructional challenge. Use some of the
methods you described in Step 1 to learn about these two students. Consider your selected
content area and subject matter when describing what you learned about the two focus students.
Complete the section below. In each box below include:
 a description of what you learned about each of the students
 an explanation of how the information will influence your academic instructional planning.
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: 16_______
1. Why did you select this student?

I choose this student because although she has been redesignated, I have a hard time
understanding her. She speaks very quietly and does not enunciate well. Sometimes, I must
repeat myself to her before she understands what I’m saying. In addition, Focus Student 1
(FS1) has had several medically excused absences in the recent weeks. These three criteria
made me believe that FS1 might need differentiated instruction.
2. What did you learn about this student’s linguistic background?
Using Aeries, I discovered that FS1 has been redesignated as an ELL student and her primary
language is Cantonese. FS1 has received high marks in her English classes and average
grades in her History courses. In 2017, FS1 obtained an overall classification of Early
Advanced on the CELDT. She is considered Advanced for speaking, therefore, her lack of
enunciation may be due to her being shy. She is considered Intermediate in both listening
and writing, and Early Advance in reading. This might explain some of her difficultly
understanding verbal directions. FS1 has not met any of the English standards requirements
that are measured by the Smarter Balanced Assessment Consortium (SBAC). After sending a
Primary Language Survey home, I learned that her mother and aunt speak strictly Cantonese
to each other and to FS1. I also learned that she was born and raised in Hong Kong and
moved to New York City, NY when she was 9. That was when she started learning English.
She moved to Taft, CA when she was 13 after her father passed away. All this information
will help me determine the level of scaffolding needed to help FS1 linguistically. I do not
believe she is classified low enough in her English language to need sentence frames,
however, some support is needed. Learning about her home life will also help me when
communicating with her mother, since I now know that English correspondence might not be
acceptable to send home.
3. What did you learn about this student’s academic language abilities in relation to this
academic content area?
FS1 is doing very well in Chemistry when it comes to the math. She seems to struggle with
using and understanding the vocabulary correctly, however. After speaking with her past
Biology teacher, I found out that FS1 enjoys science, but her scientific writing needs
improvement. She is very good at math, but her previous Algebra teacher did not have any
information about her mathematical language skills. Basically, FS1 needs a lot of support
when it comes to scientific vocabulary and writing. She needs help communicating her
findings in English after the math has been complete.
4. What did you learn about this student’s content knowledge and skills in this subject
matter?
FS1 has earned an A grade for the first three semesters of Chemistry. She also has achieved
proficiency in 8th grade science according to the California Standards Test (CST). After
examining some of FS1’s previous Chemistry tests, I found out that she does struggle with
the content when there is no math involved. She has difficulty with units as well, but she is
great with numbers. Her math strength is reiterated by her Above Standard status on the math
portion of the SBAC. Units and being able to apply the math to Chemistry are very
important, therefore FS1 may need more support when communicating the science behind
the math. I am afraid that her A grade is not a good representation of what FS1 has actually
learned in the course, and that fact worries me for her future scientific career in high school
and in at the college level. FS1 has no difficulty with the technology and is proficient in
basic Google Drive skills. This information lets me know that FS1 does not need extra help
when dealing with basic programs.
5. What did you learn about this student’s physical, social and emotional development
relevant to this academic content area?
FS1 is currently in a specialized PE course, however, I was not able to contact the PE teacher
to discover why. I also did not feel comfortable talking to the student about her medical state.
I did learn from the administration that FS1 was recently diagnosed with systemic lupus
which explains the recent absences. This bit of information is very important, because now I
know that adaptations will need to be made to help FS1 not fall behind when she must be
habitually absent. If no adaptations are made to compensate for her lack of attendance, FS1
will be forced to learn large chunks of the material on her own, on top of being ill. FS1 has
not been diagnosed with any social disorders, but she is shy and does not have many friends.
This information needs to be taken into consideration during class time so that embarrassing
FS1 by calling on her in front of the whole class can be avoided. I will also need to make
sure to regularly check on FS1 since she is unlikely to approach me with concerns. FS1
seems to have emotionally developed just fine despite her father’s death at her young age.
She has no emotional diagnoses that has been reported to the school and she have no
behavioral issues that have been witnessed since I have been in the classroom. This is helpful
to know because if I noticed changes in the way she acts I know it’s probably due to her
medical condition and not her social development.
6. What did you learn about this student’s cultural background, including family and home
I learned a little about FS1’s culture as well. Modesty is a significant virtue to her and it
explains her shyness. It is important for me to know this so that I do not get frustrated with
her when she does not want to share correct answers or if she does not want me to disclose
her high scores to the class. I also learned that she lives in a single parent home with her
mother and aunt; both of whom work full time at a local restaurant. They work overlapping
shifts, but not all the same hours. This information is useful in that now I know that I need to
be extra respectful of her mother’s time and that I might be contacting her aunt as much as
her mother since she is home with FS1 for the same amount of time. Due to their culture,
their family is very close-knit and that is how I know it is safe to contact her aunt in lieu of
her mother if necessary. Her aunt also communicates in English better than her mother,
which is vital information for me to have regarding sharing student progress and success. It
is nice to know that FS1 has strong familial support, and I can use this knowledge to my
advantage.
7. What did you learn about this student’s special considerations, including health issues
The only special consideration for FS1 is her recently diagnosed medical condition, system
lupus. This will greatly affect her attendance and adaptations such as flexible due dates, and
recordings of the lectures will be a necessity for her.
8. What did you learn about this student’s interests and aspirations relevant to this
Through my several interactions with FS1 I have learned that she plans to attend a 4-year
college somewhere in California. She wants to become a Physician’s Assistant in the Health
Care field. This was great information to learn, because now I know how important her
science education is to her overall success. This will help me a lot when I’m trying to
motivate her to learn how to better communicate scientifically since it is a vital skill that she
will need to achieve her goals. In order to get to know FS1 a little better, we discussed her
interests. I thought this would be good information since I would like her to be comfortable
with me which will make progress monitoring and academic discussions easier. She like
Anime and horror movies which I am familiar with, so we were able to have a good
conversation and become more comfortable with each other.
9. Describe other information relevant to this academic content area that you learned about
the student (e.g., attendance, extracurricular activities).
FS1 does not play any sorts, however, she participates in the Asian Persuasion club. This
information is beneficial, because now I know that her culture is very important to her. I am
interested to visit one of their club meetings so that I may see how FS1 behaves in a safe,
familiar environment. This observation could provide insight into what I should do in my
classroom to make her relaxed. As previously mentioned, FS1 is unfortunately absent at least
once every two weeks, if not more, which is beginning to take its toll on FS1. All of this data
will help me in the process of tailoring a semi individualized plan for FS1.
Student 2: A Student Who Presents a Different Instructional

Challenge
Gender: Male__
Age: 16_____
1. Why did you select this student?

Focus Student 2 (FS2) struggles with the class content even though he tries very hard to
understand it. I would like to be investigate the underlying issues that might be at play with
this student so that I can provide him with the support that he needs to be successful. He was
even willing to come in to talk to me during his lunch time to figure out how to solve
problems using Stoichiometry, therefore, I know he has a desire for understanding.
2. How is the instructional challenge that he or she presents different from that of the other
student?
FS2 differs from FS1 because his challenges are strictly math-based while FS1’s were
language based. FS2 is an English only student and has not issue with the reading and
writing necessary for the course. He struggles with math so much that when he seems
numbers and formulas he immediately gives up trying to figure out the problems.
3. What did you learn about this student’s linguistic background?

FS2’s linguistic background is pretty positive. His language fluency is “English Only” and
he achieves high grades in both English and History. He is classified as “Above Standard” in
reading, writing, listening, and research/inquiry according to the SBAC. His previous
English and Social Studies teachers have both said that FS2 excels at every aspect of literacy,
however, he has difficulty staying on task. This difficulty could be why he struggles so hard
with math since it requires concentration and focus to learn these basic skills.
4. What did you learn about this student’s academic language abilities in relation to this
FS2 understands the chemistry terminology and vocabulary. He can write a sentence
describing the gas law relationships using the appropriate vocabulary, however, he cannot
represent these relationships in equation form. He struggles at identifying variables and with
applying units to the numbers as well. It is valuable for me to know these items of evidence,
because I know that FS2 understands the content, and that his struggle is with math, not
chemistry. I need to help him build his math foundation and get him to a point where he feels
comfortable performing the calculations. I also need to work with him on identifying his
variables and using units to assist him in his calculations.
5. What did you learn about this student’s content knowledge and skills in this subject
matter?
I learned that FS2 begins to understand the content, but panics when the math is introduced.
He has been designated as “Below Standard” according to the math portion of the SBAC and
did not achieve proficiency in 8th grade science when he took the CST. FS2 is going to need
a significant amount of support to build his math skills so that he can overcome his Algebraic
fears and continue to understand chemistry. He has struggled with math and science since at
least 8th grade and this has detrimentally impacted his attitude towards the subjects. Now I
know that I have a large hurdle to overcome to help FS2 build his confidence in chemistry
before I can help him to improve his math work. FS2 excels at technology, therefore, he will
not need support when using computer programs or other technology during lessons.
6. What did you learn about this student’s physical, social and emotional development
I found out that FS2 has no physical, emotional, or social diagnoses. Visibly, he appears to be
physically healthy, although he does have a lazy eye. He has been placed in the front of the
class, and I assume that may be why. Although he has no diagnosis, I have noticed that FS2
gets distracted easily and has a hard time understanding social ques. He often blurts out
phrases like, “I don’t understand,” or “I hate math,” in the middle of lessons and while it
makes me feel bad for FS2, it is disruptive to the class because they tend to laugh at these
outbursts. This means that some positive reinforcement probably needs to begin taking place
to help FS2 correct this behavior. He also does not work well in groups without constant
reminders to stay on task. Consideration needs to be taken when deciding which students
need to be placed in a group or partnered with FS2 to avoid this conduct. Emotionally, FS2
seems to be a normal teenage boy who plays video games and hangs out with his friends.
Although he has these outbursts, he does not get angry or upset, therefore, I do not believe
there are any emotional concerns to worry about.
7. What did you learn about this student’s cultural background, including family and home
Aeries told me that FS2’s ethnicity is Caucasian, his parents are married, he was born in
Truckee, CA, and his father is a college graduate. After corresponding through emails with
his mother, I discovered that FS2’s father is an accountant and his mother is a stay-at-home
mom. Nothing about his home life or culture has any bearing on the academic content,
however, I did learn that FS2 idolizes his father. During a random outburst when the students
were working in groups, FS2 informed me that he, “games just like [his] dad.” This further
provided evidence that he looks up to his father. That information is helpful, because now I
know that I have an asset that I can use at home. If I can get his father more involved in
FS2’s learning I will have another tool to help encourage FS2 to be successful.
8. What did you learn about this student’s special considerations, including health issues
FS2 has no diagnosed health issues and no designated special considerations. However, due
to his inability to stay on task, he needs extra attention during laboratory and collaboration
projects. He also has a low attention span; therefore, he tends to need constant reminders to
stay on task.
9. What did you learn about this student’s interest and aspirations relevant to this academic
content area?
I learned from speaking with him that FS2 love Science Fiction movies and books. This
information is beneficial to know, because references can be made to pique his interest in the
classroom and lab. From Aeries, I found out that his aspirations are to go to a community
college and eventually become an Information Technology Specialist. This is great news,
because now I know that implementing more technology into the lessons will help FS2. The
fact that I know he enjoys video games as well means that I can find programs or games to
help FS2 learn the necessary math needed for the content. I can inform his father of these
applications and software and encourage him to play them with his son to increase his time
spent on education and confidence building rather than playing video games that are not
beneficial to his chemistry success.
10. Describe other information, relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities).
The student almost has perfect attendance, does not play any sports, and does not have a job.
He has access to a computer at home as well. All of this information notifies me that FS2 has
a lot of resources and time at his disposal, but I need to teach him how to use them more
effectively. I need to encourage FS2 to practice math and chemistry more in his free time,
and that is where finding those games will help me in this endeavor. Again, I need to get
FS2’s parents more involved in his learning so they can help him maximize his productivity
at home.
Step 3: Planning for Academic Instruction for the Whole Class

Directions:
Consider your academic content selection in Step 1 and what would you want the students to
learn. As you begin to think about a lesson that falls within the selected unit of study, respond to
the questions below about your plan for academic instruction for the whole class.
1. At what point in the sequence of the unit is this lesson? Put an X next to one:
_______At the beginning of the unit of study
X__Between the beginning and the end of the unit of study
_______At the end of the unit of study
2. List the state-adopted academic content standard(s) or state-adopted framework you will
address in the lesson.
HS-PS1-1: PS1.A: Structure and Properties of
Matter - Each atom has a charged substructure consisting of a nucleus, which is made of
protons and neutrons, surrounded by electrons.
3. What is (are) your academic learning goal(s)? What specifically do you expect students
to know or be able to do as a result of the lesson?
By the end of this lesson, students will be able to:
a. List the three subatomic particles that make an atom.
b. Identify the charge of each of the subatomic particles.
c.Explain the location of the particles in relation to one another inside the atom.
d. Compare the terms atom, ion, and isotope.
e. Calculate the number of protons, neutrons, and electrons inside of an atom.
f. Calculate the number of protons, neutrons, and electrons inside of an ion.
g. Calculate the number of protons, neutrons, and electrons of an isotope.
4. How is (are) your academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?
The academic learning goals for this lesson, when demonstrated by the students, fulfill the
requirements put forth in the chosen state-adopted academic content standard. Learning Goal
1, 5, 6, and 7 satisfy the part of the standard asking students to know what components make
up the structure. The part of the standard that mentions that the substructure is charged is
fulfilled by Learning Goal 2 and 4. Lastly, Learning Goal 3 dives into how that charged
substructure is organized with the nucleus in the center and the electrons surrounding it.
5. How will the content of the lesson build on what the students already know and are able
to do?
This unit will be the first or second unit of the school year, therefore, we will mostly be
building a solid foundation for the whole year. That means that the student’s prior knowledge
will be whatever they learned in middle school science and in their high school biology and
math courses. Most of the prior knowledge on the subject of chemistry will probably come
from household chemicals, tv shows, and movies. All these things can be used beneficially to
access that prior knowledge, as well as to increase relevancy. This access will begin with the
warmup activity.
6. How will the content of the lesson connect to the content of preceding and subsequent
lessons?
This lesson begins the explanation of why the elements that the students explore during day
1 and 2 reacted the way they did. Now, the students will begin to learn that the electrons that
surround the nucleus are what caused sodium to explode when it reacted with water.
Discovering the atom’s structure also helps to explain physical properties due to the
relationship of the nucleus and electron’s charges. It connects with the subsequent lessons
because the atomic substructure will shape the student’s understanding of chemistry as a
whole.
7. What difficulties do you anticipate students could have with the lesson content and why
do you think these difficulties might arise?
I feel that the biggest difficulty will be for the students to understand how small toms are and
how many of them make up the elements that we can see. Atoms, and their subatomic
particles, are so tiny that we cannot see them. I believe this will cause difficulty for the
students when they are trying to envision the concepts we will be discussing. I also think
they may have trouble wrapping their heads around how we know this substructure if we
cannot see them. Since atoms are so small, there are typically billions that come together to
form objects that can be seen and help. Numbers that large are just as hard to conceptualize,
because none of the students have probably seen a billion of anything (except atoms). There
is also a mathematical aspect to this lesson, so I believe the students with an aversion to that
subject may begin to lose interest. Also, most students are not exposed to chemistry in an
obvious way during their daily lives, therefore, all these concepts may be new to them.
8. What evidence will you collect during the lesson or at the end of the lesson that will show
the extent to which the students have learned what you intended?
Evidence collection will begin during the first activity of the day. The warm up and ensuing
class discussion will be sued to assess prior knowledge. Throughout the lecture I will check
for understanding by using a questioning technique. While students work in pairs on their
Build-An-Atom Simulators, I will be roaming the room to monitor their progress and
comprehension. There will also be a screenshot worksheet that the students will submit on
Google Classroom before the end of the period that will be graded. This assignment will also
serve as a way to provide them with feedback. Lastly, I will collect exit tickets to verify
student learning and help plan for the next day’s lesson.
9. 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 prompts and provide a rationale for each of
your decisions:
Communicating the academic learning goal(s) to the students

Instruction Plan Rationale
The learning goals will be written on the The learning goals are written on the board
board throughout the entire class period They so that students can refer to them and it is
will be also be stated, out loud, as the second easier for them to copy them in their
thing done during the class period directly notebooks. I will address them together as a
after the warm up. The exit ticket will also class to draw their attention to the learning
cover the learning goals. goals, and to help students that understand
auditory ques better than reading. Lastly, the
best way to see if students learned what I
wanted them to would be to have them
demonstrate their learning goal achievement
on an exit ticket. It also reiterates the
learning goals and allows the students to
move into higher levels of retention through
several layers of review.
Instructional strategies
Instructional strategies will be employed all The direct instruction is given using
throughout the lesson in the following order: PearDecks so that I can monitor class
a. Speaking the Learning Goals to the participation and understanding. This is
students important so that I can clarify if needed. The
b. Direct Instruction students will use Cornell notes, because later
c. Assignment of pairs they will be given in class time to review
d. Progress monitoring their notes to pose their questions and they
e. The collection of exit tickets will be required to submit their summaries
f. The warm up and learning goal after reviewing their notes a third time
announcement will be followed up by outside of class. The purpose of the lecture is
a brief lecture given using Google to explain to them the reasoning of the
Sheets and PearDecks. outcomes they just discovered during their
The students will be expected to take Cornell explorations during day 1 and 2. The purpose
notes during this direct instruction time. The of the video is to provide them with an
lecture will cover the definition of an atom, educational brain break so that I do not lose
an explanation of the three subatomic their attention due to boredom. The pairing
particles, and the difference between atoms, will be deliberate to ensure the students are
ions, and isotopes. Questions will be posed partnered comfortably, but with someone
throughout the lecture using the PearDeck with whom they will remain on task.
add-on. After my introduction of the atom, a
1 minute and 50 second video called Dogs
Teaching Chemistry – The Atom will be
played. After the lecture, students will pair
up with each other to complete the next
activity. I will allow the students one minute
to get situated. I will monitor the student’s
progress throughout the entire lesson.
Students will be notified during the last three
minutes of class that they need to complete
their exit tickets and I will collect them from
the students on their way outside of the
classroom.
Student activities

Once again, student activities are sprinkled The warm up activity serves to have the
throughout this lesson. They are in a similar students busy and focusing on chemistry
order as the instructional strategies: while activating their prior knowledge from
a. Warm up activity on PearDeck the previous lesson. It also helps them to
b. Write the learning goals in their begin thinking about today’s lesson. The
notebooks purpose of the students writing the learning
c. Actively take notes and respond on goals is to help with retention. Now the
PearDeck students have read them, heard them spoken,
d. Build-An-Atom Simulator and and written them down. This is also part of
accompanying worksheet the purpose of the exit ticket, since now
e. Exit ticket students are applying their knowledge to the
For this lesson, the students are required to learning goals. Another purpose of the exit
do their warm up and exit ticket individually, ticket is for assessment. The results of the
participate in the lecture as a class, and exit ticket tell me if we need to cover any
complete their simulator activity as a pair. topics again during the next class period. The
The warm up will be at the beginning of the students must take Cornell notes so that they
class, and they will be asked to answer the are forced to go back and read them twice
following questions: before the summative assessment takes
1. What is the difference between the place. My ultimate goal is that by the end of
way sodium reacted with water and the year the students will have a tool to use
the way sodium chloride (table salt) when they enter college and are on their own.
reacts with water? They are also expected to answer the
2. Why do you think these reactions are PearDeck questions to show accountability
so different? for their learning. It is also a form of
3. List two elements that you learned engaging lecture to avoid boredom and
about during your station rotation and distractedness. The point of the simulator is
compare and contrast them. to help students visualize the atom while
Next, the students will follow along and manipulating its subatomic particles. The
write the learning goals in their notebooks. worksheet is used to assess their
Then, they will be expected to actively understanding of the difference between
participate in the lecture by answering the atoms, ions, and isotopes.
posed questions and taking Cornell notes.
The students will then quickly get situated
with their partners and begin to work on their
simulator activity. For this activity, the
students are given a link to an interactive
atom building simulator. They will have a
Google Doc worksheet that has a table built
into it. The left column will state conditions
for them to build and they will screenshot
their complete model and paste it into the
right column. For the last three minutes of
class, the students will complete an exit
ticket to be turned in on their way out. The
exit ticket questions will be:
a. List the three subatomic particles.
b. Identify the charge of the three

subatomic particles.
c. Explain the location of the particles
in relation to one another inside the
atom.
d. d. Compare the terms atom, ion, and
isotope.
e. e. Calculate the number of
protons, neutrons, and electrons
inside of C atom, a stable C ion, and
a 1412C isotope.
No homework will be assigned for this
lesson.
Student grouping
Student grouping will be the penultimate The reason for pairing is to include
activity and it will occur before the exit collaboration with this exploration activity.
ticket. The students will be assigned partners Collaboration is an essential part of being a
to complete the Build-An-Atom Simulator successful scientist, therefore, it will be
activity and worksheet. Each student will be included in every lesson. I decided to assign
required to turn in their own worksheet. partners for this activity so that students are
less likely to get off task. If I let them choose
their partners, I run the risk of them
socializing about topics other than chemistry
or accessing social media sites together. I
also want to be careful to group students
together with people that they get along with
to avoid conflict. I chose partners instead of
larger groups for this activity, because there
is not enough work for 3-4 people
collaborating. Larger groups are better for
more difficult or extensive activities than this
one. In addition, more people equals a larger
chance of being distracted
Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room
Several materials will be used during this The use of the technology in this lesson is
lesson. The students will need: three-fold. It helps me keep all the student
a. Their Chromebooks information organized, reduces paper waster,
b. Chemistry binder with Cornell note and keeps the students engaged. While paper
worksheets and pencil are still used, the students are
c. Writing utensil encouraged to use their Chromebooks as well
I will need: as several programs. Allowing them to access
a. The Google Slide show with these technological tools while under
PearDeck which includes the warmup supervision teacher them about proper digital
and a slide of the learning goals citizenship, while ensuring they do not fall
b. Whiteboard with markers behind on current technology. It is the way of
c. Interactive manipulatives the future; therefore, we want to give them
d. Differentiated Cornell note pages every possible advantage. Technology is also
e. Uploaded simulator worksheet on interesting to students, so they will enjoy
Google Classroom work you give them on the computer. When
f. Exit ticket slips students are having fun, they are more likely
to learn. I create differentiated Cornell notes
and exit slips for some of my students,
therefore, I need to include them in my
materials list.
Progress monitoring of student learning

Progress monitoring will also occur The point of constant progress monitoring is
throughout the whole lesson. The order to ensure that none of your students get left
follows: behind. The warm up tells me if we are ready
a. Reviewing the student’s answers to to move on or if previous topic need to be
their warm up activity as they submit addressed before moving on. The purpose of
them through Pear Deck using PearDeck to monitor throughout the
b. Questioning throughout the lecture lecture is to make sure they are all actively
using PearDeck listening to the lecture and to check for
c. Browsing while they work on their understanding. This questioning technique
simulator activity also helps me begin to understand their depth
d. Evaluating the worksheets they turn of knowledge on the topic at hand. The
in worksheet for the simulator activity provides
e. Assessing the exit tickets submitted me with proof that they understand the
structure of atoms, ions, and isotopes or
informs me that they are still struggling. To
discover what they are finding difficult, I will
also be walking around the class during this
activity. Lastly, the exit ticket is a great way
for me to monitor their progress because they
are literally demonstrating their knowledge
of the proposed learning goals.
10. Given the difficulties you anticipate students could have with the content, what
additional steps would you take to foster access and comprehension for all students?
I plan to have manipulatives that I can use to demonstrate my points when discussing the
structure of the atoms. I also plan to use several visual aids and animations throughout the
lecture. I will provide the students with a list of links that they can access to research further
if they do not understand. The simulator is also a great help since they will get to physically
manipulate a large representation of an atom.
11. How would you share the results of student academic learning with students and
families?
PearDeck allows me to share student learning with them during the direct instruction piece. I
would also like to have a class website where we can post some of the simulation
screenshots. Lastly, I would like to use Edmodo in the classroom so that we can discuss the
day’s activities with parents and each other.
Step 4: Lesson Adaptations for the Two Focus Students
Directions:
Consider what you have learned about the two focus students in Step 2, along with the
implications for instruction that you identified for each of them. For the two students, determine
what adaptations you will make to this lesson 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, indicate and explain that decision. In each box below,
include:
 Your decisions about lesson adaptations
 A rationale for those decisions
Student 1: An English Learner
1. Academic learning goal(s) or your expectations of what the student should know or be
able to do as a result of this lesson
No adaptations will be made to the learning goals for FS1. She struggles with scientific
vocabulary; however, the learning goals are to identify, list, and explain the vocabulary,
therefore, they are already beneficially written for her. Vocabulary support can be included
elsewhere for FS1.
2. Evidence of student learning you will collect during the lesson and/or at the end of the
lesson
Since FS1 is considered Advanced for speaking, but only Intermediate for writing, I would
allow her to submit her exit ticket by way of speaking. I would let her answer the questions
during the partner work while the other students are distracted with their work to keep her
from feeling embarrassed. I also don’t grade their answers throughout the PearDeck
presentation, so she will know that her answer will be accepted even if the grammar or
spelling of her words is incorrect. The warm up is also informal so she can feel comfortable.
I will also provide FS1 with a lot of constructive feedback to help her with her vocabulary
struggles.
3. Communicating the academic learning goal(s) and/or expectations to the student

I will not make adaptations to the communication of the learning goals for FS1. Since they
are presented in writing and spoken, I believe FS1 will have no problems understanding the
learning goals. All the students will be given time to write the learning goals down which
also benefits FS1.
4. Instructional strategies
I would provide FS1 with differentiated Cornell notes that include vocabulary words and
definitions already filled in. I would also provide FS1 the option to have any directions more
clearly explained if she requests it. Both of these strategies serve to benefit FS1 since she
struggles with vocabulary and reading academic language. I will also be sure to have a lot of
visuals and manipulatives for the students, which greatly helps FS1 put images to the
vocabulary terms she is learning.
5. Student activities
Since the warm up is informal, no adaptations need to be made. FS1’s notes are her own,
therefore, she can write them in a way that is comfortable to her, so no adaptations need to be
made aside from the special Cornell notes pages that contain the vocabulary words. FS1 will
have the option to vocalize her answers to the exit ticket if it makes her feel more
comfortable. This adaptation allows FS1 to demonstrate her knowledge a different way since
she is more proficient in speaking than writing. My biggest fear for FS1 is that she may be
absent due to her medical condition. That is why I would allow FS1 to do these activities at
home at her own pace if need be. I would adapt these student activities to have a flexible due
date and allow her friend in class to verbally record the lecture so FS1 may listen to it when
she is feeling better.
6. Student grouping
Due to FS1’s introverted social nature and modest cultural tendencies, I would be sure to
assign her partner as her friend in the class. Her friend is also a hard-working student, so I
would not fear that they would get off task often. Plus, my consistent monitoring would
assist with keeping them focused. This adaptation would continue the process of providing a
safe learning environment for FS1. Academically, this is a good pairing as well because
FS1’s friend is also a redesignated ELL student. Her primary language is Spanish; however,
she has a higher classification in the four CELDT categories than FS1. Although the
languages are different, the friend understand FS1’ linguistic struggles and would be more
empathetic and willing to help FS1 if she needs it. There are no other students that speak
Cantonese in the class, so I cannot pair her with another ELL student that speaks her
language.
7. Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
The use of the manipulatives and simulator will help FS1 understand the vocabulary and
concepts discussed in this lesson. I will also record my lessons on days that FS1 must be
absent because of her medical condition to send to her mother or aunt. The first adaptation is
beneficial to FS1 so that she can rely on visual aids to make connections rather than reading
and listening alone. The second adaptation will keep FS1 from missing important
information due to her illness. I will be sure to edit the video to only include the lecture so
that her time is not wasted. She will be allowed to send her exit ticket response as an audio
recording to fulfill that linguistic adaptation if she is absent.
8. Progress monitoring of student learning

I will be sure to focus on the content of FS1’s responses on the warm up as well as during the
lecture rather than the grammar or spelling. However, I will make sure to make notes and
send feedback to FS1 to help her develop the academic language correctly. She needs to
learn the proper way to speak like a scientist if she wants to go into the medical field. The
other adaptation would be allowing her to verbally tell me the exit ticket. Once again, this
allows FS1 to demonstrate her knowledge comfortably.
9. Sharing results of the student learning with the student and/or the family
Since FS1’s mother primarily speaks Cantonese, communication will be difficult with her.
She is also busy; therefore, I want to keep communication quick and concise. I would
probably send most correspondence to FS1’s aunt who reads English well. These adaptations
are necessary so that I can share FS1’s progress with her family. I will also continue to
provide FS1 with extra feedback to share her progress with her. The Aeries system also
notifies the students of their grades as they are entered, so even if she is absent FS1 should
always know where she stands in the class.
Student 2: A Student Who Presents a Different Instructional

Challenge
1. Academic learning goal(s) or your expectations of what the student should know or be
able to do as a result of this lesson
For FS2 I would emphasize the importance of Learning Goal number 2, 5, 6, and 7, because
he has such a hard time with numbers. Otherwise, no adaptations need to be made since FS2
does well with conceptual topics.
2. Evidence of student learning you will collect during the lesson and/or at the end of the
lesson
The warm up is conceptual so no adaptations will be made. I will pay very close attention to
how FS2 responds to the PearDeck questions to see how he is doing with the math and
number aspects that go along with charges and isotopes. This will allow me to give FS2
appropriate feedback regarding his mathematical abilities on the subject. I will also have
different exit ticket questions for him that focus strictly on the math so that I can see if he is
understanding the processes. FS2 may have difficulty with parts of the simulation since math
and symbols are involved. To aid with this, I will be sure to monitor his progress more often
to provide him with extra support. I will also allow him to make changes and resubmit his
work after I have provided him with adequate feedback. This will allow him to learn from
his mistakes so that he can build the correct knowledge rather than assuming his
misconceptions are correct. It will also help him feel safe since he knows that he has multiple
chances to succeed.
3. Communicating the academic learning goal(s) and/or expectations to the student

FS2 is an English Only student with a high English linguistic background, therefore, he does
not need any adaptations to the way the learning goals are presented to him. However, I will
make a point to overly emphasize the importance of the learning goals that involve math to
his chemistry career. I will remind him to not give up when approaching the problems related
to these learning goals.
4. Instructional strategies
My only adaptation to my instructional strategies will be an extra one-on-one demonstration
showing FS2 how to use the manipulative to answer the math questions regarding ions and
isotopes. I will wait to do this demonstration until everyone is working in their pairs to avoid
obviously singling him out. This demonstration will provide FS2 with an interactive tool that
will make the math more applicable rather than abstract for him.
5. Student activities
FS2’s warm up, lecture, and simulation student activities will be the same, however, his exit
ticket will differ. Rather than being asked to fulfill the learning objectives, FS2 will have to
answer the following questions:
a. If an oxygen ion has a -2 charge, how many electrons does the ion have?
b. An ion contains 19 protons, 19 neutrons, and 18 electrons. What is its symbol including
the charge if there is one?
c. How many neutrons are in 1412C?
These questions emphasize the necessary math portion of the learning goals, so they are most
beneficial for FS2 to practice while I can still provide him with feedback. There are also less
of them to avoid FS2 from becoming overwhelmed and giving up on the content.
6. Student grouping
Student grouping is a very important consideration for FS2. Since he gets off task easily
when working with friend, I will have to assign him to a partner that routinely stays on task
and is not one of his good friends. I will also need to consider picking a student who is
strong in math and willing to assist classmates without just giving them the answer. This
decision may end up being a difficult one since FS2’s partner needs all of these attributes,
but I believe there will be several clear candidates after doing some research. To avoid FS2’s
partner doing all the work, I will assign them both roles and monitor them closely. FS2 will
oversee determining how many protons, neutrons, and electrons each condition needs and his
partner will be responsible for communicating each of the conditions using academic
language. This will help provide FS2 with as much math practice as possible without having
any students do extra work.
7. Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
FS2 loves technology and has very bad handwriting, therefore, I would allow him to take
digital notes. Allowing him to work his way will help him be more comfortable. Plus, he
needs to be able to read his notes later to complete the last two steps of Cornell notes. He
will also be provided with a page of worked out math problems with the steps written down
to include in his notes binder. Giving him this page will allow him to reference it when he
finds himself struggling. I would also provide him with links to videos demonstrating the
math to further include technology into his toolkit. He is more likely to access the extra
materials if they are found online. While doing the simulator, I will allow FS2 to use small
manipulatives, like the one I will use to show him the demonstration, to assist with his
calculating skills. Once again, this will help him apply conceptual knowledge to the math
behind it.
8. Progress monitoring of student learning

Without allowing it to become detrimental to the other students, I would like to monitor
FS2’s progress more often. Basically, I will hover in his general vicinity so that I am
available to answer questions as well as to jump in when FS2 is struggling. I will be careful
to not be constantly giving him the answers, but if I see him giving up, I want to be there to
provide help. I also need to guarantee that his partner is allowing him to do the math. This
way I am assured that FS2 gets all the practice he needs since I do not allow group testing.
Special attention will also be paid to his responses during the lecture and for the exit ticket.
Those two aspects will tell me a lot about FS2’s progress during the course of the lesson.
They will also inform me of whether or not FS2 needs further support.
9. Sharing results of the student learning with the student and/or the family
My constant feedback to the student will be the main adaptation for sharing his results of
learning with him. The notes I take regarding his responses will be communicated to him so
that he can learn from his mistakes. More importantly, I would like to involve his father
heavily in FS2’s learning results. I know that FS2 looks up to his father, therefore, if I could
incorporate this fact into the learning, FS2 will benefit. I plan to share these results with
FS2’s father by encouraging him to stay up-to-date on Edmodo, sending him weekly
progress reports via email, and making phone calls. The phone calls will serve as rewards for
FS2 when he does an extraordinary job during an activity or task. This will help FS2 find the
motivation to stay on task and to not give up just because math is involved.
Step 5: Reflection on Connecting Instructional Planning to Student

Characteristics
Directions:
Read your responses to the questions in Steps 1-4. Think about what you have learned by
completing this task, including the characteristics of the two focus students, your instructional
planning for the whole class, and your adaptations for the focus students. Respond to the
questions below:
1. What information that you collected for the whole class and/or for the two focus students
most influenced your planning for this lesson? In your response, describe how and why
the information was influential and why you found it to be so.
A large amount of data about my whole class, and two focus students, was collected to
plan this lesson. Academic knowledge, language and ability were vital bits of information for
this unit since it is in the beginning of the year and I’m still getting to know my student’s
prior knowledge. Linguistic background was beneficial for me to obtain as well since it tells
me the level of scaffolding and differentiation necessary. I also found extracurricular
activities and home life to be informative since it allows me to know how much homework is
reasonable for my students. After learning my classroom makeup, I learned that

implementing SDAIE practices in my class would be beneficial to several students.
I’m happy to have learned about FS1’s language at home and her medical background. I
also benefited from learning her content knowledge and aspirations. Learning about her
home life prevents me from over contacting her busy mother, and notified me of the
language barrier that we might face. This is important information so that I do not offend
FS1’s mother by not providing her with correspondence in the appropriate language. FS1 has
systemic lupus and is sometimes absent for several days. This information was beneficial for
me to know so that I can set up a consistent plan to aid FS1 through her habitual absences.
Learning that she is strong in math, but not in academic language allowed me to determine
specific supports that will benefit FS1 during the unit. Lastly, I can engage FS1 in the
learning by using her desires to become a Physician’s Assistant after attending a 4-year
college. Science and the medical field go hand-in-hand, and learning how to communicate
effectively is key. These are the key points that I can use to remind her how important
academic language is for her future.
For FS2, content knowledge, social development and home life were the most influential
aspects of information that I learned. FS2 struggles significantly with the math associated
with the subject of chemistry. Unfortunately, the math is a large part of chemistry, therefore,
learning this information informed me that FS2 was going to need a lot of support and
refreshment on this content aspect. In conjunction, learning about FS2’s home life will allow
me to access a very important asset, his father. I learned that FS2 idolizes his father,
therefore, I believe that contacting him frequently will help FS2 stay on track inside and
outside of the classroom. Knowing that FS2 struggles with staying on task during group
work really helped me to understand the best partner or group member to put with him to
maximize productivity.
Overall, all of the information was vital in putting together lessons and for developing
the relationships necessary to ensure active learning. Each student is unique and I will strive
to get to know this kind of information about each of them in order to provide them with a
safe, comfortable learning environment. This relationship will benefit the student as well as
myself.
2. How will you use what you have learned regarding connecting instructional planning to
student characteristics in the future?
This lesson plan has taught me that there are a lot of things to take into consideration besides
just content. It is not enough for educators to know the subject and how to teach; we also
need to know how to teach each student and how to react appropriately in any situation.
Building that relationship with your students helps the lesson planning process. If you are
ever stuck on what kind of activity will work for the content, look at your students and their
needs, and work from there. If you are having trouble deciding how to form your groups,
think of your students personalities. Pick the groups based on which grouping will support
student weakness while promoting student strength. You will not be able to make these kinds
of decisions if you do not take the time to get to know your students. Lastly, knowing the
linguistic and prior knowledge aspects of your students allows you to properly differentiate
and scaffold in a way that is optimal for your student’s learning.

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CalTPA–Designing Instruction Task ID #00000000

Step 1: Academic Content Selection and Learning about Students

A. Academic Content Selection

Grade Level: 10-12______________

2. Describe the unit of study that addresses those standards.

Total number of students: 26_____ Number of female students: 15___

- Identifying if they have an Individualized Education Plan (IEP) or 504

Academic Language Abilities, Content Knowledge, and Skills

Physical, Social, and Emotional Development

Cultural and Health Considerations

Interests and Aspirations

Step 2: Learning about Two Focus Students

Student 1: An English learner

1. Why did you select this student?

2. What did you learn about this student’s linguistic background?

Student 2: A Student Who Presents a Different Instructional

1. Why did you select this student?

3. What did you learn about this student’s linguistic background?

Step 3: Planning for Academic Instruction for the Whole Class

Communicating the academic learning goal(s) to the students

Instruction Plan Rationale

b. Identify the charge of the three

Progress monitoring of student learning

Step 4: Lesson Adaptations for the Two Focus Students

Student 1: An English Learner

3. Communicating the academic learning goal(s) and/or expectations to the student

8. Progress monitoring of student learning

Student 2: A Student Who Presents a Different Instructional

3. Communicating the academic learning goal(s) and/or expectations to the student

8. Progress monitoring of student learning

Step 5: Reflection on Connecting Instructional Planning to Student

reasonable for my students. After learning my classroom makeup, I learned that

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Total number of students: 26___ Number of female students: 15_