create as if completing a basic math lesson for a 2nd grade class.

Lesson Title
Grade Level
Subject Area

Brief description of your focus students: Be sure to include funds of knowledge and cultural assets

Focus Student 1
Focus Student 2
Focus Student 3

Content Standard: Number Copy language
Content Objective(s) (Key content), focusing on what students will know or be able to do at the end of the lesson-(SWBAT)	Describe the goal you want the student to achieve. (planning) Learning Targets
CA ELD Standard: Number Copy language
Language Objective(s) (Key language skills all students need to successfully engage in. the lesson -(SWBAT)	Describe the language you want the student to achieve. (planning) Form: Function:
ELD Goal (for emerging and expanding bilingual students)	Emerging: Expanding: Bridging:
Rationale: 1. How does this lesson connect to the larger unit and/or prior learning?AND 2. Discuss significant factors in planning this lesson, beyond scope & sequence, (students' assets/ needs, assessment data, etc.)	What skill/behavior are you teaching and what strategy are you using to teach. (Planning)
Assets: How will this lesson build on students' cultural + linguistic assets?
Materials (Include what you need to prepare ahead of time)	What will you use to teach the skill/behavior (planning)
Academic Language/ Vocabulary (List specific terms or content vocabulary that students' need to meet the lesson objectives; address any key language structures, genres, discourse.)	Vocabulary for all Additional vocabulary (level 1,2,3) or sentence frames to support focus students.
Higher Order Thinking Skills
ISTE technology

Parts of the Lesson	Plan List detailed step-by-step directions. Provide opportunities for Ss to use and develop higher-order thinking skills.	Scaffolds/Differentiation/UDL Strategies How will you provide access to multilingual Ss, those with special needs, and Ss who may benefit from extension activities?
Opening (Hook Ss, address prior knowledge, lesson context, and provide the learning objective		EL SLD Math Need SEL
Modeling (T directly instructs and demonstrates what students will do; students actively listen)		EL SLD Math Need SEL
Shared/ Guided/ Collaborative (T works together with Ss to prepare for independent work)		EL SLD Math Need SEL
Independent (Ss work on their own on task that has been assigned)		EL SLD Math Need SEL
Closing (Connect back to the learning objective, check for understanding and address Ss next steps for learning)		EL SLD Math Need SEL
	Formative Assessment	How are you going to check on progress during the lesson?
Assessment (How T will check if Ss met the objective by the end of the lesson)	Assessment Tool: (What are you using to evaluatestudents' understanding of the content?)	Assessment Criteria: (What would meeting the objective look like?)
Student Self Assessment (attach self assessment) How well does the student think they are doing on the learning goals.

Student Self Assessment (attach self assessment)