CalTPACulminating Teaching Experience Task ID #000493178

Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.

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

Directions:
An important step in planning instruction is to learn about your students. Select one class, one
content area, subject matter within that content area, and two focus students to work with as you
complete this task. Respond to the questions about the whole class and the two focus students
below.

A. Class Information
Grade Level: 7 _ Age range of students: 12 13
Content Area: Pre - Algebra Total number of students: 36 _
Subject matter: Mathematics Number of Male Students: 19 _
Number of Female Students: 17 _
Percentage of students receiving free or reduced lunch: 82%
Areas in which students live (check all that apply) _Urban X Suburban Rural

Ethnicity of 1 African American or Black

students 0 American Indian/Alaskan Native
(provide 0 Asian or Pacific Islander
numbers) 16_White, not Hispanic
16 Hispanic or Latino
3 _Other (Specify): Indian

Language 15 Fluent English Proficient

proficiency of 2 _English Learner(s)
students 19 English only (native speakers)
(provide
numbers)

Identified special 1 Specific Learning Disability 2 Speech/Language Impaired

need categories _____Hard of Hearing _____Visually Impaired
represented _____Deaf 1 Orthopedically Impaired
(provide _____Deaf-Blind 1 Emotionally Disturbed
numbers) _____Other Health Impaired _____Mental Retardation
Multiple Disabilities Autistic
_____Brain Injury _____Established Medical
2 Gifted/Talented Disability (0-5 years)

B. Learning About the Whole Class

Student Characteristics

July 2008 Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved. 1
CalTPACulminating Teaching Experience Task ID #000493178

Directions:
Provide a general description of what you learned about the general characteristics of students
in this class, and describe how you will use this information in planning academic instruction in
your selected subject matter.

Linguistic background
Provide a general description of what you
learned about students linguistic
background.
My students have varied language
backgrounds. Roughly half of the class speaks
some language other than English, with many
of those students knowing how to speak
English fluently as well. The other half of the
class consists of English only native speakers.
There are two English language learners in the
class, both of which speak Spanish natively.
One of these students is an intermediate EL
student and the other is intermediate-to-
advanced.
Describe how you will use this information
in planning academic instruction in your
selected subject matter.
I will use this information to adapt my lesson
to meet the needs of each student. Some
strategies I will use will be a Think Pair
Share activity that will have students
interacting with one another and discussing the
specific topic at hand. I will also provide each
student with a note handout sheet which they
will fill out as we go over the lesson. For my
English learner students, I will provide
supplemental material to help them better
grasp the desired learning goals. This
supplemental material will include a
vocabulary hangout that lists the content
vocabulary in a clear and understandable
manner, as well as the note handout sheet
provide to each student.

Academic language abilities, content knowledge, and skills related to this subject matter
Provide a general description of what you Describe how you will use this information
learned about students academic language in planning academic instruction in your
abilities, content knowledge, and skills selected subject matter.
related to this subject matter.
The students grades run the gambit of my Because the students seem to be struggling
grading scale with the majority of them with the learning goals of combining like-
currently receiving average grades of Bs or terms and using the distributive property, I
Cs. The students academic language abilities will make sure to give the class receives extra
are sufficient and did not hinder them from practice in these areas. I will do this through
understanding what is required of them. The the use of Daily Warm-ups where I will again
students content knowledge obviously varies model the skills and students will practice the
with each student. I have noticed that, as a skills I have previously taught. Also, the
class, the students seem to struggle with students will have cumulative review
combining like-terms and using the distributive worksheets that will give them practice on a
property. The students basic math skills are collection of previously taught learning goals.
solid with most students understanding order-
of-operations. The majority of students having
basic addition, subtraction, multiplication, and
division skills.

Cultural and health considerations

July 2008 Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved. 2
CalTPACulminating Teaching Experience Task
Provide a general description of what you
learned about students cultural and health
considerations.
The cultures represented in my classroom are:
White/American-born, Mexican, Guatemalan,
Black/American-born, and Indian/Muslim.
With the exception of my EL students, the
majority of the Non-White students in the class
were born in the U.S., being either 2nd or 3rd
generation immigrants. Also, many of the
Mexican students parents do not speak
English fluently.
The health issues in the class consist of ADHD
and Asthma. There are two students who take
medication for ADHD and one student who
uses an inhaler for Asthma issues.
Interests and aspirations
Provide a general description of what you
learned about students interests and
aspirations.
When asked what they do in their free time,
the majority of the male students voiced their
interest in videogames and watching TV. Many
of the female students showed interest in using
the internet (Facebook, Twitter) and watching
TV. Roughly 60% of students plan on
attending the local community college after
high school. About 10% showed interest in
attending a 4 year university.
Developmental Factors That May Influence Instruction.
Directions:
Provide a general description of developmental factors that may influence instruction of students
within this age range and in the selected class. Indicate how you will use this information
regarding developmental factors in planning academic instruction for this class in your selected
subject matter.
July 2008 Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #000493178
Describe how you will use this information
in planning academic instruction in your
selected subject matter.
With this information I will need to adapt my
lesson to support the learning needs of the
different cultures represented in the
classroom. Since many of the students
parents do not speak English fluently, I will
need to make accommodation for them if any
information is sent home. This includes
providing parents with information translated
into Spanish, such as progress reports and
homework information.
The students heath issues will need to be
taken into account when instructing them. The
ADHD students will need to be provided with
extra attention and I will need to check for
understanding regularly to make sure they are
attaining the desired learning goals. The
Asthma should not be an issue when it comes
to planning my instruction.
Describe how you will use this information
in planning academic instruction in your
selected subject matter.
When planning my instruction I will take into
account the students interests and incorporate
aspects of these interests into my instruction.
For example, I will use the internet to present
to them a video on the lessons content. Also,
I could use statistical information pertaining
to videogames to teach them certain learning
goals. The students interest in attending
college will be beneficial to their learning as I
can encourage them to try their best in order
to get into the college of their choice.
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CalTPACulminating Teaching Experience Task
Physical Development
Provide a general description of
developmental factors that may influence
instruction of students within this age range
and in the selected class.
Many of the students in my class are going
through puberty. Though they are going
through this at different rates, the students
seem to be growing properly.
Social Development
Provide a general description of
developmental factors that may influence
instruction of students within this age range
and in the selected class.
Socially, my class likes to engage in discussion
with one another. Most students seem socially
adept and are comfortable speaking in front of
their peers and myself. There is a minority of
students that are either uncomfortable speaking
English or have a speech impediment that
prevents them from wanting to speak in front
of large groups.
Emotional Development
Provide a general description of
developmental factors that may influence
instruction of students within this age range
and in the selected class.
Considering most of these students are going
through puberty and believe they know the
answer to all of lifes questions, the general
emotional state of the class is great. Generally,
the students seem to be emotionally sound,
with a few exceptions. There are a couple of
students who seem emotionally disturbed and
act out because of this. There is a student who
often wears the same clothes, leading me to
July 2008 Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #000493178
How will you use this information
regarding developmental factors in
planning academic instruction for this class
in your selected subject matter?
The hormonal changes that students are going
through during puberty can affect their
classroom behavior and emotional state. I
need to be conscious and sensitive of this
factor and treat students accordingly. Though
this is not an excuse to disrupt class, I am
aware of the challenges students are facing
and the changes this brings.
How will you use this information
regarding developmental factors in
planning academic instruction for this class
in your selected subject matter?
To facilitate my classes desire to socialize
with one another, I will set up cooperative
learning groups. These groups will allow
students to have conversations on the topic at
hand and teach them how to work with other
students toward a common goal. These
cooperative learning groups will also allow
those students who might be uncomfortable
speaking in large groups the chance to
practice their speaking skills. More often than
not, these groups will be heterogeneous with
the intent of having the students interact with
a variety of their peers.
How will you use this information
regarding developmental factors in
planning academic instruction for this class
in your selected subject matter?
In general, my academic planning is not
changed by the emotional state of the class.
The few exceptions are with the couple of
students that seem emotionally disturbed.
These students do not seem to care about the
class work or their behavior, and do not
respond to discipline. I will have to adjust my
instruction to try and get these students
interested in the content. I will do this by
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CalTPACulminating Teaching Experience Task ID #000493178

believe that her basic needs might not be met
at home. There are students who date one
another and go through breakups.
giving them adequate attention and
incorporating their interests into the lesson. To
accommodate the student who I believe is not
having her basic needs met, I will make sure
she receives the school supplies needed to
participate in class and, if needed, contact her
home to make sure all is well. The day-to-day
emotional issues, such as breakups, will need
to be addressed accordingly. With the example
of a breakup, I will need to make sure these
two students are seated away from one
another to avoid any confrontation or
distraction that might occur.

C. Focus Students

Directions:
Select two students from the class you just described above. Select one student who is an
English learner and one student who presents a different instructional challenge. Consider your
selected content area when describing what you learned about the two focus students. In the
boxed areas below, provide:
a description of what you learned about each of the students
an explanation of how the information will influence your academic instructional
planning, including assessment.

Note: Single subject candidates for a credential in Languages Other Than English who are
delivering instruction entirely in the target language may choose another student with a different
instructional challenge rather than an English learner.

Student 1: An English Learner

Gender: Female___________
Age: 13__________________

1. Why did you select this student?

Student 1 (ST1) was selected because she seems to represent 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 confident in her English
speaking skills but is still a very bright and social person. She often uses code-switching
when she speaks and is obviously more comfortable speaking in her first language (Spanish).
She has responsibilities outside of school that take up the majority of her extracurricular
time. Despite this, ST1 enjoys attending school and does well in her math class.

This information will influence my instructional planning as I will need to develop various
methods and adapt the content to engage this student in the course material.

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

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CalTPACulminating Teaching Experience Task ID #000493178

Student 1 is from Mexico 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 her basic
survival needs and limited social demands; she can follow oral directions in familiar
contexts. She has limited ability to understand on the telephone. ST1 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 material and some authentic
material on familiar subjects. ST1 attended school while living in Mexico, though the school
systems there were quite different from that of the United States. ST1s parents speak little to
no English.

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

Knowing that ST1 might not audibly understand my 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 ST1s learning. In regards to the lesson, I will
explicitly explain the directions to ST1 making sure that she understands what is expected of
her.

3. What did you learn about this students academic language abilities related to this
subject matter?
Student 1 entered into United States schools in the 4 th grade. Though she attended school in
her home country, ST1 was not at the academic level of her peers when she entered the U.S.,
needing help with her basic arithmetic (addition, subtractions, multiplication, and division).
She was also just starting to learn English during this transitional period. Currently, ST1 is
relatively proficient in her arithmetic but is having trouble understanding the academic
language used in her Algebra 7 class. Though she is able to complete most problems that
involve only numbers, it is the vocabulary that gives her the most difficulties.

Occasionally pairing ST1 with a bilingual student will help in her 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. Because of her
difficulty with the content vocabulary, I will personally explain the vocabulary presented in
the lesson plan and answer any questions the student might have.

4. What did you learn about this students content knowledge and skills in this subject
matter?
Due to the transition from her home country, ST1s content knowledge and skills in Algebra
7 are lacking. ST1 was below average in her math skills when she entered into the American
school system in the 4th grade. Things have progressively gotten better as ST1 attends school.
She is currently advancing in her math class at a moderate rate and is currently earning a B-
in her Algebra 7 class.

The information about ST1s past academic history will direct me in my teaching of new
material to her. I will have to make sure that the basic arithmetic required for the completion
of the course material is thoroughly explained to the student. To ensure this, I will supply the
students with a graphic organizer listing the proper methods and examples to adding,

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CalTPACulminating Teaching Experience Task ID #000493178

subtracting, dividing, and multiplying as well as going over these skills with the student
personally.

5. What did you learn about this students physical, social, and emotional development
relevant to this academic content area?
ST1 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,
ST1 sometimes lacks confidence in her English speaking skills, though this is not out of the
ordinary. Initially, ST1 was a quite upset at having to move to a new country and worried
about not fitting in with other students. Despite this initial concern she seems to be adjusting
at a steady pace. In comparison to other students her age, ST1 seems rather mature. I believe
this might be because of the hurdles she has had to overcome in life, such as learning a new
language and moving to a new country. Physically, ST1 sometimes has trouble remembering
things she has learned, but, again, this does not seem abnormal for someone her age.

Because ST1 is uncomfortable speaking out loud to the class, I will make sure that she is
warned ahead of time when I am going to call on her to answer a question. This will allow
her sufficient time to make sure her answer is correct and allow her time to think about how
she will explain her answer to me. ST1s strong social skills will make cooperative groups
ideal for her learning. The groups will be heterogeneous, consisting of a bilingual student and
an excelling student, and encourage ST1 to practice her English speaking skills.

6. What did you learn about this students cultural background, including family and
home, relevant to this academic content area?
ST1 lives with both of her parents. She has two younger brothers and is in charge looking
after them after school when her parents are at work. The majority of her after school time is
taken up by looking after her younger siblings. These circumstances make it difficult for ST1
to complete her homework and study for classes. Luckily, ST1s parents do help her with her
homework and encourage her to do her best in her classes.

Because of ST1s afterschool responsibilities, I will assign her a small, reasonable amount of
homework. I will focus the homework on the core learning goals of the curriculum (solving
linear equations) to ensure that her limited amount of time is being used efficiently and she is
prepared for the assessment. Also, because ST1s parents care to know about her progress in
my class, I will send home weekly progress reports asking ST1 to translate the message to
her parents and requiring their signature on the progress report.

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 write her answers on the white board and require her to
speak only a small amount at first. Also, I will give ST1 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.

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CalTPACulminating Teaching Experience Task ID #000493178

8. What did you learn about this students interests and aspirations related to this
academic content area?
ST1 plans to attend Hemet High School after the completion of middle school. When asked
what she aspires to do after graduating from high school, the student showed interest in
attending a local community college. ST1 seems to have the drive to make these aspirations a
reality. 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 differentiating my lessons and providing additional material to accommodate
ST1s academic needs.

9. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, etc.).
The student has great attendance, missing class very rarely. She is responsible in completing
the required assignments and homework. Due to her afterschool responsibilities, ST1 does
not attend any extracurricular activities.

The students adequate attendance allows me the opportunity to teach her on a consistent
basis. What is required of me is to teach the student to the best of my ability and provide her
with the accommodations listed above.

Student 2: A Student Who Presents A Different Instructional Challenge

Gender: Male_____________
Age: 13__________________

1. Why did you select this student?

Student 2 (ST2) is a 13 year old 7 th grade student who lives with his mom and older sister.
After meeting with his councilor and looking through the students CUM file, I have found
that ST2 attends speech classes and has a mental processing disability that makes keeping up
with the class during note-taking and in-class assignments a difficult process for him. From
my experience with the student I have found him to be quite bright, but having trouble
writing notes and finishing in-class assignments in a timely fashion.

This information will influence my academic instruction planning in a variety of ways. Since
ST2 has trouble writing class notes in a timely manner, I will provide him with a physical
copy of my powerpoint lesson and ask him to highlight important information as I present it
to the class. The student has been moved to the front of the class to further accommodate his
needs.

2. How is the instructional challenge that he or she presents different from that of the
other student?
Unlike ST1, ST2 is quite proficient in math. Though ST2 has trouble keeping up with the
class during note taking and in class assignments, he eventually finishes the work correctly.
ST1, on the other hand, often turns in work that is incomplete or it is obvious that she has not

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CalTPACulminating Teaching Experience Task ID #000493178

acquired the academic learning goals. The instructional challenges for each student are quite
different. For ST1, the challenge lies in teaching the student the proper learning goals and
supplying her with the supplemental material she needs to understand the content vocabulary
and instructions. ST2 does not have difficulty acquiring the desired learning goals of the class
if he is given sufficient time to do so. The challenge with him is giving him the time,
attention, and supplemental materials he needs to be successful. Interestingly, although both
students needs are quite different in learning the material, they both have English speaking
disabilities that require sufficient opportunity to practice their English speaking skills.

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

Looking through ST2s CUM file, I can see that he has been diagnosed with a speech
impediment since his early elementary school years. Though this speech impediment does
not seem to have affected his progress in school, it does keep ST2 from wanting to speak in
class and interact with other students.

This information will influence my academic instructional planning because I will need to
find a way for ST2 to interact with other students in a comfortable manner. The use of
heterogeneous grouping during class activities will allow ST2 the opportunity to interact with
other students in a small group setting. ST2s group in particular will consist of two other
students that I believe will treat ST2 with respect and make him feel comfortable conversing
with the group.

4. What did you learn about this students academic language abilities related to this
subject matter?
ST2 has grown up going to public school and understands the academic language used in his
Algebra 7 class. Though ST2 is slow to complete assignments, he is competent in
understanding the content vocabulary presented in these assignments. Since ST2 is familiar
with the academic and content language used in this class, in regards to the students
academic language abilities, there is little change in 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?
Student 2s CUM file reveals that he has had considerable success in mathematics since he
started to attend middle school. In talking with ST2s councilor it seems that ST2 struggled in
elementary school but has seen progress in his middle school years. The councilor believes
that this progress has come from the recent identification of ST2s mental processing
disability and the effort from teachers to help ST2 with the completion of assignments.

Though the student seems proficient in math, it is my job to make sure he receives the
supplemental material, such as lesson plan handouts, to help continue his success in
acquiring content knowledge and learning goals in Algebra 7.

6. What did you learn about this students physical, social, and emotional development
relevant to this academic content area?
Physically, ST2 is able to complete all assignments presented in Algebra7. The student needs
additional time and resources to finish these assignments but he is able to if accommodated

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CalTPACulminating Teaching Experience Task ID #000493178

properly. Socially, ST2 has speech issues that make talking in front of his peers a difficult
and sometime embarrassing process. The student is currently in Speech Class to help rectify
this problem and seems to be making progress toward speaking proficiency. Although this
student has trouble making friends because of his speech impediment, he does not seem to be
emotionally bothered by this. Talking with the student personally, it seems he is a generally
happy person and has hobbies outside of school, such as video games and reading, which he
enjoys.

Because of ST2s social issues, I will alter my academic instruction planning to give ST2
more chances to practice speaking to his peers. I will create small group activities and pair
ST2 with two other students that I believe he will feel comfortable speaking to. I will require
that every student in the group voice their opinion on the material and ask each student to
explain to their group the steps to completing the problems in the activity. This will place
ST2 in a relaxed environment that will encourage him to practice his speaking. ST2s social
issues have no effect on his taking the assessment.

7. What did you learn about this students cultural background, including family and
home, relevant to this academic content area?
ST2 lives at home with his mother and older sister. His sister attends a nearby high school
and his mother works into the evening. Because of this, ST2 walks home from school with
his sister. ST2s mother is able to help him with his homework when she gets home.

Because ST2 meets his sister to walk home after school, if he ever needs more time to
complete the assessment, I will need to make prior accommodation in order for him to stay
after school if need be. The student can also come into class before school or during his lunch
if possible. Also, I will inform ST2 and his mother that I am available after school if he needs
any help with homework assignments.

8. What did you learn about this students special considerations, including health issues,
relevant to this academic content area?
The student has two main issues that require accommodation on my part: The students slow
mental processing and his speech impediment. Though these issues do not seem to prevent
the student from cognitively understanding the desired learning goals, they do impede his
chances to learn. ST2s slow mental processing makes writing notes a difficult task. He is
able to understand the material; it just takes a bit more time for him to process it.

Giving the student the opportunity to speak in class and provide him with supplemental
material that allows him to focus on the learning goals and not note taking will help him keep
up with the pace of the class.

9. What did you learn about this students interests and aspirations related to this
academic content area?
After personally speaking with the student, I have learned that he aspires to graduate high
school and go to college. The student seems confident in his academic abilities and confident
that he will succeed in going to college. ST2 admits that math is not his favorite subject (that
goes to science) but he does enjoy the feeling of understanding a new math skill.

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CalTPACulminating Teaching Experience Task ID #000493178

I will encourage ST2 to do well in this class and let him know that I am available anytime he
needs assistance on an assignment or advice on college related items.

10. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, and so on).
The students attendance in class is good, only missing 2 days so far this semester. The
student is not involved in any extracurricular school activities. He enjoys playing video
games and reading.

ST2 attendance is normal and does not require too much support. When the student is absent
I will give him the chance to make up the assignment before school, after school or during
his lunch. In an effort to support ST2s desire to read, I could possibly recommend some
math related books that I believe he will enjoy.

Step 2: Learning Environment and Academic Instructional Planning for the Whole
Class

A. Information about the Learning Environment

Directions:
Consider what you learned about your students in Step 1. Respond to the prompts below about
the learning environment. For each response include:
a description of what you do to establish and/or maintain an effective
environment for learning
a rationale for why the decisions are appropriate for the class.

1. In what ways do you establish and maintain a positive climate for learning?
I make sure all students are treated with respect in my class. I do not allow myself to talk
down to any student and students are required to treat one another and myself with respect.
I do not tolerate bullying or name calling in the class. Students know that if they threaten
another student or use inappropriate language that they will be dealt with immediately. I try
to keep my teaching style comfortable and easy-going, allowing time for questions and
concerns on the topic being taught. I allow students adequate time to answer my questions
and encourage them when they seem confused or unsure of themselves. My goal is to for
students to want to learn and behave because of mutual respect, not fear.

My students are taught to treat everyone with respect to ensure a positive learning
environment. This is appropriate for the class because my class knows the difference
between right and wrong and I expect them to act with integrity. My inviting teaching style
is appropriate for this class because it allows them the chance to express their needs and
allows me the chance to address those needs immediately.

2. In what ways do you establish and maintain rapport with all students and their
families?

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CalTPACulminating Teaching Experience Task ID #000493178

The theme of respect plays into maintaining a positive rapport with the students and their
families. Students know what is behaviorally expected of them and, as our individual
relationships grow, I give them more responsibility and freedom to be themselves. I build
rapport with the students families through parent-teacher conferences, phone calls home,
and letters that explain my classroom procedures and expectations of their children.

The rapport I build with all my students is appropriate for my class because it allows us the
ability to build a mutual trust with one another that both parties benefit from. I believe my
students appreciate, and are able to handle, the responsibilities I allow them to have.

3. In what ways do you encourage students to take responsibility for their own learning
and to work responsibly with others and independently?
My students know what is academically expected of them and I give them the freedom to
succeed in my class in a variety of ways. For example, I allow them the opportunity to retake
tests, complete extra credit assignments, and turn in late work for half credit. This allows the
students the opportunity to take responsibility for their own grade and succeed. Students are
given time to work with one another in groups, and measures are taken to ensure they are
being responsible in contributing to the group. These measures include giving each group
member a specific task, requiring each member to show their work on any handout, and my
own personal observation of them.

The responsibility I give my students is appropriate for them because I provide them with
various ways in which they can improve their grade in the class and I believe they are
responsible enough to act.

4. In what ways do you establish clear expectations for academic and social behavior and
respond to behavior that does not meet those expectations?
The academic expectations for the class are presented in the class syllabus and voiced by
myself on a regular basis. The social behavior expectations, and the consequences for not
following them, are listed on the wall for all students to see. If students are not meeting the
academic expectations I will talk to them after class and make sure they are made aware of
their lack of progress. I will then present them with options to improving their progress, such
as after school tutoring or extra credit, and leave the choice up to them. Behaviorally, if a
student is not following protocol they will be asked to leave the room for 5 minutes, be sent
to On Campus Restriction, receive a call home, or be sent to a councilor, depending on the
offense.

Because the academic and social behavior expectations are clearly presented in multiple
forms, the consequences for not following them are appropriate for any student in the class.

5. Discuss the classroom routines and procedures that you use, including how you
establish and maintain them.
The typical lesson in my class starts with the students getting their planners out and writing
down their homework for the day. Then they do the Daily Warm-up which serves the purpose
of reminding students of mathematical skills that they will be using that day. The previous
lessons homework is then gone over and any questions the students have regarding the
homework are gone over and explained. Students know they have to wait for me to finish

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speaking for them to be able to sharpen their pencils. The raising of hands is needed to ask a
question, go to the restroom, and get a drink of water.

The decision to have these routines is appropriate for this class because students of this age
thrive on routine and need this routine in order to feel comfortable to learn. These routines
and procedures provide the students with easy-to-follow guidelines that make the class run as
smooth as possible.

B. Information about Academic Instructional Planning

Directions:
As you begin to think about the lesson that you will present to this class of students, consider
what you learned about them and what you want them to learn in the lesson. Respond to the
questions below regarding your plan for instruction for the whole class.

1. At what point in the sequence of the unit is this lesson? Check one:
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. The video is a 20 minute portion of a 35 minute lesson.

3. List the state-adopted academic content standard(s) or state-adopted framework you

will address in this lesson.
CA- California K-12 Academic Content Standards
Subject: Mathematics
AF 1.1 Use variables and appropriate operations to write an expression, an equation, an
inequality, or a system of equations or inequalities that represents a verbal description (e.g.
three less than a number, half as large as area A).
AF 4.1 Solve two-step linear equations and inequalities in one variable over the rational
numbers, interpret the solutions in the context from which they arose, and verify the
reasonableness of the results.

4. What is (are) the academic learning goal(s)? What specifically do you expect students
to know or be able to do as a result of this lesson?
The student will be able to solve two-step linear equations, finding the value of the given
variable. The student will be able to use variables and appropriate operations to write an
expression and equality. The student will be able to list the order in which two-step
equations are completed.

5. How is (are) the academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?
The academic learning goals come directly from the state-adopted academic content
standards. Though all the learning goals come straight from the standards, the state-adopted
academic content standards consist of more than what is being covered in this particular
lesson.
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6. How will the content of the lesson build on what the students already know and are able
to do?
This lesson is on solving two-step equations. This builds on the previous lesson of solving
one-step equations, which the students are competent in. This lesson deals with the
cancelling of addition with subtraction and the cancelling of subtraction with addition; as
well as the cancelling of multiplication with division and the cancelling of division with
multiplication. Students have already had experience with these individual skills in the
previous lesson and will now combine these skills when solving two-step equations. The
basic arithmetic skills used to complete these two-step equations is also being built upon
from what the students already know.

7. How does the content of this lesson connect to the content of preceding and subsequent
lessons?
The content of this lesson is directly connected to the preceding and subsequent lessons.
The preceding lessons dealt with solving one-step equations. These preceding lessons
taught students the basic skills needed to be successful in this lesson. The subsequent
lessons are on solving inequalities which uses the same skills that are being learned in this
lesson. The only difference between this lesson and the subsequent lesson is that the equal
sign in the two-step equations is being replaced with an inequality sign. The ability to find
the value of a variable is a core skill in Algebra and will be used often in subsequent
lessons.

8. What difficulties do you anticipate students may have with the lesson content? Why do
you think these will be areas of difficulty?
I anticipate students having difficulty with understanding the order in which we solve two-
step equations addition/subtraction first, multiplication/division second. I anticipate this
being a difficulty because it seems students will have a tendency to solve the equation in the
order in which it is presented, not necessarily the order I teach. I also anticipate the students
being overwhelmed be the complexity of two-step equations. I anticipate this being a
difficulty because some students are just getting comfortable with one-step equations, and a
two-step equation might be a bit intimidating to some. The last difficulty I perceive is the
addition and subtraction of negative numbers. I anticipate this difficulty because this class
has a history of incorrectly adding and subtracting negative numbers.

9. What evidence will you collect during the lesson and/or at the end of the lesson that will
show the extent to which the students have made progress toward the academic
learning goal(s)?
During the lesson I will call on students to answer various questions on solving two-step
equations and walk around the room to observe all students during guided practice. This
will allow me to mentally collect evidence on student progress during the lesson. After the
lesson, I will collect the Daily Warm-up which will consist of solving one-step equations. I
will also collect the students completed Solve Two-Step Equations handout, in which the
majority of the lesson consists of and learning goals are practiced. The students homework
will be gone over and collected the next day.

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10. Think about how you will sequence your instruction of the academic content to be
covered in this lesson. Describe your plan for instruction in the order in which it will be
implemented. Address each of the following and provide a rationale for each of your
decisions:
Communicating the academic learning goal(s) to the students
Instructional strategies
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
Monitoring of student learning

Instructional Plan Rationale

-The academic learning goals will be explicitly
gone over at the beginning of the lesson. A
Before and Now statement will be presented
showing students what they have learned and
what they will learn in todays lesson.
-The academic learning goals are being
explicitly gone over to ensure that students
understand what is expected of them in
todays lesson. The purpose of the Before
and Now statement is to help students
understand what they have learned and
what they will learn in todays lesson.

-The instructional strategy being used is Direct -Direct instruction is being used because it
Instruction which consists of an Anticipatory is an effective way to present the
Set, Input, Modeling, Guided Practice, information to students in a clear and
Checking for understanding, and Closure. The understandable manner. A think-pair-
lesson will include a think-pair-share share is being used to allow students the
exercise. opportunity to discuss the content with
their peers and gain a better understanding
of the material.
-The student activity will consist of pairing
students together to solve two-step equations. -The purpose of this student activity is to
Students will be put into 4 of these paired provide the students with opportunity to
groups throughout the activity. work with one another in solving equations
and allowing them time to discuss the topic
with their peers.
-Students grouping will be ordered through the
use of the appointment clock handout in -The appointment clock handout provides
which students will be paired into 4 different the students with a clear understanding of
groups. what partner they should meet with and
when.
-The materials being used are the
appointment clock handout and the solve -The appointment clock and Solve two-
two-step equations handout. The technology step equations handouts are being used to
being used is an overhead projector for the present the information to students in a
Daily Warm-up and a SmartBoard for the clear and understandable way. The
majority of the lesson. There will be no other projector and SmartBoard will display the
adults in the room. content clearly for all students to see.

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-The use of informal observation will allow

-The students progress will be monitored
through the use of informal observation and
the checking for understanding throughout the
lesson. The checking for understanding will
consist of my asking various students the steps
to solving two-step equations and having the
students raise their fingers to show me their
individual answers to questions.
me to get an understanding of students
progress and then allow me to adjust my
teaching appropriately. The checking for
understanding will give me a more detailed
idea of how well students are acquiring the
desired learning goals.

11. Discuss the specific classroom routines and procedures you will use in this lesson to
maximize instructional time.
The students will enter the classroom and start the Daily Warm-up to get them settled and
ready for todays lesson. The raising of hands will be required when students have a
question or need help. The passing out of papers will be done by a quiet student of my
choosing while I transition into the core of the lesson. Students will be given a small, but
suitable, amount of time to meet with their partner and complete the problem before
returning to their seats.

12. In what ways will you ensure the active and equitable participation of all students
during the lesson?
When asking questions, I will pull sticks to make sure there is an equal chance of calling on
students. Each student will be required to show their work on their solve two-step
equations worksheet and turn it in for credit. I will also walk around the room during the
group activity portion of the lesson, making sure that all students are doing their work and
participating.

13. Given the difficulties you anticipate students may have with the content, what
additional steps might you take to foster access and comprehension for the students?
Because I think the students might have difficulty remembering the order in which we solve
two-step equations, I will reiterate the order throughout the lesson and visually present it on
the SmartBoard. To help students not feel overwhelmed by the two-step equation, the
worksheet will break down the steps to solving two-step problems, making the process
much more clear. To make sure students are doing their addition and subtraction of
negatives correctly, I will emphasize the importance of students checking their answers
by plugging their answer into the original problem. This will show students whether they
have found the correct answer, or if they made a mistake in their arithmetic.

14. In what ways will you share the results of the instruction with students and/or families?
Student will receive a grade on their homework which will cover the content presented in
the instruction. I will also give students verbal responses as to how well they seem to be
understanding the material and any corrections they might need to make. The students
homework scores will need to be shown to their parents and signed.

Step 3: Lesson Adaptations for the Two Focus Students

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CalTPACulminating Teaching Experience Task ID #000493178

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

A. Adaptation for Student 1: An English Learner

1. What adaptations to the instructional plan will you make for the student?
This student will receive a handout that will include the content vocabulary and their
definitions. I will also meet with this student to make sure she is understanding the material
and what is expected of her during the student activity.

2. Why are these adaptations appropriate for the student?

The vocabulary handout is appropriate for this student because she is unfamiliar with many
of the vocabulary terms presented in the lesson. Having the definitions to these words
available to her will help her to understand the material more easily. My meeting with the
student will give her the opportunity to ask me any questions she might have and allow me
to observe whether she is understanding the material.

3. For the part(s) of the plan for instruction that you are not adapting, why are they
appropriate for the student as planned?
The Warm-up and completion of the solve two-step equations worksheet are appropriate
for the student as planned because they are not limited by the students lack of English
proficiency. Student 1 should be able to complete these parts of the instruction because they
require the use of math skills and do not rely heavily on the use of English.

B. Adaptation for Student 2: A Student Who Presents A Different

Instructional Challenge

1. What adaptations to the instructional plan will you make for the student?
Student 2 will receive a copy of the powerpoint presentation and be seated directly in front
of me with a clear view of the projector and the SmartBoard.

2. Why are these adaptations appropriate for the student?

Because of his mental processing disability, Student 2 has trouble keeping up with the
lesson. Giving him a copy of the powerpoint presentation will allow Student 2 to follow
along with the lesson without having to take notes. This will accommodate his slower note
taking ability and give him material to refer to throughout the lesson and at home. Sitting
the student in clear view of me, the projector, and the SmartBoard will further facilitate his
mental processing disability.

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3. For the part(s) of the plan for instruction that you are not adapting, why are they
appropriate for the student as planned?
The Warm-up consists of material that Student 2 is familiar with and proficient in. He
should be able to complete these problems and be prepared for the lesson to come. Student
2 is sufficiently able to participate in the group activity and complete the example problems.
He is able to communicate adequately with his peers and the new content will be properly
explained to him prior to his working with others.

Step 4: Teaching and Video Recording the Lesson: Whole Class, including Two Focus
Students

Directions:
Make a twenty-minute video of you teaching the lesson to this class of students.

Before beginning the lesson, review chapter 7 of the Candidate Handbook.

Check to make sure you have permission slips for any student and/or adult
who will be visible on the video. Students who do not have permission to be
videoed may participate in the lesson off-camera.

Provide a succinct description of your teaching context; include what you believe would be
helpful for assessors to know when viewing the video. Consider including details of any state or
district mandates that may shape your teaching (e.g., required curricula, standardized tests,
pacing, texts). You might also include information regarding the degree to which you have
access to current technologies.
When viewing the video be aware that the students off camera, to the right, are the students
who did not get signed permission forms and thus could not be shown on camera. Also, the
overhead is projected onto the left of the wall behind me, and the SmartBoard to the right. I
apologize for the washed-out picture of both projectors; they unfortunately did not show up
on camera very well.

Attach a simple floor plan of your classroom at the back of your completed response.

Step 5: Analyzing the Lesson

Directions:
Review the video of this lesson and consider all the assessment responses. Select three responses
of students other than your two focus students that represent the range of achievement within the
class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus
students assessment responses as Student 1 and Student 2. Submit all five assessment responses.
Review carefully the evidence of student learning you are submitting. Answer the questions
below.

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1. Did you teach this lesson as planned? If not, what changes did you make to the lesson
and why?
I taught the majority of this lesson as planned. The only change made was that the students
found their partners, or appointments, prior to the lesson for the sake of conserving time.

2. How appropriate were your time allocations for the students, the content, and the
planned instructional strategies and student activities? Cite specific examples.
My time allocations seemed appropriate for the students, though I could have given them a
set amount of time, i.e. 2 minutes, to complete the math problems with their partners. The
content presented to the students was a logical next step in their ability. The students
previously learned how to solve one-step equations; this lesson took this concept one-step
further, having the students solve two-step equations. The student activity of working with
multiple partners was appropriate for the students. They are comfortable working with one
another, and work quietly and effectively with one another.

3. To what extent did the class as a whole achieve the academic learning goals of the
lesson?
From my observation and checking for understanding during the lesson, and the collection
of completed note sheets after to the lesson, I believe the class proficiently achieved the
academic learning goals presented in this lesson. The students showed understanding of the
steps to solving two-step equations and were solving two-step equations effectively.

4. In what ways did the environment in the classroom, including climate, rapport,
routines, and procedures, contribute to student learning?
The routine of entering the room and beginning the Warm-up helped to quiet the students
and prepare them for the lesson. The quiet and friendly climate of the classroom allowed
the students to easily learn and work with one another. The rapport between the students
and myself created an environment of mutual respect that fostered their learning. The
simple classroom layout provided the students and me with easy access to one another,
allowing me to observe their progression and allowing students to interact with each other
easily.

Think about the components of the lesson and the evidence of student academic learning that
you see in your video. Respond for your whole class, and for each of the two focus students.

A. For the Whole Class

1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
I feel like the Warm-up leading into my lesson adequately prepared my students for the new
material. My presentation of the lessons Standards, before-and-now statement, and
learning goals was clearly presented and gave the students a clear idea on what they were
about to learn. Through the use of direct instruction technique I properly modeled the
correct way to solve two-step linear equations and students were given the chance to ask
any questions they might have had. Having the students raise their fingers to show the

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answer they got for their completed problem was a good way to check for understanding as
I was able to quickly assess whether students understood the material.

To improve the lesson, I would have liked to have a more tangible way for the students to
show me they were completing the problems correctly. For example, having the students
come up to the board and consecutively complete the steps to solving a two-step linear
equation.

2. How well did the lesson connect with the students background and developmental
information? Cite specific examples.
The lesson connected directly with the students background knowledge in solving linear
equations. The students previously learned how to solve one-step linear equations
undoing addition with subtraction and multiplication with division, and vise versa. This
knowledge tied directly into their learning to solve two-step equations. The students basic
arithmetic skills (Addition, subtraction, multiplication, and division), of which they have
been practicing all year, were used and throughout the lesson.

3. What will you do for the student(s) who did not achieve the academic learning goals?
For those students who did not achieve the academic learning goals, I will provide them
with further practice and guidance on the skills to solving two-step equations. This practice
and guidance will come through the Daily Warm-ups and practice worksheets when
reviewing for quizzes and tests. Also, the skills to solving two-step equations will be
reviewed and used in subsequent lessons. These lessons will build upon these skills and
further develop the academic learning goals presented in this lesson.

4. What are your next steps with the class?

My next steps with the class are to continue the unit on Solving Equations and Inequalities
and to further develop and build upon the learning goals presented in this lesson. The next
lesson in this unit has students Writing and Solving Proportions. This lesson involves the
same skills used to solve two-step linear equations. I will demonstrate this connection to my
students and show them how the skills they learned in previous lessons will help them in
future lessons.

B. For Student 1: An English Learner

1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
I believe my lesson was effective for Student 1 as she was able to show me that she had
acquired the academic learning goals presented in the lesson. Student 1 was provided with a
content vocabulary handout to supplement her learning and she participated in the group
work during the guided practice portion of the lesson. The lesson effectively taught her how
to solve two-step equations through the use of direct instruction and I observed this learning
through informal observation and her completed class-work.

To improve the lesson for Student 1, I would heterogeneously group her with students I
thought would add to her learning experience. This grouping would include one of my

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CalTPACulminating Teaching Experience Task ID #000493178

GATE students, as well as a student who knows Spanish. This grouping is not meant to
replace my teaching Student 1, it is meant to make her feel more comfortable working in
small groups and provide her with assistance if needed.

2. How well did this lesson connect with the students background and developmental
information? Cite specific examples.
This lesson connected to Student 1s linguistic development by providing her with ample
opportunity to practice her English speaking skills and interact with other classmates about
the lessons topic. The students background shows that she has had difficulty using basic
arithmetic in the past. This lesson has provided her with time to practice these
underdeveloped skills, getting her closer to proficiency in this area. Also, since Student 1
has trouble with academic and content vocabulary, she was provided with a vocabulary
handout that she could use to assist her linguistic needs.

3. To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
The student showed her progress toward the academic learning goals through her in-class
assignment and my observation of her. The students in-class assignment was completed
correctly showing all the steps to solving two-step equations and completing all the
assigned problems. I observed the students progress during the guided practice portion of
the lesson and saw that she was on task and completing the assignment according to my
directions. After the lesson, I corrected Student 1s homework which further proved that she
had acquired the desired learning goals of this lesson.

4. What will you do for the student(s) who did not achieve the academic learning goals?
For those students that did not achieve the academic learning goals I will re-teach the
material and give them opportunity to practice the learning goals in the future. This practice
will come through the Daily Warm-ups with which I will go over the steps to solving two-
step equations and the students will practice these skills independently. The students will
also receive further review of the learning goals during the quiz and test review lessons and
through cumulative review worksheets.

5. What are your next steps with this focus student?

My next step with Student 1 is supply her with additional supplementary material that will
aid in her learning of math. This supplemental material will consist of graphic organizers,
multiplication charts, and organizational tools to help keep her up-to-date on assignments. I
will also provide Student 1 with more chances to interact and speak with her peers about
assignments. This will be used to develop her English speaking skills as well as her
mathematical skills.

6. What would be your next steps in planning to facilitate this students English Language
Development?
To facilitate this students English Language Development I would, again, provide her with
additional time to practice her English speaking skills with her peers. Another step I would
take would be to work with Student 1s EL teacher and brainstorm some effective ways we
could implement English into her math.

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CalTPACulminating Teaching Experience Task ID #000493178

C. For Student 2: A Student Who Presents A Different Instructional

Challenge

1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
My lesson was effective for Student 2 because it was taught at a pace that allowed the
student to clearly acquire the learning goals. The student was given sufficient time to
complete the guided practice problems and received opportunity to practice his speaking
skills in the small group portion of the lesson.

In the future, to improve the lesson, I would give Student 2 more resources to supplement
his learning. Since this student has trouble keeping up with the rest of the class, I would
provide him with a copy of the lesson in which he would be able to highlight important
information and use throughout the guided practice portion of the lesson. I would also
dictate what students Student 2 is paired with during the group activity to ensure that the
group is not going faster than Student 2 can handle.

2. How well did the lesson connect with the students background and developmental
information? Cite specific examples.
The lesson connected with Student 2s background and developmental information in a
variety of ways. Student 2s linguistic background consists of him having a speech
impediment for much of his life. This lesson facilitated this difficulty by allowing Student 2
the opportunity to practice his speaking skills with his peers. The small group portion of the
lesson had Student 2 discussing the learning goals and objectives with a variety of students
and required group-working skills from both members. This lesson also used content and
academic vocabulary during the input portion of the lesson. This allowed Student 2 more
practice with these types of words, further advancing his personal vocabulary.

3. To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
Student 2 made significant progress toward the academic learning goals presented in this
lesson. From my viewing of his in-class assignment, I can see the Student 2 completed the
majority of the steps to solving two-step equations and found correct answers to all of the
equations. From my own personal observation during the lesson, I saw that Student 2 was
participating during the small group portion of the lesson and appears to have achieved the
academic learning goals. From Student 2s homework on the academic learning goals of
this lesson, I can further see that he understands the material quite well.

4. What will you do for the student(s) who did not achieve the academic learning goals?
For those students that did not achieve the academic learning goals I will re-teach the
material and give them opportunity to practice the learning goals in the future. This practice
will come through the Daily Warm-ups with which I will go over the steps to solving two-
step equations and the students will practice these skills independently. The students will
also receive further review of the learning goals during the quiz and test review lessons and
through cumulative review worksheets.

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CalTPACulminating Teaching Experience Task ID #000493178

5. What are your next steps with this focus student?

For focus student 2, I will continue to give him various opportunities to practice his
speaking skills in small group format, as well as in front of the class. I want Student 2 to get
to the point where he feels comfortable speaking in front of his peers, even if his speaking
skills are not at 100%. Additionally, I want to get Student 2 to the point where he is taking
notes at a faster pace. I will use a scaffolding technique of providing Student 2 with
supplementary material and then slowly take this material away when I feel he no longer
needs it.

Step 6: Reflection after Instruction

Directions:
Review your responses for Steps 1 to 5. Consider what you have learned through the
Culminating Teaching Experience task about the lesson, the student learning as a result of the
lesson, and your analysis of the lesson and the student learning. Answer the questions below.

1. Given your analysis of this lesson and the student learning that resulted, how will you
use this information to guide your planning for future lessons?
I will use this information to develop my future lesson plans by using the aspects of the
lesson that worked and rethinking the parts that did not. For example, I liked the small
group technique I used during the guided practice portion of the lesson; it gave the students
the opportunity to move around and interact with one another, and was also effective in
giving each student a learning buddy and helping them toward achieving the learning
goals. What I did not like, and would change, would be my presentation of the steps to
solving two-step equations. Instead of just showing students how to solve two-step
equations, I would give them two specific steps (1) undo addition/subtraction, (2) undo
multiplication/division. In future lessons, I think giving them specific steps will better
ensure that they remember how to solve the desired problems.

2. After reflecting upon this instructional experience, what have you learned about the
need for making adaptations as you plan for differentiated instruction? Cite specific
information about the students, your plan for instruction, and the analysis of the lesson
to explain your answer.
From this lesson I have learned that the need for making adaptations as I plan for
differentiated instruction changes depending on the student and their specific need(s). Each
student learns in a different way; the adaptations used to facilitate this learning should also
be different. For example, my class likes to interact and work together; they have a hard
time staying quiet and being lectured the entire period. Because of this, I adapted my lesson
to suit these needs. I gave my students the opportunity to move around and interact a bit,
while facilitating their learning at the same time. On an individual level, it is important for
students, like Student 1, who are unfamiliar with academic and content vocabulary, to
receive supplemental vocabulary material. By making this adaptation, this student was able
to keep up with the lesson and more easily acquire the learning goals. It is important to
consider the many different needs of your students when planning for differentiated
instruction.

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CalTPACulminating Teaching Experience Task ID #000493178

3. What are your goals for increasing your knowledge and skill in implementing
instruction? How will achieving these goals help you become a more effective teacher?
I plan to observe and exchange instructional techniques with my colleagues and peers as I
become a new teacher. I also plan to read books and, hopefully, attend informational
meeting to further develop my skills in implementing instruction. My personal experience
will also be an invaluable way in which I will increase my knowledge and skills in
instruction. Achieving these goals will help me become a well rounded teacher that is
equipped to handle any students educational need. I will be able to adapt my teaching
according to the instructional needs of my individual classes, helping all students achieve in
school.

July 2008 Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved. 24