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edTPA Lesson Plan Professional Semester 3and 4 Guidelines: 7-23-14
Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14
Printed Name of Mentor Teacher / Mentor Teacher Signature for Approval
PS3 Disclaimer: Due to the anticipated growth of candidates, this lesson plan represents a modified format for Professional Semester 3 candidates. While candidates are not expected to respond to all original guidelines in writing, it is still the expectation of the department that candidates will address the deleted areas in practice. Candidates will still be evaluated on the deleted areas in the field using the COEHS designated instrument.
AlignmentA1 - Central Focus / A2 - Standard(s) / A3 - Objective(s)
What is/are the important understanding(s) and core concept(s) that you want students to develop within the learning segment? In other words, what is the big idea? / List the Common Core Georgia Performance Standard(s), Georgia Performance Standard(s), and/or Georgia Pre-K Content Standard(s) that align(s) with the learning objective(s) / Objectives should include:
(1) a specific goal that has an observable learning outcome, (2) conditions under which a learning outcome can be expected to occur, and (3) criterion level.
Monitoring of Student Learning
M1 - Assessment(s) Description / M2 - Evaluative Criteria / M3 - Assessment Feedback
Name and describe the assessments that will be used to assess student learning. In describing the assessment, identify if your assessment will be used for formative or summative purposes.
Explain how your assessment will evidence that students have met the objective(s) identified for the lesson. / Describe the degree of behavior required for the objective(s) to be met. Provide levels of proficiency. Examples may include meets, partially meets, and does not meet. / Describe how your assessment data will inform the teacher decision-making process.
Describe how your assessment will allow you to provide developmentally appropriate constructive feedback to students.
Describe how students will engage in self-assessment and use constructive feedback provided by the teacher and peers.
Knowledge of Students to Inform and Differentiate Instruction
K2 – Specific Learning Needs / K3 – Supports, Accommodations, and Modifications
Describe the specific learning needs of students as identified in Individualized Educational Plans (IEPs), 504 plans, and relevant Response to Intervention (RTI) documents.
Describe variations in learning needs of specific student groups including, but not limited to, English language learners, gifted/talented, and struggling/underperforming students. / Describe supports, accommodations, and modifications that will be made to assessment and instruction in response to student information collected.
Instructional Strategies and Learning Tasks
Directions: For this section, include what you and the students will be doing by sequentially describing the instructional strategies and learning tasks that will be included in the lesson. Respond to each of the guidelines below:
- Include enough detail in this lesson plan that it could be taught by another individual.
- Identify formative/summative assessments in the lesson with underlined text.
- The Proceduressection must be written in first-person and include teacher script.As appropriate, describe the use of instructional technologies to support student learning.
Introduction
ISLT1 - Pacing / Provide an estimated time for this section.
ISLT2 - Procedures / * This section mustbe written in first-person and be aligned to the objective.As appropriate, describe the use of instructional technologies to support student learning.
Gaining Attention (Anticipatory Set) – Describe how you will gain the attention and motivate students to engage in learning.Describe why your students should care or want to know about this topic. As appropriate, address cross-curricular connections.
Informing Learners of the Objective (Objectives and Purpose) – Describe how you will communicate your learning objectives to students using developmentally appropriate language.
Stimulating Recall of Prerequisite Learning (Review)–Describe the student needs, interests, and prior learning that will be a foundation for this lesson.
Body
ISLT1 - Pacing / Provide an estimated time for this section.
ISLT2 - Procedures / * This section must be written in first-person and be aligned to the objective.As appropriate, describe the use of instructional technologies to support student learning.
Presenting the Content (Input, Modeling) – Sequentially describe the research-based instructional strategies that you and the students will be usingas the content is presented.Address how you will explicitly teach and model/demonstrate skills, strategies, and/or concepts. Include questions (with answers) or problem-solving activities to promote higher-order thinking. Include strategies planned to address potential student misconceptions.
Eliciting the Desired Behavior (Checking for Understanding, Guided Practice) –Describe the engaging and worthwhile learning activities and tasks that your students will complete.Describe specific feedback (i.e., probes, prompts, affirmation) that you will incorporate to support students in meeting the objective(s) of the lesson.
Closure
ISLT1 - Pacing / Provide an estimated time for this section.
ISLT2 - Procedures / * This section must be written in first-person and be aligned to the objective.As appropriate, describe the use of instructional technologies to support student learning.
Providing Feedback – Describe how you will bring closure to the lesson by prompting learners to recall, summarize, paraphrase, and/or problem solve in a non-evaluative way. Describe how you will link present content to prior and future learning, other content areas, and authentic experiences.
Instructional Materials and Resources
IMR1 – Materials and Resources / IMR2 - References
List materials/resources needed for this lesson, including technology.
Attach copies of all materials/resources used during the lesson. / Cite all materials/resources using the current APA format.
Borich, G. (2014). Effective teaching methods: Researchbased practice (8th ed.). Boston: Pearson.
The Georgia Department of Education. (2014). Teacher keys effectiveness system. Retrieved from:
Adapted from:
Borich, G. (2014). Effective teaching methods: Research-based practice (8th ed.). Boston: Pearson.
The Georgia Department of Education. (2012). Teacher keys effectiveness system evaluator training & credentialing materials. Atlanta: Author.