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The document defines a 100-point grading breakdown including attendance, lesson plan deliverables, teaching three required lessons with mentor-teacher feedback, multiple reflection entries, analysis of student work, and a final project combining a revised lesson plan and an accompanying rationale essay. It also maps activities to PPR standards, emphasizing TEKS-aligned planning, instructional objectives, assessment alignment, technology-supported instruction, and responsive differentiation.","|  | \\# 57740\u003Cbr>Tuesday\u003Cbr>2:00pm – 3:30pm |\n| --- | --- |\n|  | Instructor: Mathematics\u003Cbr>Daniel FitzPatrick\u003Cbr>[dfitzpatrick@austin.utexas.edu](dfitzpatrick@austin.utexas.edu)[ ](dfitzpatrick@austin.utexas.edu)[Mobile](Mobile) (phone) : 512-905-8538\u003Cbr>Office Hours: Friday 10:00AM-noon Or by appointment. |\n|  |  |\n\n\n| Activities | Points |\n| --- | --- |\n| Attendance and participation. | 25 |\n| Three complete Lesson Plans (8 points each) . Up to four points will be awarded for the rough draft, and up to 4 points will be awarded for the revised draft. | 24 |\n| Teaching the lessons, as evidenced by the Mentor Teacher Feedback Form (3 points each) .\u003Cbr> Important: Teaching three lessons is a requirement of Step 2 . Regardless of your final average, failure to  teach all three required lessons will result in a failing grade for the course. | 9 |\n| Four Reflections (5 points each) . These include: the Observation Reflection, Lesson 1 Reflection, Lesson 2 Reflection, and Lesson 3 Reflection. Reflection prompts will be posted on Canvas. | 20 |\n| Analysis of Student Work. After teaching your second or third lesson, you will analyze student work that you collect. Requirements will be outlined in class. | 4 |\n| Final Project. The final project will include a revised version of one lesson plan taught this semester and an essay analyzing your rationale for revising the lesson as you did. Requirements will be outlined in class. | 18 |\n| TOTAL | 100 |\n\n\n| PPR Standard |  | Activity/Reading/Assignment |\n| --- | --- | --- |\n| Number | Description |  |\n| 1.3k | Use effective approaches to address varied student learning needs and preferences | Classroom observations and reflection questions;\u003Cbr>• S2_reflection questions_portfolio |\n| 1.6k | Use the Texas Essential Knowledge and Skills (TEKS) to plan instruction | Lesson planning for three middle school lessons;\u003Cbr>• S2_ 5e_lesson_plan_template\u003Cbr>• S2_ 5e_lesson directions |\n| 1.7k | The importance of the state content and performance standards as outlined in the Texas Essential Knowledge and Skills (TEKS) | Lessons modeled to demonstrate TEKS;\u003Cbr>• S2_demo_worlds_strongest_snail\u003Cbr>• S2_demo_bristlebots\u003Cbr>• S2_demo_mysterybox |\n| 1.8k | Relevant content of the discipline being taught, including concepts, principle relationships, methods of inquiry, and key issues | Philosophy of teaching inquiry/5E;\u003Cbr>• S2_about inquiry\u003Cbr>• S2_ 5e_stages\u003Cbr>• S2_Fall 2015_Syllabus |\n| 1.12k | The importance of developing instructional goals and objectives that are clear, relevant, meaningful, and age-appropriate | Lesson planning for three middle school lessons;\u003Cbr>• S2_ 5e_lesson_plan_template\u003Cbr>• S2_ 5e_lesson directions |\n| 1.13k | The importance of developing instructional goals and objectives that can be assessed | Writing clear objectives;\u003Cbr>• S2_objective tips\u003Cbr>• S2_ 5e_lesson_plan_template\u003Cbr>• S2_Fall 2015_Syllabus |\n| 1.14k | The importance of developing instructional goals and objectives that are suitable for students with varied learning needs | Observing and working with mentor teacher, writing objectives;\u003Cbr>• S2_objective tips\u003Cbr>• S2_Mentor_feedback_form |\n| 1.15k | The importance of aligning instructional goals with campus and district goals | Observing and working with mentor teacher, writing objectives;\u003Cbr>• S2_objective tips\u003Cbr>• S2_Mentor_feedback_form |\n| 1.16k | The use of appropriate materials and resources for preparing instruction, presenting lessons, and assessing learning | Resource and materials listed in 5E lesson;\u003Cbr>• S2_ 5e_lesson plan_template\u003Cbr>• S2_Fall 2015_Syllabus |\n| 1.19k | The importance of designing instruction that reflects the TEKS | Lessons planned using standards:\u003Cbr>• S2_ 5e_lesson_plan_template |\n| 1.22k | How materials, technology, and other resources may be used to support instructional goals and objectives and engage students in meaningful learning | Teaching with technology required;\u003Cbr>• S2_demo_ 5e_walking_w_technology\u003Cbr>• S2_phet_site |\n| 1.25","cbCaib6pMVTNLhdm","https://ap.wps.com/l/cbCaib6pMVTNLhdm","pdf",193698,13,"English","en",105,"# Activities and Points\n## Attendance and participation\n## Lesson plans and teaching requirements\n## Reflections and student work analysis\n## Final project\n# PPR Standard Mapping\n## Instruction planning using TEKS\n## Instructional goals and objectives\n## Assessment and alignment\n## Technology and resources\n## Differentiation and student needs","[{\"question\":\"What is the total grading structure and how are points allocated?\",\"answer\":\"The document sets a 100-point total. Points cover attendance (25), lesson plans (24), teaching three lessons with mentor feedback (9), four reflections (20), analysis of student work (4), and a final project (18).\"},{\"question\":\"Why must the candidate teach three lessons, and what happens if they do not?\",\"answer\":\"Teaching three lessons is required for Step 2. Failure to teach all three required lessons results in a failing grade for the course, regardless of the final average.\"},{\"question\":\"What does the final project include?\",\"answer\":\"The final project includes a revised version of one lesson plan taught that semester plus an essay that analyzes the rationale for revising the lesson as done.\"}]","UTS1102017257740 | PDF",1788383175,5,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"uts1102017257740","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/uts1102017257740/187467/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-05","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":47},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the total grading structure and how are points allocated?","Question",{"text":76,"@type":77},"The document sets a 100-point total. 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