The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

This is Maslow’s hierarchy of needs. Also the second image is vertical alignment. It is a pyramid because you have to start from the bottom and if you don’t have a layer below then you can’t go up to the next one. In terms of teachers this means that when teaching kids they won’t learn if they don’t have the basic physical needs of life like food and water. So when planning lessons this is a huge step in it.

I think it connects to this CCTS because when planning lessons you need to make sure students have what they need. The first 2 levels are physical needs that are hard for teachers to control but can do their best to help with the 3rd level which is Love/Belonging making a kid feel welcomed and important is so needed now. What Maslow also reminds me of is vertical alignment. They have the same idea that you can only build on it if the topic before is there. So overall when planning lessons you need to make sure students have the basic needs of life and that all the vertical alignment is lining up.

This is a lesson plan for a second grade classroom that i had made. Planning a lesson and looking over it before you teach it is so important. It allows you to be prepared and not just wing it. It connects to this CCTS because it is a plan for instruction. It shows that you already know what you would like to teach and how you would want to do that. It also shows what you can possibly do if a student doesn’t grasp onto it the first time and maybe they need a little more help.

Planning for a lesson helps prepare you so you are not going in blind to teach a classroom. What i find so important is having the possible differentiation ideas so when a child doesn’t get it on the first time you aren’t stumped on what to do. Overall it helps spell everything out before-hand so that if something comes up, there is a strict plan you have that you can always fall back on.

The artifact is designed to help students improve their personal narratives by adding time transitions and elaborative details. It aligns with Standard 7 as it demonstrates intentional planning based on student needs observed during conferencing and assessments. The lesson includes modeling, guided practice, and independent application to help students improve story flow and add depth to their writing.

Creating this lesson helped me see how targeted instruction can support specific writing goals. It reinforced the importance of using student work to plan meaningful lessons. I also learned how helpful modeling and checklists are in guiding students through revision. This experience has strengthened my ability to plan responsive instruction and will support my growth as an effective educator.