Baseline Identity Plan Document
PPEP TEC HIGH SCHOOL
Lesson Plan
Official Format Page 1 of 2
Teacher: Jennifer Cash
Subject: ELA Resource 9–12
Lesson Plan Dates: 08/03/26
Quarter: 1
Unit: 1
Unit Title: Baseline & Learner Identity
Week: 1 of 36
Weekly Planning Overview
Objectives & Goals: Students will establish routines, demonstrate baseline reading/writing skills, identify strengths/needs, and set a learning goal. Target complexity varies by student IEP.
AZ College Standards: RL/RI.1–2; W.4; SL.1 Use the most specific course/grade-band standard for each student's assigned task when required.
Targeted ELP Standards: Interpretive: key details. Productive: explain reasoning. Collaborative: structured discussion with frames.
Monday: 60 minutes Day 1
Student-Friendly Daily Objective: I can identify what I already know about this skill.
Anticipatory Set / Bell Work (5–10 min): Quick retrieval: define or identify one familiar idea related to baseline & learner identity.
Direct Instruction / Modeling (10 min): Teacher introduces baseline & learner identity and models a think-aloud using a short grade-appropriate text.
Guided Practice / Collaborative (20 min): Students practice the modeled strategy with a partner using a graphic organizer.
Checking for Understanding Strategy (5 min): Ask students to point to or explain the exact part of the text that supports their answer.
Independent Practice (10 min): Complete one short application task independently.
Assessment / Evidence (1–5 min): Teacher collects one response and notes accuracy/support level.
Closure (5 min): Teacher summarizes the key strategy; students name one step they can use again.
Student Reflection Prompt (Exit Ticket): What part of today's strategy helped me most?
Tuesday: 60 minutes Day 2
Student-Friendly Daily Objective: I can use the baseline & learner identity strategy with support.
Anticipatory Set / Bell Work (5–10 min): Review yesterday's strategy using two retrieval questions.
Direct Instruction / Modeling (10 min): Model a second example and explicitly label each step.
Guided Practice / Collaborative (20 min): Pairs complete a scaffolded example; teacher pulls a small reteach group as needed.
Checking for Understanding (5 min): Students highlight or identify the evidence/feature that proves their answer.
Independent Practice (10 min): Complete 2–3 differentiated items.
Assessment / Evidence (1–5 min): Check one item against a success checklist.
Closure (5 min): Teacher summarizes the key strategy; students name one step they can use again.
Student Reflection Prompt (Exit Ticket): One step I can do independently is…
Wednesday: 60 minutes Day 3 (Part 1)
Student-Friendly Daily Objective: I can apply baseline & learner identity to a new text.
Anticipatory Set / Bell Work (5–10 min): Correct one common misconception from Day 2.
Direct Instruction / Modeling (10 min): Model how to transfer the strategy to a new passage and explain thinking.
Guided Practice / Collaborative (20 min): Students work in flexible groups on leveled/scaffolded versions of the same target.
Checking for Understanding Strategy (5 min): Cold-call/partner-share: explain which evidence or clue supports the answer.
Independent Practice (10 min): Complete an independent task at the student's access level.
Weekly Support Info
Vocabulary Words
evidence inference central idea summarize analyze claim support
Resources Used
Baseline diagnostics, learner profile, self-advocacy; Chromebook; visual supports; student IEP accommodations.
Differentiation
Foundational: Shorter chunks, explicit modeling, visuals.
Developing: Graphic organizer, sentence frames checklist.
Proficient: Grade-level independent task.
Extending: Complex application & justification.
Assessment / Mastery
Daily evidence + weekly task. 4-point scale: 4 independent; 3 minimal support; 2 needs prompting; 1 beginning.
Dan Mulligan Strategies
Retrieval practice; worked examples; think-aloud; chunking; gradual release; CFU; error analysis; self-checking.
Cross-Curricular
Connect weekly skill to science, social studies, CTE, financial literacy, and postsecondary readiness.
PPEP TEC High School • Lesson Plan Template Page 1 of 2 Jennifer Cash • Week 1 Plan
PPEP TEC HIGH SCHOOL
Lesson Plan
Official Format Page 2 of 2
Teacher: Jennifer Cash
Subject: ELA Resource 9–12
Lesson Plan Dates: 08/03/26
Quarter: 1
Unit: 1
Unit Title: Baseline & Learner Identity
Week: 1 of 36
Wednesday (Continued) Day 3 (Part 2)
Assessment / Evidence (1–5 min): Teacher scores a short mastery sample using a 4-point rubric.
Closure (5 min): Teacher summarizes the key strategy; students name one step they can use again.
Student Reflection Prompt (Exit Ticket): I know I was successful because…
Thursday: 60 minutes Day 4
Student-Friendly Daily Objective: I can demonstrate what I learned about baseline & learner identity.
Anticipatory Set / Bell Work (5–10 min): Retrieval review: three quick questions from the week.
Direct Instruction / Modeling (10 min): Review success criteria and model a self-check before assessment.
Guided Practice / Collaborative (20 min): Students complete a brief collaborative review/error analysis.
Checking for Understanding (5 min): Students explain one answer and why it is supported.
Independent Practice (10 min): Complete a short mastery task or constructed response.
Assessment / Evidence (1–5 min): Record mastery level and next instructional step.
Closure (5 min): Teacher summarizes the key strategy; students name one step they can use again.
Student Reflection Prompt (Exit Ticket): What is one goal for improving this skill?
Teacher Note & IEP Directive
Maintain flexible groups based on current evidence. Do not permanently label students by level. Use accommodations and modifications exactly as specified in each student's IEP.
Observations & Notes
Use this lined section to record notes during student independent work, IEP goal performance, and quick class observations.
PPEP TEC High School • Lesson Plan Template Page 2 of 2 Jennifer Cash • Week 1 Plan
