CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
background, and individual backgrounds, and diverse learning needs comprehensive
4.1 Using knowledge
development. individual cognitive, social, and cultural backgrounds. information on students.
of students’ academic
7/30/23 emotional, and physical
readiness, language
11/4/23 development to meet their
proficiency, cultural
individual needs.
background, and
4/29/24 Planning addresses bias,
individual
Is aware of impact of bias stereotyping, and Engages students in the
development to plan
on learning. Becomes aware of Examines potential assumptions about analysis of bias,
instruction.
potential areas of bias and sources of bias and cultures an members of stereotyping, and
seeks to learn about stereotyping when cultures. assumptions.
culturally responsive planning lessons. Uses
pedagogy. 7/30/23 culturally responsive
11/4/23 pedagogy in planning.
4/29/24

I plan lessons a week at a While planning out the

time, with an overarching week, or even the next
year plan that breaks the day’s lesson, I use
lessons down to what the information from Plicker
class should be learning quizzes and informal
each month. The weekly assessments from the
lesson plans will change review sections of
the yearly lesson plans to instruction to change the
accommodate where the lessons according to the
class is. information that students
7/30/23 show they have mastered
11/4/23 or can recollect.
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Pacing Guide for
2021-2022

Sample Lesson Plan

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning 11/4/23 learning goals.
needs. 4/29/24
7/30/23
Before every lesson, Before the Lesson
students are told what students are asked a focus
they are learning in class question that has students
and what the goal of the ponder about the lesson.
lesson is in the form of a Focus questions are for
think, pair, share question every subject and written
as seen in the science into the weekly lesson
lesson plan attached. plan attached.
7/30/23 11/4/23
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Living Things Use Energy
PowerPoint Weekly lesson plan
sample
Living Things Use Energy
Lesson Plan
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
7/30/23 plans that ensure high
learning
11/4/23 levels of learning.
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During weekly lesson
planning, areas of struggle
are brought up and can
change what we focus on
in the lesson for the next
couple of days to make
sure that students
understand the lesson.
Attached is the original
lesson plan for 10/3/23 –
10/7/23 and the altered
version to reteach the
math Lesson 3 Section 4
lesson on dividing by
multiples of tens.
7/30/23
11/4/23
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Original Weekly Lesson

Plan

Altered Weekly Lesson

Plan
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning 7/30/23 students’ diverse language, learning needs. Provides needs and styles to
instruction that 11/4/23 and learning needs and appropriate support and advance learning for all.
incorporates 4/29/24 styles. challenges for students.
appropriate Is aware of student Facilitates opportunities
strategies to meet the content, learning, and Uses assessments of Integrates results from a for students to reflect on
learning needs of all language needs through Seeks to learn about students’ learning and broad range of their learning and the
students data provided by the site students’ diverse learning language needs to inform assessments into planning impact of instructional
and district. and language needs planning differentiated to meet students’ diverse strategies to meet their
beyond basic data. instruction. learning and language learning and language
7/30/23 needs. needs.
11/4/23
4/29/24
At the beginning of the
year, I have students fill
out a letter that tells me
what they like to do for a
hobby, if they play sports,
or any other details that
will help me tailor lessons
to the class as a whole.
This letter also lets me
know what the class likes
as a whole. 7/30/23
11/4/23
4/29/24

Dear Mr. Park Letter

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs. responsive pedagogy and as the instructional needs individual student needs.
and curricular 7/30/23 additional materials to arises to support student
materials to meet the 11/4/23 support students’ diverse learning. Engages with students to
assessed learning 4/29/24 learning needs. identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.

I change parts of lessons in

history, math, and
composition according to
what students struggle
with and how I can help
them in a small group or
one-on-one setting.
7/30/23
11/4/23
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