Lesson Plan Template for edTPA
Name: / Grade:Lesson Title: / Date:
GPS or CCGPS Standard(s):
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Learning - Focus / Strategies
Essential Question(s) / A broad, global statement about the math or science concept you want the students to understand as a result of doing this activity. Why should students know this?
Central Focus/Lesson Objective(s) / List objectives that are measurable and aligned with the standard.
Academic Language
What is the key language demand? What Academic Language will you teach or develop? What is the key vocabulary and/or symbols? What opportunities will you provide for students to practice content language/vocabulary and develop fluency? / Language Functions (Identify the purpose for which the language is being used, with attention to goal and audience- the one verb from the standard; ex. demonstrate.)
Language Vocabulary (Identify key words specific to the content area derived from the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters, settings, descriptions, dialogue, stage directions. Additionally, include words within a text necessary for students’ comprehension.)
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the content area speak, write, and participate.) and Language Syntax (set of conventions for organizing symbols, words, phrases into structures.)
Materials / List resources to be used to engage students.
Engagement
How will you introduce the lesson? What is the ‘hook’ for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard.
***Use knowledge of students’ academic, social, and cultural characteristics. / What the Teacher Will Do
Include an interesting and understandable attention grabber that relates directly to the concept being taught.
Probing/Eliciting Questions
Check for prior knowledge and students’ experiences (be prepared to modify the level of the lesson accordingly—at least the level of the explanation and elaboration at the end of the hands-on portion).
Student Responses and Misconceptions
Anticipated answers (both correct and incorrect) that students might give. (Correct responses are given in brackets.)
Exploration / What the Teacher Will Do
List what you will do to guide student exploration.
List step by step what the students will do to explore the concept.
Probing/Eliciting Questions
Use questions to guide student exploration, evaluate student understanding and, facilitate student interaction and group cooperation. Critical questions designed to determine whether students understand and/or are able to carry out the assigned task.
Student Responses and Misconceptions
Anticipated answers (both correct and incorrect) that students might give. (Correct responses are given in brackets.)
Explanation / What the Teacher Will Do
Require students to present and explain the results of their investigation.
Summarize and clarify students’ understanding as it relates to each objective.
Correlate the activity and results to the science concept(s).
Probing/Eliciting Questions
Ask questions to deepen students’ conceptual understanding and skills.
Student Responses and Misconceptions
Anticipated answers (both correct and incorrect) that students might give. (Correct responses are given in brackets.)
Elaboration / What the Teacher Will Do
Guide the students in transferring and extending (applying) the concepts and skills to new situations.
Probing/Eliciting Questions
Connect and apply the lesson to students’ interests outside the classroom (not intended as a homework assignment).
Student Responses and Misconceptions
Anticipated answers (both correct and incorrect) that students might give. (Correct responses are given in brackets.)
Assessment/Evaluation
How will the students prove they know and understand the standard(s)? How will you review the standards and close the lesson?
Every standard listed above must be assessed and included. Formative and summative assessments should be considered while planning. Questions to consider while planning:
· How will students exhibit an understanding of the lesson’s objectives?
· How will you observe and/or provide feedback?
· What evidence will you collect to demonstrate students’ understanding/mastery of the lesson’s objective(s)? / Reminder: Assessment plan must align with objective(s)/standard(s).
Lesson Objectives learned? Wrap-up, summarize. Design an evaluation tool to assess the students’ mastery of the objectives. Each objective listed above must be assessed. Administer to your students and collect the evaluation for analysis.
Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as such; remember to identify both formative & summative assessments throughout the lesson):
Assessment Plan for Learning Objectives (This is a plan and should be written as such; remember to identify both formative & summative assessments throughout the lesson):
Modifications/
Differentiations for Students’ Individual Needs
How will you modify or differentiate the experiences in your lesson to meet students’ individual needs? / Accommodation(s)- (a change that helps a student overcome or work around the disability):
Modification(s)- (a change in what is being taught or what is expected from the student):
Differentiation- (tailoring instruction to meet individual needs; differentiating the content, process, and/or product):
***Credit for this template belongs to Tennessee State University, University of Texas at Austin, and Columbus State University.