Multiple and Single Subject Lesson Plan Template (Teaching/Co)
General Educator (Candidate) Name:
Ben Conley
Course/Progress Assessment :
CPIII
Special Educator Name:
Date: 02/21/2025c
GRADE LEVEL
11
SUBJECT/CONTENT
English Language Arts
TITLE OF LESSON/FRAMEWORK
Act 2, Scenes 5-7 of Zoot Suit
THE CALIFORNIA TEACHING
PERFORMANCE EXPECTATIONS
TPE 1: Engaging and Suppor ng All Students in Learning
TPE 2: Crea ng and Maintaining E ec ve Environments for Student Learning
TPE 3: Understanding and Organizing Subject Ma er for Student Learning
TPE 4: Planning Instruc on and Designing Learning Experiences for All Students
TPE 5: Assessing Student Learning
TPE 6: Developing as a Professional Educator
ESTABLISH ENVIRONMENT
TPE 2; TPE 5
Students will be gathered seated in groups of 4. En rely Black and La no. Three
ELLs. One student with IEP (vision). All students lower-middle to middle class. Students
show great poten al and generally take thorough notes. Students all have their own laptop
provided by the district as well as access to Google Classroom, the online hub for all lesson
materials and coursework. Students will be reading scenes 4-5 of the play Zoot Suit and
working on a handout during and a er the reading.
APPLICATION OF THEORY
How is Theory applied in this lesson?
TPE 6
I will apply the theory of post-modernism. Post-modernism is essen ally the modern
day progressivism. Students are encouraged to express freely and crea vely based on their
interests while the educator ensures a safe and inclusive learning environment (Perez,
2022).
CA COMMON CORE/ISTE/State Standards for Students
UU/MM TPE 5 & 6 Assessing Student Learning; Developing as a Professional Educator
InTASC Standards 6, 9-10: Assessment, Professional Learning and Ethical Prac ce, Leadership and
Collabora on
CEC Standards 1, 4&7: Engaging in Professional Learning and Prac ce within Ethical Guidelines, Using
Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making,
Collabora ng with Team Members
MEASURABLE OBJECTIVE: What will your students be able to do?
TPE 1
Students will be able to analyze the themes, character development, and social commentary in Act 2, Scenes
5-7 of Zoot Suit.
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Students will be able to connect the play’s historical context to modern social jus ce issues.
Multiple and Single Subject Lesson Plan Template (Teaching/Co)
ASSESSMENT
Check for Understanding: Formal and Informal
How will you know whether your students have made progress toward the objec ve?
How and when will you assess mastery?
FORMATIVE ASSESSMENT: Students will ll out a handout with ques ons during the reading and a er. The last por on of the
handout is to write a paragraph analyzing a central theme.
SUMMATIVE ASSESSMENT: Students will take a quiz on the en rety of Act Two of the play upon comple on.
DIVERSE LEARNERS
1. How will your instruc on support the diversity of learners in your classroom?
2. List the speci c strategies you will use to meet the needs of all iden ed learners
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6.
English Language Learners: Appropriate pace. Split the classes in which I will teach the basics through direct instruc on as well as
visual cues and associa on for ELLS, followed by self-paced days where students may work in teams and closer a en on can be
paid to educa onal gaps. Supplemental interven on will be planned to support educa onal gaps (USOSEP, n.d.). ELLs will also be
given translated copies of the play.
Advanced Learners: Flexible grouping. Enabling gi ed students to work together will boost their academic achievement (ACSD,
2016).
At-Promise Learners: Peer mentoring. At promise students will be encouraged to work with peers on social and educa onal issues
(McDonald, 2022).
DIFFERENTIATION
• Di eren ated instruc on is not the same as individualized instruc on.
• Di eren a on allows students to show what they know in di erent ways.
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6
1.
Content
Spanish-translated copies of the play.
Will also show a video of the play
being performed by a professional
cast.
2.
Process/Implementa on
ELLs will work with other Spanishspeaking students to help follow
along.
3.
Product/Measure
There will be English and Spanish
handouts.
CLASSROOM MANAGEMENT
TPE 2
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I will create a healthy learning environment by leading a fun, inclusive class while
also respec ng students. I will stand outside the classroom gree ng students and
welcome them with some pleasant walk-in music. Once the bell has rung, I will
establish clear expecta ons for the lesson and con nue throughout the lesson
promo ng inclusivity and mutual respect.
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How will you create a healthy learning
environment?
Multiple and Single Subject Lesson Plan Template (Teaching/Co)
How will you create and maintain a
suppor ve and safe learning
environment?
I will always be open to hear ques ons or concerns and I will again treat the students
with respect and equality. I will provide for students who need assistance, for instance
enabling dicta on for a student who cannot write, having a tutor/interpreter for ELLs,
prin ng hard copies of lessons/outlines for students without a laptop (CAST, 2018).
How will you establish a climate of
learning?
I will challenge the students with crea ve and fun wri ng assignments and lead the
class in regular discussions and workshops. I will di eren ate the instruc onal process
with videos, games, wri en projects, and art projects.
OPENING (10 minutes – suggested)
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6
How will you communicate what is about
to happen? How will you communicate
how it will happen?
To communicate what is about to happen and how it will happen during the lesson, I
would use a combina on of verbal instruc ons, visual aids, and wri en agendas.
How will you communicate its
importance? How will you communicate
connec ons to previous & future lessons?
I will communicate its importance by rela ng the play to the student’s lives. I will
connec ons to previous lessons by recapping prior learning and anchoring key
vocabulary and themes, and future lessons by previewing upcoming content such as
vocabulary.
How will you engage students and
capture their interest?
I will engage students by taking volunteers to read as a certain character, assign
characters if students stop volunteering, and capture their interest by providing an
immersive reading of the play ac on and stage direc on.
CO-TEACHING APPROACH
One Teach, One Support, Parallel, Alterna ve, and Sta on (select if applicable)
•
TIME
•
TEACHER
10 minutes
Teacher will be introducing the lesson and assigning characters for students to
read.
•
STUDENTS
Students will complete their journal and volunteer to read.
•
MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
21st Century Skills (Technology & Informa onal Literacy)
Chromebook, Zoot Suit hard copy, translated copy for ELLs, Smartboard, guiding
ques ons handout
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I will ensure that students take in informa on by assigning ac ve reading roles, pause
periodically for guided annota ons.
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How will you ensure that students
ac vely take-in informa on?
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I will emphasize and reiterate themes of character development, injus ce, racism,
prejudice, and resilience.
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What key points will you emphasize and
reiterate?
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I will introduce academic language by presen ng the students with vocabulary
words that will appear in the upcoming scene. I will contextualize the vocabulary by
using the words in context to help students understand.
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How will you introduce academic
language?
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INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6
Multiple and Single Subject Lesson Plan Template (Teaching/Co)
How will you vary your approach to make
informa on accessible to all students?
Translated copies will be provided for ELLs. I will also alternate between methods of
How will you di eren ate your instruc on instruc on such as visual, auditory, and kinesthe c.
for all your learners?
Which poten al misunderstandings will
you an cipate?
I an cipate students misunderstanding the disconnect between the main character
Henry and his inner voice, the character of Pachuco, and how Henry nally separates
himself from the con nes of his own iden ty.
Why will students be engaged and
interested?
Students will be engaged and interested because this is a play that involves characters
of their culture, Black and La no, and takes place in their community of South Los
Angeles (in the 1940s)
CO-TEACHING APPROACH
One Teach, One Support, Parallel, Alterna ve, and Sta on (select if applicable)
•
TIME
10 minutes
•
TEACHER
Teacher will be introducing the concepts that the students are to think about while
reading and answering ques ons.
•
STUDENTS
Students will be listening, taking notes.
•
MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
21st Century Skills (Technology & Informa onal Literacy)
Chromebook, Zoot Suit hard copy, translated copy for ELLs, Smartboard, guiding
ques ons handout
GUIDED PRACTICE (15 minutes – suggested)
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6
How will you clearly state and model
behavioral expecta ons?
I will state expecta ons by reminding the students that we are reading out loud and
everyone will play a part. I will model expecta ons by reading the stage direc on and
ac on por ons.
How will you integrate the academic
language?
The academic language is integrated into the play dialogue as well as encouraged to
be used in the classwork handout ques ons as well as open-ended responses.
How will you ensure that all students
have mul ple opportuni es to prac ce?
I will design varied and sca olded ac vi es such as a think-pair-share discussion. I will
also include ongoing forma ve assessments and feedback such as an exit cket and
peer review.
How will you sca old prac ce exercises
from easy to hard?
Sca olding will come through in the handout. There is an “as we read” por on with
so ball ques ons, the answers to which are in the text. The “a er we read” por on
has slightly more di cult ques ons. The nal ques on is to analyze a certain por on
and write a full paragraph (at least 5 sentences).
I will monitor performance by keeping students on task during the reading and remind
students to be quiet if they are not paying a en on. I will circle the room and ensure
students are staying on task and correct their performance if they are o task.
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One Teach, One Support, Parallel, Alterna ve, and Sta on (select if applicable)
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CO-TEACHING APPROACH
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Students will be engaged and interested because this is a play that involves characters
of their culture, Black and La no, and takes place in their community of South Los
Angeles (in the 1940s)
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Why will students be engaged and
interested?
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How will you monitor and correct student
performance?
•
TIME
•
TEACHER
•
STUDENTS
15-20 Minutes
Teacher will be reading the stage direc on and ac on por ons, walking around the
class to ensure students are on task.
Students will be reading along, out loud if it is their character’s dialogue.
•
MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
21st Century Skills (Technology & Informa onal Literacy)
Chromebook, Zoot Suit hard copy, translated copy for ELLs, Smartboard, guiding
ques ons handout
INDEPENDENT PRACTICE (25 minutes – suggested)
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6
How will you clearly state and model
behavioral expecta ons?
I will inform students that they are to answer the paragraph ques on independently. I
will model behavioral expecta ons by maintaining an academic and respec ul
demeanor.
How will students demonstrate an
understanding of the academic language?
Students will demonstrate their understanding by answering the ques ons on the
handout, ideally using the vocabulary correctly.
In what ways will students a empt to
demonstrate independent mastery of the
objec ve?
Students will a empt to show their mastery through the nal analy cal ques on, as
well as proper usage of the vocabulary. Students will also show mastery through the
nal test of the play.
How will you provide opportuni es for
extension?
I will provide opportuni es for extension through group discussions and debates, as
well as providing a cross-curricular connec on, connec ng the historical and social
jus ce aspects to the ELA curriculum.
Why will students be engaged and
interested?
Students will be engaged and interested because this is a play that involves characters
of their culture, Black and La no, and takes place in their community of South Los
Angeles (in the 1940s)
CO-TEACHING APPROACH
One Teach, One Support, Parallel, Alterna ve, and Sta on (select if applicable)
•
TIME
•
TEACHER
I will be walking around the classroom and o ering help when needed
•
STUDENTS
Students will be answering the ques ons on the handout.
•
MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
21st Century Skills (Technology & Informa onal Literacy)
Zoot Suit play, Chromebook, pencil and paper
20 minutes
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Students will be addressing the signi cance of what they learned through the exit
cket and the nal test.
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How will students be asked to state the
signi cance of what they learned?
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Students will be summarizing what they learned through the ques ons on the
handout, as well as the analy cal paragraph and the op onal exit cket.
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How will students summarize what they
learned?
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CLOSING (5 minutes – suggested)
TPE 1; TPE 2; TPE 3; TPE 4; TPE 5; TPE 6
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Multiple and Single Subject Lesson Plan Template (Teaching/Co)
How will you provide all students with
opportuni es to demonstrate mastery of
or progress toward the objec ve?
Students will have extra me to nish the ques ons for homework if they did not
nish in class, as well as further lessons regarding the same standards and concepts.
CO-TEACHING APPROACH
One Teach, One Support, Parallel, Alterna ve, and Sta on (select if applicable)
•
TIME
5 minutes
•
TEACHER
I will be collec ng handouts and exit ckets, informing students of where we are going
next.
•
STUDENTS
Students will be passing their handouts forward.
•
MATERIALS, STRATEGIES, &
TECHNOLOGIES USED
21st Century Skills (Technology & Informa onal Literacy)
Paper
OUTSIDE THE CLASSROOM ENVIRONMENT (if appropriate). How will students prac ce what they learned?
COLLABORATION What other educa on professionals will you collaborate with to ensure all learner needs are met?
I will have Spanish translators, if available, to help with the ELL students.
REFLECT ON INSTRUCTION (DATA-DRIVEN)
Pre-Teaching Lesson (Expecta ons)
The di eren a on strategies I iden ed will enhance or extend
student learning by addressing diverse learning styles, abili es,
and interests, ensuring that all students are able to engage with
content at an appropriate level of challenge. Translated copies
of the play are provided for EL students, as well as translated
slides and (ideally) an assistant that can translate my verbal
instruc on. I worked in a think-pair-share discussion to promote
higher-order thinking as well as collabora on. I also use exit
ckets and peer assessments as forma ve assessments to
ensure progress and adjust accordingly for students that are not
working at the same pace.
Post-Teaching Lesson (Delivery)
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REFERENCES: List research used or quoted that is consistent with APA style guidelines.
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Multiple and Single Subject Lesson Plan Template (Teaching/Co)
Multiple and Single Subject Lesson Plan Template (Teaching/Co)
©2012 Teaching & Learning Solu ons for NYSED Research-Based Prac ces for Teaching Students with Disabili es: A Resource for
Suppor ng & Evalua ng General and Special Educa on Teachers of Students with Disabili es Speci c Examples Source:
e.g, Classroom Observa on, Teacher Conference General Strategies for Students with Learning Disabili es and Other
Disabili es. (n.d.). h ps://www.oneontacsd.org/Downloads/research-based-prac ces-for-teaching-students-withdisabili .pdf
Advice for Classroom Teachers: Your Students with IEPs. (2021, July 30). educa ononline.ku.edu. h ps://educa ononline.ku.edu/
community/advice-for-classroom-teachers
Azzam, A. (2016, April 1). Six Strategies for Challenging Gi ed Learners. ASCD. h ps://www.ascd.org/el/ar cles/six-strategies-forchallenging-gi ed-learners
Commission on Teacher Creden aling. (2016). California Teaching Performance Expecta ons. h ps://www.ctc.ca.gov/docs/defaultsource/educator-prep/standards/adopted-tpes-2016.pdf
Interna onal Society for Technology in Educa on. (2023). ISTE standards: For students. ISTE. h ps://iste.org/standards/students
ISTE. (2023). ISTE standards: For educators. ISTE. h ps://iste.org/standards/educators
McDonald, J. (2022, August 31). New Study Highlights Promise, Challenge of Educa on Model for Juvenile Jus ce Schools in Los
Angeles County. seis.ucla.edu. h ps://seis.ucla.edu/news/study-highlights-promise-challenge-of-model-fortransforma on
MEETING THE NEEDS OF ENGLISH LEARNERS WITH AND WITHOUT DISABILITIES Evidence-Based Tier 2 Interven on Prac ces for
English Learners BRIEF 2. (n.d.). h ps://www.mtss4els.org/ les/resource- les/Series2-Brief2_Final.pdf
PROFESSIONAL TEACHING STANDARDS REFLECTION
InTASC: Of the InTASC standards iden
• Does Not Meet
• Developing
• E ec ve
ed as being supported by this lesson, rate your performance:
*Note. This is an opportunity for you to iden fy areas for development. It is important to be honest in your re ec on so you know
what areas to strengthen.
Developing - I believe this lesson supports InTASC standard 6 because I provided mul ple opportuni es for forma ve assessments
including the ques onnaire, an exit cket, and think-pair-share discussions. InTASC standard 9: professional learning & ethical
prac ce by incorpora ng culturally responsive teaching by discussing racial discrimina on and the jus ce system, ensuring diverse
perspec ves are acknowledged. Standard 10: Leadership & Collabora on because I facilitated student-led discussions where
learners collaborate to analyze the play’s themes and mo fs, encouraging peer-to-peer engagement.
ISTE Standards for Teachers: Of the ISTE standards iden
• Does Not Meet
• Developing
• E ec ve
ed as being supported by this lesson, rate your performance:
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*Note. This is an opportunity for you to iden fy areas for development. It is important to be honest in your re ec on so you know
what areas to strengthen.
Multiple and Single Subject Lesson Plan Template (Teaching/Co)
Developing - I believe this lesson covers ISTE Standard 1.2: Digital Ci zen: because students research and discuss the historical
context of Zoot Suit using digital tools while evalua ng sources for accuracy and bias. ISTE 1.6: Crea ve Communicator: Students
use mul ple media pla orms to absorb informa on and express their understanding of the play and its relevance to modern
society.
TPE’s: Of the TPE’s iden ed as being supported by this lesson, rate your performance:
• Does Not Meet
• Developing
• E ec ve
*Note. This is an opportunity for you to iden fy areas for development. Being honest in your re ec on is important so you know
what areas to strengthen.
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Developing - I believe I am covering TPE 5: Assessing student learning by assigning mul ple forma ve assessments like journal
re ec ons, peer feedback, and exit ckets to track comprehension and guide instruc on. TPE 6: Developing as a Professional
Educator: I re ect on student discussions and adjust instruc onal strategies to develop deeper cri cal thinking and understanding
of my students as well as race and iden ty.