Step 1_ Plan—Part B_ Learning Segment calTPA cycle 2

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template Multiple Subject and Single Subject -= 8m-Step 1: Plan—Part B: Learning Segment Template Directions: For each of the 3 to 5 lessons of the learning series, briefly describe the following components in the tables provided: 1. California Content Standards and/or Curriculum Frameworks* being addressed: Identify the content area and current California Content Standards and/or Curriculum Frameworks. 2. California English Language Development Standards (CA ELD standards),** if appropriate. 3. Learning goal(s): Write grade-level appropriate content-specific learning goal(s) based on the California Content Standards you identified and, if appropriate, ELD Standards for each lesson. (ELD goal[s] must also be included in bilingual classroom settings.) 4. Evidence and assessments: Describe how you will determine that the students have achieved the learning goal(s) in each lesson. Identify all assessment activity for each lesson, including informal assessments (checks for understanding), student self-assessment, and formal assessment. 5. How does it fit? Include an explanation of how each lesson links to where students are currently (academically, or with respect to interests, age and/or developmental issues, or other learning issues), and how the lessons build on prior content learning and one another. 6. Learning activities: Use bullet points to outline what students will do and how you will ensure they have equitable access to content (e.g., learning activities students will do; how, when appropriate, your students will use educational technology; how you will affirm and validate individual student assets and learning needs). 7. Instructional strategies: Use bullet points to outline what you will do to provide instruction, including UDL-based strategies (e.g., multiple means of engagement, representation, action, and expression). 8. Grouping strategies: Describe how you will group students for learning. 9. English language development (ELD) and academic language development (ALD): Describe the language demands (reading, writing, listening, speaking) of each lesson and how you will support the students to develop their academic language and address the specific needs of English learners, including reclassified English learners. Describe academic language development considerations and specific adaptations (accommodations and/or modifications) you plan to provide to address ALD. 10. Instructional adaptations (accommodations and/or modifications): Describe what you will do to support the range of learners in your class who may need adaptations (accommodations and/or modifications) that might support English learners (including reclassified English learners), students with disabilities, and other students who need additional scaffolding to address academic or well-being needs. 11. Resources and materials to support learning: Explain why you chose particular resources and materials to support learning and language demands in the learning segment. *Content Standards and Curriculum Frameworks You must use current grade-level California Content Standards and/or Curriculum Frameworks and current California English Language Development (ELD) Standards, if appropriate. Copyright © 2023 by the California Commission on Teacher Credentialing Page 1 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template Candidates placed in transitional kindergarten classrooms should use the California State Content Kindergarten Standards for ELA/Literacy or Mathematics and/or the Transitional Kindergarten Implementation Guide . Do not use the California Preschool Learning Foundations . TK is considered K–12. Be sure to write out the content and ELD standards and not refer to only the content or ELD standard number . **Citing ELD Standards English Language Development Standards should be cited from Chapter 3 of the current California English Language Development Standards publication . You are not required to include students’ developmental level in your citations. The citation should include the following information: The part number (I, II, or III), the letter and name of the heading, and the standard number. The standard can be copied and pasted into your submission directly. Example citation from third-grade ELD Standards: “ Part I: Interacting in Meaningful Ways, (C) Productive, (11) Supporting own opinions and evaluating others’ opinions in speaking and writing.” Example learning goal based on third-grade ELD Standard: “Students will be able to support at least one of their own opinions and evaluate a friend’s opinion as they discuss ‘The Three Little Pigs’ in small groups. “Students will write about at least one of their own opinions of one character from the story in a short paragraph.” Learning Segment Overview Content area, topic, and grade level Math, Solving systems of equations, 8th grade integrated math California Content Standard(s) and/or Curriculum Frameworks listed by name and number 8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. 8.EE.8.a: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. 8.EE.8.b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. California English Language Development (ELD) Standards, if there are English learners “Part I: Interacting in Meaningful ways, (A) Collaborative, (1) Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics.” Copyright © 2023 by the California Commission on Teacher Credentialing Page 2 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template lesson to develop deep learning of content? know how to identify slope and y-intercept from equations in slope-intercept form and use that information to graph the equation. Students know how to plot points in a coordinate plane. Students know how to identify coordinates plotted in a coordinate plane. Students have a good understanding of what it means to have one solution, no solutions, and infinite solutions. Learning activities (what students do) Include, where appropriate, how you and your students will use educational technology. ● The first activity will consist of a warm-up where students will need to graph an equation in slope-intercept form. During this activity, students will be able to activate prior knowledge necessary for the new content. ● Students will then complete a guided notes worksheet that we will do as a class. The activity consists of discussing the steps of solving a system of equations by graphing. During this activity, students will have the opportunity to share ideas and thoughts. Students will have multiple opportunities to make inferences about the content and the meaning of concepts. Students will engage in higher order thinking by havint to transfer prior knowledge of graphing equations in slope into slope-intercept form to understand the new content. Students will need to analyze different graphs to understand how to classify each type of solution. Students will engage in a discussion where they will need to transfer prior knowledge of equations with one solution, no solutions and infinite solutions to interpret the solution of each system. Students will also need to analyze the interaction of two lines to determine the solution of a system. ● The next activity will consist of a IXL activity. Each student will work on their own chromebook. Students will need to get a smart score of 80 or above to show completion of the activity. The amount of problems will depend on the individual progress of each student. Students will be advised to have a discussion within their groups to better understand how to solve the problems and to interpret their solutions. ● The last activity will challenge them to show their progress and their independent reasoning, by working on an exit ticket where they will need to provide three pieces of information on their own. I will provide them with a half worksheet that will contain a system of equations and a little coordinate plane. They will need to provide the graph of each equation. They will need to classify the systems, and they will need to explain their answer using a complete sentence. Instructional strategies (what you do) ● I will implement instructional strategies to support students' learning through multiple modalities by implementing multiple means of representation . I will clarify vocabulary and symbols during the lesson. I will Copyright © 2023 by the California Commission on Teacher Credentialing Page 4 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template Include UDL-based strategies (e.g., multiple means of engagement, representation, action, and expression). also use alternate auditory information such as using the rise and the run to help them understand how to plot points using the slope. Students will have a written list of steps that they can follow to solve systems of equations by graphing. I will also show them visual representations of the steps by modeling three different problems, each with a different type of solution. I will use different colors to graph each equation so that students can visualize the different points in each graph and so that they can analyze them to determine the solution. ● I will also support students' learning by using multiple means of engagement by first working as a class, then working in groups and last working individually. I will set the goals at the beginning of the class by telling students what I expect them to learn. I will also use the activities as scaffolding strategies to gradually release responsibility to the class. During each of the activities, I will foster collaboration and engagement. During the first activity I will ask students questions and will ask them to make inferences. During the second activity, students will have discussions with their groups to solve different practice problems. In all the activities I will also provide feedback frequently. When giving feedback I will emphasize students' effort, and will foster self awareness. I will also use feedback as a strategy to encourage students to improve Grouping strategies Students will be sitting in groups. The groups consist of mixing students at different levels. The groups are also designed so that ELD students are scattered among the groups. Sitting charts are also designed to minimize classroom disruptions. At the beginning of the lessons, everyone will participate in the discussion as a whole class. They will then be allowed to collaborate and discuss their work with the members of their groups. Lastly, at the end of class, they will work on an exit ticket to show their individual understanding of the topic. ELD for any English learners (including reclassified English learners) in your class and ALD for all students At the beginning of the class as students come into class I display the class routines and warm up directions to the students. This helps my ELD students have a written direction of how they need to start the day. Once everyone comes into the classroom I will briefly orally restate the classroom routines and direct them to start their warm-up. Some of my ELD students feel more comfortable reading content, while others rather access the content by listening or the information. This is why as we are taking notes during the first activity I will display the steps of how to solve systems of equations on the board and I will then read each of the steps aloud. During this activity my ELD Copyright © 2023 by the California Commission on Teacher Credentialing Page 5 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template discussions. If necessary I will translate some of the content in Spanish for them. When they ask questions during the group activity I will ask them what they understood to make sure their doubt is clear. Some students frequently finish their work early. I will allow them to work on an assignment from the “Early Finishers” assignments box if they finish early, or to teach what they learned to other students. Why you chose particular resources and materials to support learning and language demands I chose to use an iPad to model problems for the new content. This helps me offer my students different means of representations as I am showing them visualize, written information, oral information and color coding the different equations and graphs. I also decided to use this device because it helps me with classroom management, as carrying the ipads gives me more mobility during the lecture. I have the ability to move to any part of the classroom at any time without having to stop the lecture. I chose to provide my students with a guided notes worksheet. I chose this resource because I want something physical they can glue to their notebook and that they can access at any later time to review this topic. The worksheet also offers visual representations of the vocabulary and the steps of solving systems. Lastly, as students are listening to the new content they will be able to follow along and have a deeper understanding of each of the steps. For the practice activity, students will be using their Chromebook to access the online platform IXL. I chose this tool because they get immediate feedback in their work. Students are able to review their mistakes and use the given information to improve in their learning. For the exit ticket I chose to use a half sheet because it is easier to collect data and decide what the next step will be. With smaller paper, I can count faster and make piles to determine the rate of success of the goals. Indicate the lesson number (i.e., 1, 2, 3, 4, or 5). Note you must include at least 3 and no more than 5 lessons. Lesson 2 Grade-level appropriate content-specific learning goal(s) Students will be able to solve systems of equations algebraically by using substitution. . ELD learning goal(s), if there are English learners (including reclassified English learners) in your class (indicate “N/A” if Students will be able to follow oral direction for each of the activities in the lesson plan. Students will listen to an oral description of the steps on how to solve equations by substitution. Students will engage in discussion where they will share Ideas, thoughts and reasoning using complete Copyright © 2023 by the California Commission on Teacher Credentialing Page 7 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template there are no English learners in your class) sentences. Students will ask questions using academic language and the following vocabulary: Substituting, solving for x/y, ordered pair, one solution, no solutions, infinite solution. Students will formulate questions using complete sentences and the adequate vocabulary. Evidence and assessment of learning (informal assessment, student self-assessment, formal assessment) During the notes I will ask students to show their thumbs to show understanding. I will monitor students' participation during class discussions. During practice activity, I will walk around and monitor the progress of each student. I will be actively listening and monitoring students' group collaboration and discussion to make sure they are following the correct steps and using the vocabulary correctly. I will implement an exit ticket towards the end of the class where students will show their individual progress and understanding. How does the lesson link to prior content-specific learning and/or build on a previous lesson to develop deep learning of content? Students can fluently solve multi-step equations. They know how to solve systems of equations by graphing. Students have a deep understanding of how to classify solutions. They understand the difference between one solution, no solution. and an infinite solution. Learning activities (what students do) Include, where appropriate, how you and your students will use educational technology. ● For the first activity students will work on one warm-up problem. The problem will consist of solving an equation with variables on both sides. Students will then need to state the type of solutions of the equations and explain their reasoning. This will help students activate prior knowledge of solving equations. ● Students will then work in an activity where they will be taking guided notes to solve systems of equations by substitutions. During this activity, students will engage in a class discussion where they will share their ideas, thoughts, and reasoning. As we talk about the different steps in solving systems they will be making inferences about the process. Students will transfer information from solving equations to master the new skills. Students will need to analyze different equations to decide for which variable they need to solve to substitute in the other equations. During this activity, students will also interpret the solutions of the systems to classify the solutions of the systems. ● On the next activity students will work in a group activity. The activity will consist of solving eight different systems of equations per group. They will need to categorize all systems as a one solution, no solution or infinite solutions in a different worksheet. This will help students engage in meaningful group discussions. This activity will offer additional opportunities to share ideas, thoughts, and reasoning. They will evaluate their own reasoning and their peers' reasoning. Copyright © 2023 by the California Commission on Teacher Credentialing Page 8 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template learners) in your class and ALD for all students learning and to support their language development. I will provide them with written steps of how to solve systems of equations by substitution. I will read each of the steps aloud and I will orally explain each of the steps as a model of different problems. Students will have multiple opportunities to engage in class and group discussion. When they are sharing ideas and thoughts I will guide and encourage students to use academic language. When students ask questions I will also guide them to use academic language. To develop academic language I will clarify vocabulary necessary to understand the content at the beginning of the lesson. I will encourage students to use academic language when they share ideas and thoughts during group and/or class discussion. When they ask questions I will guide them towards using the correct vocabulary as well as to use complete sentences. When I ask them to explain their reasoning they will also be encouraged to use complete sentences. Adaptations (accommodations and/or modifications) for English learners (including reclassified English learners), students with disabilities, and other students who need additional scaffolding to address academic or well-being needs I will monitor group interaction to make changes when necessary to continue building a safe learning environment. I will monitor students progress and understanding of the content to determine if I need to make any in the moment instructional adjustments. If necessary I will use words or full sentences in Spanish to explain some things to my English learners to make sure they are understanding the content and meeting their ELD and content goals. For my students with 504 plans, I will provide a calculator. I will also monitor their performance to redirect them if necessary. For my students with 504s I will also provide them with extra time to complete their in class assignments. For students who finish their assignments early, I will give them access to the “Early Finishers” box or I will let them work on missing assignments or homework. Why you chose particular resources and materials to support learning and language demands I chose to use a projection of a computer to show students their warm-up and classroom routines. I chose to use this because at this point students know where to find what they are doing for the day. This is also an easy way for me to redirect students toward following class routines when necessary. I chose to use an iPad to model the new content. This will help me offer multiple means of representation as I am able to color code information, I am able to display written information and I am also able to display visuals that will help them deepen their understanding. Using the iPad also helps me with classroom management as I am able to walk around the classroom and makes it easier for me to monitor students' Copyright © 2023 by the California Commission on Teacher Credentialing Page 10 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template participation and progress. For the notes activity, I decided to provide students with a guided notes worksheet that contains the written steps for solving systems of equations. I wanted them to have a physical copy because they will be adding this to their notebook, which they can access at any time to solve similar problems. For practice, I chose to use tiles that contain different systems and a different worksheet that contains three different columns to categorize each system into the adequate type of solutions. This will make it easier for students to delegate work and to categorize the systems. Grade-level appropriate content-specific learning goal(s) Students will solve systems of equations by elimination. ELD learning goal(s), if there are English learners (including reclassified English learners) in your class (indicate “N/A” if there are no English learners in your class) Students will be able to follow oral directions to perform each of the activities of the lesson plan. Students will be able to listen and understand oral steps on how to solve systems of equations by elimination. Students will be able to share ideas and thoughts using complete sentences and using the following vocabulary: like terms, coefficient, substitute, x coordinate, y coordinate, ordered pair, one solution, no solutions, infinite solution. Students will be able to orally justify their reasoning. Indicate the lesson number (i.e., 1, 2, 3, 4, or 5). Note you must include at least 3 and no more than 5 lessons. Lesson 3 Evidence and assessment of learning (informal assessment, student self-assessment, formal assessment) During the class discussion I will ask students to show their thumbs as a signal of understanding. During class discussions, I will also ask some of the groups to share their ideas. During practice assignments, I will walk around the classroom to check students' progress and understanding. I will actively listen to students' discussions to make sure they understand the process and that they are using academic language to express their ideas, thoughts, and reasoning. Students will collaborate to solve two systems by using eliminations. I will monitor each group by following the appropriate steps. At the end of class, students will need to complete a quiz on solving systems of equations using different methods. How does the lesson link to prior content-specific learning and/or build on a previous Students previously learned how to solve multiple-step equations. The student had also learned the standards form. They understand how to substitute the value of a variable into an equation. Students understand how Copyright © 2023 by the California Commission on Teacher Credentialing Page 11 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template engagement, representation, action, and expression). ● I will also implement scaffolding strategies to gradually release responsibility to increase students’ likelihood to meet the content and Eld goals. ● I implemented multiple means of representations by offering a worksheet with written steps of how to solve systems by elimination, and orally explaining to students each of the steps. Students will also see color coded information for a better understanding of each of the steps. ● I also implemented multiple means of engagements by creating a safe learning environment and offering students multiple opportunities to engage in content discussion. They will have the opportunity to join class discussion as well as group discussion and collaboration. Students will also be participating in multiple grouping strategies. Students will have the choice to engage in class discussion, group collaborations and/or complete assignments individually. Grouping strategies Desks are arranged in groups of four and all students have assigned seating charts. The groups are designed so each group has a mixture of students at different academic levels. ELD students and 504 students are also scattered around the eight different groups. The lesson plan will consist of different types of collaborations. At the beginning of the lesson plan, all students will be working individually in their warm-up. Then we will continue to engage in a whole class activity where students will be taking notes and everyone will have the same opportunity to engage in class discussion. On the next activity, students will have an individual assignment but they will be allowed to collaborate with the members of their groups. For the final activity, students will work on a short quiz to show their individual progress in solving systems of equations. ELD for any English learners (including reclassified English learners) in your class and ALD for all students For my English learners I will display written daily classroom routines and warm-up on the main board. If students are not following classroom routines I will orally explain to students what they need to be doing. Also for my ELD students, I will offer multiple means of representation for a better understanding of the content. I will provide students with written steps on how to solve systems of equations by elimination. I will also orally explain each of the steps. During the practice activity and group, discussion students will have multiple opportunities to engage in meaningful discussion to share their ideas, thoughts, and reasoning, using academic language. During all activities, students will have opportunities to ask Copyright © 2023 by the California Commission on Teacher Credentialing Page 13 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06

Instructional Cycle 2 Multiple Subject and Single Subject Part B: Learning Segment Template questions, and they will be encouraged to use academic language at all times. I implemented multiple opportunities for language development. At the beginning of the guided notes activity, I will use and clarify vocabulary relevant to the new content. As I am explaining the steps to solve the systems by elimination and as I am modeling four different systems I will be using the correct vocabulary. When students share their ideas and thoughts during class discussion and group collaboration I will encourage them to use complete sentences with the correct vocabulary. For one of the questions of the quiz, they will need to use a complete sentence to explain their answer. Lastly, when students ask questions, they will be encouraged to use correct vocabulary and complete sentences. Adaptations (accommodations and/or modifications) for English learners (including reclassified English learners), students with disabilities, and other students who need additional scaffolding to address academic or well-being needs Throughout the entire class period I will monitor students to make any adjustments necessary in the sitting chart to avoid class disruption and maximize students focus for a better learning environment. I will provide calculators for my students with 504s. I will also give them more time to process information. They will also have more time to complete their practice assignments. I will continuously approach them during the practice activity to redirect them and to make sure they know what to do. If I see any common mistakes I will make an instructional adjustment to support students to master the new content and skills. Students with 504s will be required to only complete the first four problems. I will also have extra assignments available in the early finishers box for those students that finish their practice activity early. Why you chose particular resources and materials to support learning and language demands To explain the steps to solve systems of equations by eliminations and to model four different problems I will be using the projections of an iPad. This tool will help me offer students multiple means of representations during the lecture. I will be able to project written steps while I orally explain each of the steps. This tool will also allow me to use color coding when solving the systems for a better understanding of each of the steps and for a visual representation. Lastly, using these tools allows me to have better classroom management because I can move around the classroom as I am modeling different systems. I chose to use a worksheet for the guided notes. These tools will help my students write down less information. Although the worksheet is prefilled for some of the spots, it will still offer opportunities for students to have a deeper understanding of each of the steps as they need to fill out part of each step. I also chose these tools because they Copyright © 2023 by the California Commission on Teacher Credentialing Page 14 of 15 1900 Capitol Avenue, Sacramento, CA 95811 No page maximum All rights reserved. V06