Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No .

1. Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No

2. Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No

3. Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes

4. Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No

5. Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No

6. Fredrick
No
Low SES
White
Male
Traumatic Brain Injury
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
ASD
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes

7. Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low

8. Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med

9. Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med

10. Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Intellectually Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High

11. Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
Team Macro Report for Proctor and Gamble personal and beauty
products
***********2 pages total with 1 or 2
exhibitions******************
. External General Analysis - PESTDG model – Identify the

12. Political, Economic, Sociological which influence demand,
costs, consumer behavior, operations of the firms. Make sure
that you identify both opportunities and threats.
Bibliography should be extensive. Use consistent format.
Choose either MLA or APA, but be sure to include the
following information: author’s name (date). Title of article.
publication (e.g., a magazine, journal, or series publication),
volume, issue, pages (if known), Source: http//www reference;
database; accessed: date). Make sure to include database from
which the article was drawn.) Below are examples of
bibliographic entries.
Examples of Bibliographic Entries
Example of a magazine article:
Russell, Sophia (2009). Defiant Growth. B&T Magazine (Sept.
4), 59(2700):20-23 (Source: Database: Business Source
Premier:
http://search.ebscohost.com/login.aspx?direct=true&db=buh&A
N=44685237&site=bsi-live; accessed May 22, 2011).
Example of a book:
Jones, Geoffrey (2010). Beauty imagined: A history of the
global beauty industry (Oxford: Oxford University Press, Pp.
xiv + 412. 25 illus. 32 plates. ISBN 9780199556496 Hbk.
£25/$45).
Example of a company document:
Shiseido Annual Report 2010 (Source: http://www.sec.gov.
Note that in this instance the Annual Report was drawn directly
from a government source. It might also be available on the
company’s investor page.

13. Rubric
Analysis (80%)
Category
(Weight)
1 2 3 4
Score
Introduction and
History (10%)
Did not provide an overview of
the Industry and Historical
Perspective and current
situation.
Provided limited provide an
overview of the Industry and
Historical Perspective and

14. current situation.
Some details and appropriate
facts gave a good generral
overview of the Industry and
Historical Perspective and
current situation.
Included good details and
appropriate facts for an
overview of the Industry,
Historical Perspective and
current situation.
External Analysis
– General (40%)
PESTGD
Analysis did not identify and
evaluate major trends in the
general external environment
utilizing peSTGD or other
appropriate concept.
Analysis identified and
evaluated some of the major
trends in the general external
environment utilizing PESTGD
or other appropriate concept.
Analysis identified and
evaluated most of the major
trends in the general external
environment utilizing the
PESTGD or other appropriate
concept.
Analysis thoroughly identified
major trends in the general
external environment utilizing
PESTEL or other appropriate
concept. Was consistent in

15. identifying Opportunities and
threats.
Quality of Data
& Analysis (30%)
Data breadth –
bibliography
Used data to identify
and support
Opportunities &
Threats
Understood
implications of the
data.
Report provided little specific
industry data. Few observations.
Narrow scope. Narrow scope.
The analysis did not provide a
analysis.
Some data, but very superficial.
Few observations and little if
any interpretation. Identified
few opportunities and threats. .
Limited understanding of the
models. Some logic errors and
resulting argument was weak.
Group just reported data rather
than discussing implications.
Some non-obvious observations,
sometimes interpreted well.
Good Data and observations,
but needs more analysis.

16. Identified some opportunities
and threats. The analysis
provided adequate rationale for
the these opportunities and
threats by using facts and
numbers.
Excellent data and well
researched, Many issues
observed in depth. Reasonable
interpretations of observations.
Identified a number of
opportunities and threats. The
analysis used well-reasoned
supporting arguments. Data
was well integrated. Not just
reporting of data.
Sub-total for Analysis
Writing Level of Professionalism (20%)
Category
(Weight)
1 2 3 4
Score
Category
(Weight)
1 2 3 4
Score
Grammar/spel-
ling & Use of
exhibits (10%)
Uses headings
Citations,
Organization and
framing
Flow of the paper

17. Many grammar and spelling
errors that interfered with
understanding the write-up. No
exhibits included. Disorganized
and not clearly labeled sections
Many grammar and spelling
errors, but the write-up was
generally understandable. Few
exhibits included, but only
general reference made to the
exhibits. Some organization
(headings, labels, table of
contents, framing paragraphs) .
Some grammar and spelling
errors, but the write-up was very
understandable. Appropriate
exhibits included each of which
was referred at an appropriate
point in the write-up. Good
organization (headings, labels,
table of contents, framing and
summary paragraphs )
Very few grammar and spelling
errors and very understandable.
Included exhibits that were very
well designed and each was
skillfully used in reinforcing the
arguments in the write-up. Good
organization (headings, labels,
table of contents, framing and
summary paragraphs ) in the
write-up.
Logic (10%)
Understands the how

18. the elements
integrate. Arguments
fit with data.
Many logic errors that made
following the logic of the write-
up difficult.
Many errors, The logic was
incomplete and had some major
holes.
Some logic errors, but there was
little difficulty understanding
the argument.
Virtually no logic errors and
resulting argument was very
strong.
Sub-total for Writing
Total
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:

19. Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.

20. Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the
learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.

21. Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed

22. Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach
students how to compare and contrast the two main characters in
the read-aloud story.
· I will model one example on the white board before
allowing students to work on the Venn diagram graphic
organizer with their elbow partner.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):

23. · Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may
need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will
need to find a partner with a card that has an answer that
matches their number sentence.
· I will model one example of solving a number sentence on

24. the white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may
need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this

25. section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.

26. Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may
need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.

27. Time Needed
Differentiating Math Activities
Lesson planning is not just about planning what you want your
students to know, but also planning for possible situations that
might arise and solutions that can be used. Using academic and
behavioral data, a teacher must plan for what each child is
going to need to help them access the curriculum as well as any
individual accommodations that will be needed. The time spent
on planning helps to ensure successful delivery of the lesson.
Select a 3-5 grade level and a corresponding Arizona or other
state standard based on the Number and Operations-Fractions
domain.
Compose an aligning learning objective and design appropriate
activities for a selected group of 3-4 students, of varying
academic levels, from the “Class Profile.”
Using the “COE Lesson Plan Template,” complete the lesson
plan through the Multiple Means of Engagement section,
making sure the activities are supported by the
recommendations found in the topic materials.
For your differentiated activities, specifically address:
· Fraction tasks, including area, length, and set/quantity models;
or
· Equivalent fractions. In the Multiple Means of Engagement
section, draft five questions you could ask students during the
lesson that promote conceptual understanding related to
fractions.
· In the Multiple Means of Representation section, describe five
potential issues and/or roadblocks that might happen while
delivering the lesson, based on the needs of the selected group
of students. Provide possible solutions to each potential issue.

28. APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.