Teaching Artifacts: Lesson Planning & Instructional Design
This page shares concrete examples of lesson planning and instructional design to demonstrate teaching practice and impact.
Learning objectives
2nd Grade Social Studies: Fry Bread Lesson
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Students will be able to understand the cultural significance of food by sharing and exploring a food that is important to their family or culture
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Students will be able to create a poster that includes a picture, map, poem or descriptive words, history, and a personal memory
Relevant Standards: Standard Placeholder 1, Standard Placeholder 2, Standard Placeholder 3
The second lesson materials folder contains comprehensive plan details, instructional resources, and specialized scaffolding strategies for diverse learners.
2nd Grade Math: Math Investigations 4.2.2 Lesson
Learning objectives
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Students will be able to read and interpret a bar graph by identifying its components (title, horizontal axis, vertical axis, categories, scale) and answer comparison questions using graph data.
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Students will be able to organize data into a bar graph using given categories.
Relevant Standards:
Massachusetts Math Framework (Grade 2 – Measurement & Data)
2.MD.D.10 – Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Universal Design for Learning (UDL)
I implement Universal Design for Learning (UDL) as an instructional framework to optimize teaching and learning for all my students. By providing flexibility in how I present information, how my students respond, and how they engage, I design my lessons to ensure every learner can meaningfully access a high-quality education.
Multiple ways for students to access content, ensuring information is accessible through visual, auditory, and tactile modalities.
Diverse opportunities for students to show their understanding, allowing for knowledge expression through varied assessment formats.
Strategies to keep students engaged by providing choice and relevant challenges that tap into individual interests.
Supports for Multilingual Learners (ELLs)
I use visuals, cognates, and gestures as foundational linguistic scaffolds that bridge the gap between social and academic language for my students. I integrate these non-linguistic supports to create a low-affective filter and foster content mastery while English proficiency develops.
Visual aid anchor charts to provide immediate context for academic vocabulary and abstract concepts.
Spanish-English cognates to connect learning to students' home languages, validating existing linguistic knowledge.
Consistent gestures and TPR (Total Physical Response) to clarify instructional directions and reinforce key concepts.