CalTPADesigning Instruction Task ID #000493178

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: 10th grade__________________

Content Area: Mathematics_______________
Subject Matter:_________________Geometry

1. List the state-adopted academic content standards or state-adopted framework that you
will cover for this unit of study.
8.0: Students know, derive, and solve problems involving the perimeter, circumference, area,
volume, lateral area, and surface area of common geometric figures.

9.0: Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones,
and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders.

10.0: Students compute areas of polygons, including rectangles, scalene triangles, equilateral
triangles, rhombi, parallelograms, and trapezoids.

11.0: Students determine how changes in dimensions affect the perimeter, area, and volume of
common geometric figures and solids.
2. Describe the unit of study that addresses those standards.
The unit of study is geometric figures and being able to find the area, perimeter, volume, and
surface area of these various figures. Formulas for these computations will be given and
memorized by students over the course of the unit. The unit will consist of seven different
lesson plans; with each lesson building upon the knowledge gained from the prior lessons.

3. What is (are) the academic learning goal(s) for this unit of study?
The student will be able to (a) know, derive, and solve problems involving the perimeter,
circumference, area, volume, lateral area, and surface area of common geometric figures; (b)
compute the volumes and surface areas of various geometric figures; (c) compute areas of
various polygons; and (d) determine how changes in dimensions affect the perimeter, area, and
volume of common geometric figures and solids.

Class Information
Age range of students: 15-17 years of age Number of male students: 20_

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Total number of students: 35 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?
What countries are they from?
What are their native backgrounds like?
How does their culture function?
What various languages are represented in their home countries?
What is their current English Language Development classification?

2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.

I will learn about my students by having them fill out a day 1 survey that will provide me
with general information about them (name, birth date, place of birth, hobbies, after school
activities, etc.). There cumulative files will provide information on their previous grades,
attendance, discipline, standardized assessment reports, and other information from the
students' educational career.

3. How will you use this information in planning academic instruction in your selected
content area?
This information will be used to create lessons that will accommodate the various needs of
my students. Since language can prevent the EL (English Learner) students from interacting
with native students, the use of heterogeneous groups will be used to facilitate interaction
and discussion between these students.
Similarly, the use of homogeneous groups can be beneficial for EL students with the same
first language. Homogeneous groups allow EL students the opportunity to converse about
the material in a comfortable manner that is not yet available to them in their second
language.

Academic Language Abilities, Content Knowledge, and Skills

1. What information that may influence instruction do you want to learn about your
students?
-What language they do and do not know?
-Where they are in their content?
-What types of instruction are they familiar with?
-What instruction types works best with the entire class?
-What differentiated instruction is required to meet the needs of all students?
-What types of instruction did their previous teachers use with them?
-The students opinion on what types of instruction works best for their learning styles.

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2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.
To assess the students academic language abilities I will administer surveys and inventories
throughout the school year. An example of a survey will be to give the students a handout at
the beginning of the semester that will assess their prior knowledge on the various content
and academic language that will be used throughout the course. I will analyze their
standardized test scores and administer my own formal assessment to identify students
strengths and weaknesses. Scheduling a meeting with the school counselors about the
students academic history will allow a better idea of what content knowledge and skills
they possess. A conference will be set up with the students prior teachers to gain knowledge
on what topics were covered and how students performed on the subject. The students
cumulative files will be used to provide information on their previous grades, attendance,
discipline, standardized assessment reports, and other information from the students'
educational career.

3. How will you use this information in planning academic instruction in your selected
content area?
This information will be used to create lesson plans that take advantage of the students
prior knowledge, as well as work on the areas that they are struggling with. Differentiated
instruction will be used to accommodate the many types of intelligences students possess.
Students learn in many different ways and it is the job of the teacher to identify and fulfill
these different learning needs.
The use of graphic organizers will be integrated into the lesson to accommodate the EL
students and those students who are more spatial in their learning style. In addition to this,
the academic language used in the class will be clearly defined and used often to help
reinforce

Physical, Social, and Emotional Development

1. What information that may influence instruction do you want to learn about your
students?
-I would like to know if students have any physical disabilities that would prevent them
from learning or completing the desired tasks.
-What social issues might students have that would keep them form learning?
-Do students have friends? Are they accepted at school or outcasts?
-What are the students home lives like? Do they live with both parents?
-What are their after school responsibilities? Do they take care of their siblings? Do they
have a part-time job?
-I want to know which students, if any, possess any significant social or emotional
problems.

2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.
I will learn about my students physical, social, and emotional development by getting to
know them on a personal level. Having conversations with students will allow them to open
up to me and give me insight into the lives they live. I will set up parent-teacher
conferences to get a better idea of the social and emotional development of individual

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students. It is important to stay aware of your surroundings as a teacher. If a student is doing

poorly on assignment or failing tests, it might be due to stressors outside the classroom.

3. How will you use this information in planning academic instruction in your selected
content area?
I will use this information in the planning of my academic instruction, especially in the area
group activities. If a student is socially inept, I will design my group activities to encourage
social interactivity between that student and his/her peers. As I observe the group activity, I
will ask the student questions and encourage them to discuss these questions with their
group members. If the student is not getting along with a particular student in the classroom,
I will make sure that they are not grouped together until the situation is resolved through
either an after class meeting or a conference with the two students, if the situation involves
bullying or other serious causes.
I will make sure that students physical disabilities do not hinder them from participating in
the lesson plan. This means designing my instruction in such a way that all students are
able to complete the task, no matter their physical state. This might require me to include
extra instructional material, such as graphic organizers, to help physically disabled students
keep up with the content.

Cultural and Health Considerations

1. What information that may influence instruction do you want to learn about your
students?
-What different kinds of cultures are represented in my classroom?
-What were the schools like in their home countries? Were they structured similarly to our
school or quite different?
-Are their any cultural boundaries that I should be aware of as a teacher?
-What importance does their culture put on education?
-Do students have any health issues that would prevent them from learning?
-Are their any help issues that might be infectious to other students?

2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.
A good place to find out about students health issues would be the school nurse. She can
provide me with information on the severity of their health issues and what disabilities, if
any, the health issues bring in the classroom. Also, if I were to think that someone had a
serious health issues that needed attendance, I could use the nurse as a resource. Parents are
another source of information on student health conditions. Sending a note home at the
beginning of the semester, asking parents to list any health issues that might affect their
students performance is a great way to receive information.
To receive information on students culture, I will have students fill out a day-one handout
that asks them to explain their culture, what they like about their culture, and how their
culture makes them different from other people. This will provide me with valuable,
firsthand information on how the students perceive their cultures. The guidance counselor is
another valuable resource that I will use to find out information on students culture. I will
find out more information at parent-teacher conferences throughout the school year. I will

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also meet with the students previous teachers to learn more about their cultural and health
considerations, and to find out how those teachers accommodated these particular students.

3. How will you use this information in planning academic instruction in your selected
content area?
I will use this information on students cultural considerations to plan academic instruction
that takes advantage of the many different groups in my class. I will create lessons that are
themed around their cultures, providing all students with new experiences and showing
students that I do appreciate and respect their native cultures. I will also be aware of any
cultural boundaries that influence teacher-student relationship and be sensitive to these in
my interaction with students. Students from other cultures, learning English will be provide
with supplementary material to keep their content attainment equal with the class. This
material will include visual representation of the material, graphic organizers, learning logs,
and other forms additional help.
If students possess any health considerations that affect their ability to learn, I will provide
supplementary material to accommodate these needs. If students are unable to come to class
for an extended period of time due to health reasons, I will provide them with the class
work assignments and homework directions in an effort to keep them caught up with the
material.

Interests and Aspirations

1. What information that may influence instruction do you want to learn about your
students?
-What do students find interesting?
-What music and pop culture is influencing students?
-What extracurricular activities do students participate in?
-Do students aspire to go to college?
-What career paths do they want to pursue?

2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.
This information will mainly be attained through my interaction with students one-on-one
conversation, general observation, and the creation of relationships over time. To get a
general idea of students interests and aspirations, I will have them fill out a questionnaire at
the beginning of the semester asking them if they have any extracurricular activities, what
type of music they enjoy listening to, if they plan to attend college after graduating, what
career they want after they complete their education, etc. This information will not only
help me to get to know my students better, but will provide me with a way to connect with
them on a more personal level. Conversations with the students previous teachers will also
be a great way to receive information on students interests and aspirations. These teachers
have had experience getting to know the students and will be able to provide me with
valuable information on them. Also, since some students may not have any goals or plans
for after they complete their education, meeting with the students parents will allow me to
get an idea of their ideal future for their child. With this information, I will be able to

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establish a relationship with parents and work with them to achieve their plans for their
child.

3. How will you use this information in planning academic instruction in your selected
content area?
I will incorporate students interests into my lesson plans as best as I can. I will try to make a
connection between mathematics and pop-culture that will peak students interests and gets
them engaged in the material. This might involve showing a video that includes music from
a popular artist or having students do a research assignment on a topic of their choosing. I
will use my knowledge on students aspiration to create lesson plans that incorporate some
aspect these goals. For example, if students are planning on going to college, I can create a
statistics lesson on financial aid and the interest that accumulates. This will encourage
students to start thinking about their future and the career path they want to follow.

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?

Rose was selected because it seems she represents the average English Learner student that a
new teacher will encounter. She is an intermediate EL student with average scores (Oral 2,
Reading 3, Writing 4, Overall 3) who is not completely confident in her speaking skills
but is still a very social person. She often uses code-switching when she speaks and is
obviously more comfortable speaking in her first language. She has responsibilities outside
of school that take the majority of her extracurricular time. Despite this, Rose enjoys
attending school and does well in her math class.

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2. What did you learn about this students linguistic background?

Rose is from Guatemala and her native language is Spanish. Prior to living in the United
States, the student had no experience with the English language. She is currently at a high
intermediate ESL level. Her listening and speaking skills allow her to satisfy basic survival
needs and limited social demands; she can follow oral directions in familiar contexts. She
has limited ability to understand on the telephone. Rose understands learned phrases easily
and new phrases containing familiar vocabulary. Her reading and writing skills are to the
point where she can read and interpret simplified and some authentic material on familiar
subjects. Rose attended school while living in Guatemala, though the school systems there
were quite different from that of the United States. Roses parents do not speak any English.

This information will influence my academic instructional planning in various ways.

Knowing that Rose might not audibly understand instructions, I will provide her with a
written form of instructions for her to refer to as she works. The use of graphic organizers
and other visual cues will also help in easing Roses learning.

3. What did you learn about this students academic language abilities in relation to this
academic content area?
Rose entered into America schools in the 8th grade. Though she attended school in her home
country, Rose was not at the academic level of her peers at that time, needing help with her
multiplication tables. She was also just starting to learn English. Currently, Rose is having
trouble understanding the academic language used in her Geometry class. She is able to
complete most problems that involve only numbers; it is the vocabulary that gives her
difficulties.

Pairing the student with a bilingual student will help in Roses understanding of the
academic terminology used in class. This will also provide her with a partner she can
communicate with about the basic concepts of solving mathematic problems.

4. What did you learn about this students content knowledge and skills in this subject
matter?
Due to her education in her home country, Rose content knowledge and skills in Geometry
are lacking. When she entered into the American school system at 8 th grade, Rose was
already struggling with math. Things have progressively gotten better as Rose attends school
and she is advancing in her math class at an appropriate rate. Rose is currently earning a B+
in her Geometry class and is learning at a steady pace.

5. What did you learn about this students physical, social and emotional development
relevant to this academic content area?
Rose is a very social student. She has strong social skills and does not seem to be overly shy
when it comes to expressing herself in her native language. This ability to easily socialize
has really helped in her acclamation of English and the different school subjects.
Emotionally, Rose sometimes lacks confidence in her English speaking skills, though this is
not out of the ordinary. Initially, Rose was a little down on moving to a new country and not
fitting in with other students, but she seems to be getting over that at a good pace. Physically,

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Rose sometimes has trouble remembering things she has learned, but, again, this is not
abnormal for someone in her position.

6. What did you learn about this students cultural background, including family and home
relevant to this academic content area?
Rose lives with both of her parents. She has two younger brothers and is in charge of making
their breakfast and looking after them when her parents are at work. A lot of her extra time is
taken up by looking after her younger siblings. This is not abnormal for a student who has
two parents who work and younger siblings.

Because of Roses afterschool responsibilities, I would assign her only a small amount of
homework. I would focus the homework on her ability to memorize formulas and solve
problems correctly.

7. What did you learn about this students special considerations, including health issues
relevant to this academic content area?
The student is uncomfortable speaking in her second language in front of her peers. I will
accommodate this need by having her only write her answers on the white board and
speaking only when she feels comfortable. Also, I will give Rose some warning when I am
going to call on her so she is properly prepared to present her information. After speaking
with the host teacher and the students linguistic aide, I have found that the student does not
have any health issues that are relevant to this academic content area.

8. What did you learn about this students interests and aspirations relevant to this
academic content area?
When asked what she aspires to do after high school, the student showed interest in attending
a community college after the completion of high school. As long as the student continues to
do well in class she should have no trouble achieving this goal.

All that is required of the teacher is to keep the student on track for passing the class. This
will be done by applying the strategies mentioned previously.

9. Describe other information relevant to this academic content area that you learned about
the student (e.g., attendance, extracurricular activities).
The student has great attendance, missing class very rarely. She is responsible in completing
the required assignments and homework. Due to her afterschool responsibilities, Rose does
not attend any extracurricular activities.

This has no impact on my lesson plans.

Student 2: A Student Who Presents a Different Instructional

Challenge
Gender: Male______
Age: 18____________

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1. Why did you select this student?

Jason is a homeless student that struggles to meet his basic needs. Despite this, he is a very
bright student and is eager to successfully graduate high school. I chose this student because
he presents a unique teaching challenge for a teacher, yet is still willing and eager to learn.

2. How is the instructional challenge that he or she presents different from that of the other
student?
Unlike Rose, Jason does not present any language challenges for the teacher. Jasons
challenges lie outside of the school environment. He struggles to meet his basic needs and
this presents a problem in the students priorities. Obviously, the need to find food and
somewhere to sleep trump that of completing a homework assignment on time. Jasons
limitations are quite different from Roses whose only outside responsibilities were taking
care of her younger siblings while her parents were at work. The challenge for the teacher
will be in accommodating Jasons lack of parental support and different life/scholastic
priorities.

3. What did you learn about this students linguistic background?

The student was raised going to school normally until the 11th grade when his mom kicked
him out of the house. Though he faces troubles presently, Jasons linguistic background is
similar to that of any other average achieving student. When he became homeless, Jason had
to face the social challenges that come with being a homeless student (ridicule from fellow
students, hardships of surviving).

4. What did you learn about this students academic language abilities in relation to this
academic content area?
Jason grew up going to school and understands the academic language used in his algebra II
class. Jasons host teacher describes him as a very bright student who is in an unfortunate
circumstance. Since he is familiar with the academic language used in school, this presents
little challenge to the way I would conduct my academic instructional plans.

5. What did you learn about this students content knowledge and skills in this subject
matter?
Jasons host teacher says that he is talented in the area of math and contributes to class
discussion. Despite this talent, Jason sometimes has trouble completing homework
assignments for obvious reasons. He currently has a B+ in the class, a 3.07 GPA, and has
passed the California High School Exit Exam (information provide by counselor), which
seems to be testament of the students drive to graduate. Prior to this algebra II class, Jason
was taking two periods of math to catch up on the requirements to graduate.

I would accommodate for Jasons needs by not basing the majority of his grade on the
completion of homework, but, rather, his class participation and tests. I would also allow the
student to use my classroom as a place to study and be available for any questions he might
have.

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6. What did you learn about this students physical, social and emotional development
relevant to this academic content area?
The student has not physical developmental issues that are relevant to this academic content
area. Because he is homeless, Jason does face many social and emotional problems that have
an affect on his academics. Jason is very cautious of authority figures and is often defiant
towards them. This presents a challenge for teachers who try to boss Jason around because
he feels they have no right. Emotionally, Jason has to deal with the ridicule of peers and the
emotional issues that come from struggling to survive and trying to meet his basic needs.
Jason also does not have any family support in his life and very few friends.

To address Jasons social and emotional needs I will have him mentor a student who is
struggling in algebra. This will provide him with social interaction and give him
responsibility and purpose in the school environment. It will also help to hone his
mathematical skills. Because Jason has trouble with authority, I will approach him as a
mentor who is trying to help. I will encourage him to complete his assignments on time but
allow him extra time if needed.

7. What did you learn about this students cultural background, including family and home
relevant to this academic content area?
Jasons family and home situation is at the core of his dilemma. His mom kicked him out of
the house at the age of 17 and he has had no stable living conditions since. The lack of
support from family is a huge factor on Jasons ability to complete homework assignments.
These issues also make their way into the classroom in the form of emotional outbursts and
power struggle with authority. Though Jason has a hard life, he is still very determined to
pass his classes and graduate high school.

I will make myself available to Jason afterschool to help him with homework. I will present
myself as a mentor who cares about his future and be there for him emotionally if needed.
Because of his situation, Jasons grade will be mainly determined by in class participation
and in class activities.

8. What did you learn about this students special considerations, including health issues
relevant to this academic content area?
Jason has had mental health issues that have made him a danger to himself and others. He
has had mental breakdowns and is currently on medication for this. These issues are
currently being resolved by counselors and school officials.

To minimize the chance of an incident, I will create a classroom environment that is

comfortable for Jason. This environment will emphasize respect and democracy between
students and the teacher; it will foster to Jasons learning needs and encourage participation
with fellow students.

9. What did you learn about this students interest and aspirations relevant to this academic
content area?

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CalTPADesigning Instruction Task ID #000493178

Jason hopes to attend the local community college when he graduates from high school. His
is also considering entering the military to gain some financial stability and investment in his
future. Other than this, Jason has little in regards to interests and activities outside of school.

10. Describe other information, relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities).
Jasons attendance is excellent. This is due to the fact that school is currently the only stable
thing he has in his life. Jason was participating in track but was asked to leave because of his
opposition to authority.

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.
14.0: Students prove the Pythagorean theorem.
15.0: Students use the Pythagorean theorem to determine distance and find missing lengths
of sides of right triangles.

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?
The student will be able to prove the Pythagorean theorem and use it to determine distance
and find missing lengths of side of right triangles. The student will be able to use this
knowledge to complete class activities and a homework assignment that demonstrates their
understanding of the skills and concepts presented in the lesson. The use of prior knowledge
on the Pythagorean theorem will be required by the students to complete the class activity
and homework.

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 of this lesson are directly related to the state-adopted academic
content standards listed in item #2. This lesson has students proving the Pythagorean
theorem and using the theorem to solve problems involving right triangles. The students
prior knowledge on the Pythagorean theorem will be used in this process and is very much a
necessity. The goal of this lesson is to teach students standards 14.0 and 15.0 with a direct

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instructional approach. Students will complete a guided practice in-class activity that will
test their newly acquired knowledge of the desired content standards.

5. How will the content of the lesson build on what the students already know and are able
to do?
The students will already have prior knowledge of the Pythagorean theorem. The lesson will
build upon this knowledge by having the students now prove the Pythagorean theorem.
Students will also have prior knowledge on the multiple types of triangles and their
attributes, such as a right triangle. The lesson will require students to use this prior
knowledge to solve problems using right triangles with varying missing side lengths. Lastly,
the students previously acquired arithmetic skills will be required in the use of the
Pythagorean theorem to find distance and missing side lengths of right triangles. The lesson
will build upon the students prior knowledge and skills to achieve the previously mentioned
content standards.

6. How will the content of the lesson connect to the content of preceding and subsequent
lessons?
In previous lessons, students will have learned how to find and use measures of sides of
triangles and polygons to classify figures and solve problems. They will have also learned to
know, derive, and solve problems involving the perimeter, circumference, area, volume,
lateral area, and surface area of common geometric figures. This lesson on Pythagorean
theorem connects to the content of these proceeding lessons by requiring students to now
find the missing length of a particular geometric figure (right triangle) and then solve
familiar problems involving perimeter and area found in the previous lessons.

The content of this lesson connect to the content of subsequent lessons on using
trigonometric functions to solve for an unknown length of a side of a right triangle, given an
angle and a length of a side. The knowledge on right triangles gained in this lesson will assist
the students in using trigonometric functions to solve problems involving right triangles in
later lessons. The content of this lesson will also connect to the subsequent lessons on
plotting geometric figures using coordinate geometry.

7. What difficulties do you anticipate students could have with the lesson content and why
do you think these difficulties might arise?
The proving of the Pythagorean theorem is an abstract concept that students could have
difficulty with. This will be one of the first times students will be required to learn the proof
to a theory and I foresee some difficulty in that. I also anticipate the ELL students having
difficulty with the new content vocabulary used throughout the lesson. Words such as
prove, determine, and theorem used in the context of math will probably be confusing
for those students who are new to learning English. I also anticipate students having trouble
with the idea of finding the missing length of a side. Until now, all sides of a geometric
figure were given. Students are now expected to find the missing side length before they can
proceed in completing the problem. It will be a challenge to get students to understand that
the majority of the problem is the understanding of how to identify and find the missing side
length.

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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?
During the input and guided practice portion of the lesson, I will use formative assessment
strategies such as individual conversation and student observation to collect evidence on the
students acquisition of the desired knowledge. I will check for student understanding
throughout the taught examples and after guided practice by having random students answer
my questions and list steps to solving various problems. The students will also hand in their
completed small group worksheet which will show the extent to which they have learned the
material.

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
Prior to the lesson, the specific academic
learning goals (The student will be able to
prove the Pythagorean theorem and use the
Pythagorean theorem to complete class
activities and a homework assignment) and
state-adopted academic content standard (14.0
and 15.0) will be written on the white board.
Along with this, the teacher will orally
explain the learning goals and state standards
to the students to ensure their understanding.
This will be done on a daily basis and the
information will be displayed in the same
section of the white board to instill a routine
in the classroom.
Rationale
Clearly communicating the academic
learning goals is an important step in having
students understand what is required of them
in the days lesson. Displaying the state-
adopted academic content standards on a
daily basis creates a routine and allows
students an overview and on, exactly, they
will be learning in the lesson. Seeing the
academic content standards also gets the
students familiar with the academic language
being used in the lesson.

Instructional strategies
Instruction Plan
The instructional strategies follow a Direct
Instruction Lesson Plan approach. First,
students are introduced to the content with an
Anticipatory Set consisting of a short video
clip on Pythagoras of Samos. This activity
incorporates prior knowledge and gets the
students attention on the new content.
Second, the Input portion of the lesson is
done by the teacher. During the Input
portion, the teacher will include an
explanation of the content, will model how to
prove and use the Pythagorean theorem using
Rationale
The Direct Instruction Lesson Plan approach
is an effective way to teach students a new
concept or skill. The Anticipatory Set
engages the students in the material, while
tapping into their prior knowledge of the
content. The Input section allows the
students to effectively learn the concepts by
observing the teachers explanation and
modeling of the new content, and, also, by
completing example problems guided by the
teacher. The Guided Practice activity gives
the students the opportunity to practice their

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CalTPADesigning Instruction Task
common examples, will list the steps to using
the Pythagorean theorem, and work with the
class to solve example problems.
Next, the students will work in small groups
during the Guided Practice portion of the
lesson. This will include having the students
work in small groups of 4 students per group,
with the teacher checking for understanding
by informally assessing students knowledge
through observation and one-on-one
conversation.
Lastly, the teacher will close the lesson by
summarizing the lesson. This summary will
include a quick recap of how to prove the
Pythagorean theorem as well as a summary
on the steps to using the Pythagorean
theorem to find a missing side length of a
right triangle. The teacher will explain to
students how this lesson ties into the
subsequent lessons of the unit.
Student activities
Instruction Plan
Students will take notes during the Input
section of the lesson on proving the
Pythagorean theorem and the steps to using
the Pythagorean theorem with right triangles.
The students will answer any question given
by the teacher, and ask questions for
clarification of points not understood. They
will work in collaboration with the teacher to
solve multiple example problems on the
content. The students will participate in a
small group activity where they will
complete a worksheet on using the
Pythagorean theorem. A homework
assignment will be assigned and complete by
students by the beginning of the next class
session.
Student grouping
July 2008 Copyright 2007 by the California Commission on Teacher Credentialing. All Rights Reserved
ID #000493178
new skills in a small group setting. This
small group setting encourages conversation
among peers and the development of group
interaction skills. The Closure portion of the
lesson summarizes the lesson plan by giving
the students a clear idea of what they just
learned, as well as tying the lesson to the
subsequent lessons of the unit.
Rationale
Taking notes on the new content will provide
the students with a resource to refer to during
the small group activity, homework, at-home
studying. Giving the students the opportunity
to ask questions increases the clarity of the
lesson and helps the teacher to see what area
the students are struggling in. The rationale
for having students collaborate with the
teacher in the solving of example problems is
to check for student understanding and to
give students the opportunity to practice the
new skill. The small group activity gives the
students the opportunity to collaborate and
communicate with fellow classmates. It also
gives them the opportunity to practice the
new skill and ask any questions they might
have on the material. The small group
activity also gives the teacher the chance to
informally assess student learning through
the use of student observation and
conversation.
14
CalTPADesigning Instruction Task
Instruction Plan
Students are grouped into small groups of
four students per group. If possible, the
groups will consist of at least one EL student,
one at-risk student, and one GATE student.
Only one worksheet will be turned in per
group. This worksheet will be chosen at
random by the teacher.
Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room
Instruction Plan
The materials required for this lesson
include: overhead projector, transparency,
makers, whiteboard, dry-erase marker,
pencil, paper, worksheet handout. There are
no instructional aides, parents, or other adults
present during this lesson.
Progress monitoring of student learning
Instruction Plan
The teacher will use multiple progress
monitoring strategies throughout the entirety
of the lesson. During the input portion of the
lesson, the teacher will check for
understanding by asking students, at random,
the steps to completing the example
July 2008 Copyright 2007 by the California Commission on Teacher Credentialing. All Rights Reserved
ID #000493178
Rationale
The small group size allows students the
opportunity to voice their questions and give
guidance to the other students in the group.
Having heterogeneous grouping that includes
a variety of learning styles and needs creates
a rich atmosphere and varied learning
environment for each student. The EL
students are encouraged to practice their L2
skills and gain assistance from the students
who are proficient in English. The GATE
students will be put in a leadership role in
each group. This will encourage them to help
their fellow group members learn the
concepts and complete the assignment. The
randomly chosen worksheet will keep the at-
risk students on task and encourages all
members of the group to complete their
assignment promptly and correctly.
Rationale
These materials will be used to effectively
teach the content to the students. The
overhead projector and transparencies will
allow the entire class to easily see the written
steps and proof of the Pythagorean theorem
and the multiple examples presented by the
teacher. The white board will clearly display
the learning objectives and the state-adopted
academic content standards for the lesson.
The students will use paper and pencil to
write their notes during the Input portion of
the lesson. The worksheet handout will be
complete by the students during the small
group activity guided practice.
Rationale
Progress monitoring of student learning will
be used throughout the lesson to assess the
students understanding and adapt to the
students needs. Checking for understanding
by asking students questions at random keeps
the students attention on the lesson and
15
CalTPADesigning Instruction Task ID #000493178

problems. The teacher will ask the students
to orally repeat given directions to ensure
understanding. Throughout the entirely of the
lesson, the teacher will use formative
assessment strategies, such as student
observation and personal conversation, to
assess the students acquisition of the desired
material. Formative assessment strategies
will be used to enhance, recognize and
respond to student learning throughout the
lesson. The teacher will assess student
learning during the closure portion of the
lesson to ensure the proper acquisition of the
desired content.
helps the teacher recognize the students
learning needs. Having students repeat
directions keeps them on task and reminds
them of what is required of them. Formative
assessment strategies allow the teacher
identify in what area students are struggling
and adapt the lesson accordingly. The use of
formative assessment strategies throughout
the lesson gives the teacher valuable
information on the students needs for
attaining the desired content, and allows the
teacher to adapt the lesson to fit these needs.
The closure process gives the teacher one
more chance to inform students on the
important information presented in the
lesson.

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 anticipate the students having trouble understanding the proof of the Pythagorean theorem,
the vocabulary presented in the lesson, and the concept of finding of a missing side length.
To help students easily comprehend the proving of the Pythagorean theorem I would break
the proof down into a step-by-step process, asking students questions along the way, and
making sure that students understand the each step before moving on the next. To foster
access and comprehension of the lessons academic vocabulary, I plan to give each student a
handout containing the vocabulary words of the lesson and those words definitions. I will go
over this handout with students prior to teaching the lesson. To help ensure that students
understood the concept of finding a missing side length of a right triangle, I would break the
Pythagorean theorem down into easy to follow steps. I would make sure that each step was
understood by the students before moving on to the subsequent steps. I would do this by
asking questions and giving students adequate time to internalize the information.

11. How would you share the results of student academic learning with students and
families?
I would designate a portion of the wall near the entrance of the classroom as a spot to display
the students academic achievements, including homework assignments, quizzes and tests,
and projects. The students will be able to compare their scores on these assignments to that
of their peers and correct examples. The reason for placing this near the entrance will be to
get the students into the habit of checking their progress and grades as they enter or leave the
classroom. The sharing of students academic learning with families will be through open
house opportunities throughout the school year. Also, parents will be informed prior to the
school year that weekly status updates of their students progress will be available upon
request. Calling home to a students parents will be used on my discretion to report academic
praises or concerns.

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CalTPADesigning Instruction Task ID #000493178

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
As a result of this lesson, Rose will be able to prove the Pythagorean theorem and use it to
determine distance and find missing lengths of side of right triangles. The student will be
able to use this knowledge to complete class activities and a homework assignment that
demonstrates their understanding of the skills and concepts presented in the lesson. The use
of prior knowledge on the Pythagorean theorem will be required by the student to complete
the class activity and homework.

2. Evidence of student learning you will collect during the lesson and/or at the end of the
lesson
Rose will hand in her completed small group worksheet at the end of the lesson. This
worksheet will show to what extent she learned the material presented throughout the lesson.
The student will also hand in her homework assignment at the beginning of the next class
session. This will provide me the teacher with information of Roses learning of the desired
content. I will also collect evidence of Roses learning by checking for understanding
throughout the lesson. I will use formative assessment strategies, such as observation of the
students and one-on-one conversation, to make sure that Rose is learning the content
properly.

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

Prior to the lesson, the specific academic learning goals (The student will be able to prove
the Pythagorean theorem and use the Pythagorean theorem to complete class activities and a
homework assignment) and state-adopted academic content standard (14.0 and 15.0) will be
written on the white board for Rose to see. To compensate for the language barrier, I will
have a bilingual student translate the learning goals and state standards to the student to
ensure her understanding. The student will show her understanding by repeating to me the
academic learning goals.

4. Instructional strategies
I will use comprehensible input to increase the likelihood that Rose will understand my
instructions on the Pythagorean theorem. This will involve using consistent language, the use

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CalTPADesigning Instruction Task ID #000493178

of visuals, and providing Rose with sufficient time to process the information before I
proceed. I will also provide relevant background knowledge on the Pythagorean theorem and
draw upon Roses prior knowledge of the material. To make sure that Rose understands the
content vocabulary presented in the lesson, I will provide her with a handout with key
content vocabulary and definitions. This will give her a valuable resource to refer to
throughout the course of the lesson. While doing example problems on the overhead, I will
provide a visual representation of a right triangle for all to see. In addition to this, I will
provide Rose with a graphic organizer that will consist of a visual representation of a right
triangle and the steps to using the Pythagorean theorem formula.

5. Student activities
Rose will take notes during the Input section of the lesson. I will make sure to present my
input in a clear manner that is understandable to Rose. I will allow Rose sufficient time to
process and write her notes before proceeding to the next activity. I will warn Rose
beforehand that she will be called upon to answer a specific question. This will allow her
time to complete the problem and ease her nerves when speaking out loud. Rose will
participate in the small group activity where she will work with her classmates to complete a
worksheet on the Pythagorean theorem. This small group setting will provide her with the
opportunity to practice her English on other students and have valuable discussion on the
topic. Rose will be given a homework assignment that will take into account her at-home
responsibilities. This homework assignment will consist of specific problems that will test
her knowledge on the lessons content, without overburdening her with work.

6. Student grouping
Rose will be placed into a heterogeneous group to encourage her to practice her English
skills with other students. A more knowledgeable student will be placed in the group to assist
Rose with any questions she might have. In addition to that, a student that is bilingual in
Spanish and English will be placed in the group to assist Rose with a translation when
needed. The group will turn in one worksheet representing their knowledge of the material.
This heterogeneous group will encourage teamwork and communication between all students
to complete the activity. I will be observing Roses progression throughout the small group
activity, providing help and guidance when needed.

7. Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
Rose will be provided with the content vocabulary/definition handout and graphic organizer
on the Pythagorean theorem. These materials will include visual representation of the
material in an easy-to-find fashion. These materials will be used throughout the lesson and
stored in Roses binder for use during homework and studying.

8. Progress monitoring of student learning

I will check for Roses understanding of the material by asking her to answer questions
related to the material and monitoring her progress during the small group activity portion of
the lesson. I will use formative assessment strategies with Rose, such as observation and
conversation, to identify any area she is struggling in and then proceed to address these
issues in my instruction. I will view Roses work more frequently than other students to

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CalTPADesigning Instruction Task ID #000493178

ensure she is learning the material. If she seems to be having trouble, I will work with her
one-on-one or have a more knowledgeable student help her out.

9. Sharing results of the student learning with the student and/or the family
Prior to the lesson, I will encourage Rose to practice any type of problems I think she needs
work on. I will occasionally provide Rose with note to take home to her parents. This note
will be bilingual and communicate Roses progression in my class and any improvements
she might need. A wall will display the classs academic achievements where Rose will be
able to compare her work to that of other students and examples. I will communicate with
Rose on a weekly basis on her successes in the class and what I feel she needs to work on.
This will be done in a supportive manner, which will encourage the student.

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
With the exception of a required homework assignment, I hold Jason to the same standards
as all my other students. As a result of this lesson, Jason will be able to prove the
Pythagorean theorem and use it to determine distance and find missing lengths of side of
right triangles. The student will be able to use this knowledge to complete in class activities
and, if possible, complete a homework assignment that demonstrates his understanding of
the skills and concepts presented in the lesson. Jasons prior knowledge on the Pythagorean
theorem will be required to complete the class activity and homework.

2. Evidence of student learning you will collect during the lesson and/or at the end of the
lesson
I will collect both physical and nonphysical evidence of Jasons learning throughout the
lesson. During the guided practice portion of the lesson, I will have Jason answer a question
on the Pythagorean theorem using the steps he learned through my input. This will give me
evidence of how well he acquired the skill. During the small group activity, I will observe
Jasons progress with his group and adapt my lesson accordingly to accommodate his needs.
Jason will turn in his individual worksheet on the Pythagorean theorem so that I may check
his progress. Though it will not be required of him due to his living status, I will ask Jason to
complete the homework assignment to give me further information on his learning.

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

Prior to the lesson, the specific academic learning goals (The student will be able to prove
the Pythagorean theorem and use the Pythagorean theorem to complete class activities and a
homework assignment) and state-adopted academic content standard (14.0 and 15.0) will be
written on the white board for Jason to read. In addition to this, I will orally state these goals
to the whole class. Jason does not any language deficiencies so his understanding of the
academic learning goals should be equal to that of the average student.
Because of his lack of a home and different priorities outside the classroom, prior to the
lesson, I will have expressed my personal expectations of Jason and his academic work. He

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CalTPADesigning Instruction Task ID #000493178

will know that I am allowing him extra time to complete homework related assignments and
that he should not take it for granted.

4. Instructional strategies
I will present instruction to Jason much like I present it to other students. I will use
comprehensible input strategies to express the material in an understandable fashion. I will
also allow him sufficient time to process the information. Since Jason has issues with
authority, I will not speak down to him as I instruct but, rather, treat him with the respect that
I would expect from him. To help accommodate Jasons lack of parental involvement at
home, I allow him to come in during his lunch or after school to receive any help he might
need on his assignments.

5. Student activities
Jason will take notes on the Pythagorean theorem that he will be able to use outside of class.
Jason will work in collaboration with me to solve questions regarding the Pythagorean
theorem. He will also be allowed to ask questions when he needs clarification on points not
understood. To support Jasons social and emotional needs and utilize his above average
math skills, he will be placed in a leadership role during the small group activity. This role
will have Jason working with struggling students and will encourage him to help his fellow
group members learn the concepts and complete the assignment. My hope is that Jason will
find his place in the classroom, where he feels he is contributing to the class community.
Jason will be encouraged to complete his homework assignment with my help after school.

6. Student grouping
Jason will be placed into a heterogeneous group where he will be considered the more
knowledgeable other. He will help students, like Rose, with their assignment and lead the
flow of conversation. I will facilitate this group to make sure that Jason is using his power to
the benefit of everyone in the group. Putting Jason in a leadership role will hopefully give
him purpose that he lacks outside of the school environment. It is my hope that he will also
gain an understanding and respect for authority through this activity.

7. Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
I will be available to Jason as an after school resource to help him complete his assignments.
I will also speak with his other teachers to make sure that he always has an adult he can go to
for help. Inside the classroom, Jason will receive all of the materials available to others
students, as well as some of the supplemental material such as graphic organizers.

8. Progress monitoring of student learning

I will check for Jasons understanding of the material through asking him questions on the
content. I will monitor his progress during the small group activities by observation and one-
on-one conversation. During our afterschool tutoring sessions, I will be able to get a good
idea of where Jason is academically and adjust my lesson accordingly.

9. Sharing results of the student learning with the student and/or the family

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CalTPADesigning Instruction Task ID #000493178

I will make sure that Jason is always up to date on his grade and progress in my class. He
will be able to compare his work with that of others by looking at the assignment wall.
Though my one-on-one interaction with Jason, I will let him know what skills he need to
work on and where he is excelling. I will also share this information with his counselor as he
sees her quite often. She will be another encouraging resource for Jason.

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.
The cultural background information of the individual focus students, their linguistic and
academic needs, and their individual situations outside the classroom are what influenced my
lesson plan and instructional strategy choices the most. Especially with Rose, the
information I received on the students cultural background and their linguistic needs greatly
affected my approach to teaching and the lesson plan I created. The information I found on
Roses ESL level, her communication skills, and her lack of experience with the English
language went into consideration when planning this lesson. This information made it
apparent that supplemental material was needed to accommodate the learning needs of the
EL student, Rose. In the lesson, I supplied this supplemental material in the form of a
graphic organizers and a vocabulary handout made especially for the EL students.
Additionally, to support Roses acquisition of English, I place her in a heterogeneous group.
This type of grouping is meant to encourage Rose to converse with peers using her second
language. I did this because of Roses lack of confidence in speaking with her second
language.

Both Roses and Jasons situations outside of school affected how I approached the
homework assignment portion of the lesson. Especially with Jason be a homeless student, I
decided to place less emphasis on homework and focus more on developing the students
learning through the classroom activities. The information I gathered on Jason, showing his
opposition to authority and lack of social life, made it apparent to me that I needed to
develop his self confidence within the classroom. For this reason, I decided to place Jason in
an authoritative role during the small group activity. I did this in hopes of boosting his self-
esteem by giving him responsibility and to hopefully give him an appreciation of authority.

2. How will you use what you have learned regarding connecting instructional planning to
student characteristics in the future?

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CalTPADesigning Instruction Task ID #000493178

I have learned that understanding your students is the first step in creating an effective lesson
plan. Just as it is important for a teacher to know their subject and effective teaching
strategies, it is equally important for a teacher to know when to apply those strategies and to
what students. Gathering information on my students lives leads to more knowledge of their
individual academic needs and, thus, better teaching strategies. This allows me to create
cooperative group situations that take advantage of my students strengths and help facilitate
the development of their weaknesses. Knowing students linguistic needs of my EL students
will help me to create supplemental material that will foster their learning of course content
as well as English.

In my future classes, I will adapt my instructional planning to accommodate the various

needs of my students. I know now that one strategy does not fill the needs of an entire class.
I need to be proactive in learning about the many aspects of my students lives and use every
resource available to me to gain this information.

July 2008 Copyright 2007 by the California Commission on Teacher Credentialing. All Rights Reserved 22