MEdT Learning SegmentPlanning Template (edTPA)*

Candidate’s Name ______Date ______Cohort # ____

Class Featured in this Assessment

Subject ______Course Title ______

Learning Segment Title ______

Grade Level(s) ______# of Students (by grade level) ______Females _____ Males _____

Length of Course (circle one): One YearOne SemesterOther: ______

Class Schedule (e.g., 50 min. every day, 90 min. every other day) ______

School Featured in this Assessment

School Type (circle one): Elementary MiddleIntermediateHigh

School Location (circle one): UrbanSuburbanRural

Special Feature of School or Classroom (circle all that apply): Charter Independent Themed Magnet

Co-Teaching Remedial CourseHonors CourseOther: ______

District, School, or Mentor Teacher Requirement (circle all that apply): Required Curricula Pacing Plan

Specific Instructional StrategiesStandardized TestsOther: ______

The edTPA Learning Segment is based on 3-5 hours of classroom instruction.This Learning Segment Planning Template contains a lesson plan outline in Sections II.-IV. that ought to be repeated for each of the 3-5 lessons that comprise the entire Learning Segment Plan. Please attach instructional materials (e.g., handouts, PowerPoints) and assessments (e.g., quizzes, tests) with the completed Learning Segment Planning Template when you submit it for scoring. Cohort instructor(s) can assist you as questions arise.

I. CONTEXT FOR LEARNING (This is completed once before the implementation of all lessons within the learning segment.)
STUDENTS
Describe students’ prior knowledge of prerequisite subject content, English language proficiency, learning style preferences, and socio-cultural backgrounds. Then explain any accommodations and/or modifications needed to address individual (e.g., IEP/504 Plans), group (e.g., Honors, Remedial, At-Risk, Other), and whole class learning needs and preferences. Please include the number of students identified with each specific characteristic or need listed below.
Prior Knowledge of Prerequisite Subject Content ______
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English Language Proficiency ______
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Learning Style Preferences ______
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Socio-Cultural Backgrounds ______
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IEP/504 Plans
Classifications/Needs # of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
Example: Visual Processing 2 Close Monitoring, Large size graph paper
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Other Learning Needs # of Students Supports, Accommodations, Modifications, Pertinent IEP Goals
Example: Struggling Readers 5 Provide oral explanations for directions and simplified text
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Accommodations/Modifications for Identified Groups (e.g., Honors, Remedial, At-Risk, other)
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CLASSROOM, SCHOOL, PARENTS, & COMMUNITY RESOURCES
Describe the ways in which the classroom (material and personnel resources, school structures (e.g. grade level teams, assessment systems), parents, and community impact student learning in your classroom.
Classroom (material and personnel resources) ______
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School (e.g., grade level teams, assessment systems) ______
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Parents______
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Community ______
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II. SETTING THE STAGE (This section is repeated for each of the 3-5 lesson plans that comprise the Learning Segment.)
LEARNING STANDARDS (Federal, State, and/or Local)
Name of Standard(s) (Please copy the language of the standard.)
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KEY CONTENT
Learning Segment’s Central Focus
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Learning Segment’s Essential Question
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Students’ Prior Conceptions of the Learning Segment Concepts
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ACADEMIC LANGUAGE (language function, vocabulary, syntax, discourse)
Language Function (performance verbs from the Instructional Objectives listed below):
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Vocabulary Terms (words and phrases with: a) subject specific meaning that differ from meanings used in everyday life, b) general academic vocabulary used across disciplines, or c) subject-specific words defined for use in the discipline)
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Syntax (set of conventions for organizing symbols, words, and phrases together into structures including sentences, graphs, tables)
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Discourse (structures of written and oral language including how members of discipline talk, write, and make meanings)
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SAFETY PRECAUTIONS (Science and/or other subjects)
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LEARNING OBJECTIVES
Performance Criterion
(begin w/action verb) (details of what students should know, do, think, or feel)
SWBAT ______.
SWBAT ______.
SWBAT ______.
SWBAT ______.
ANTICIPATORY SET (Bell Work, Do Now, Hook, QOD, Warm Up)
(Time ______) / AGENDA ITEMS POSTED ON FRONT BOARD
III. ACQUISITION (This section is repeated for each of the 3-5 lesson plans that comprise the Learning Segment.)
1. SAY (Explanation) (Time ______)
Checking for Understanding: / SEE (Modeling)
Checking for Understanding: / DO (Structured Practice)
Checking for Understanding:
Instruction Supports, Modifications, Accommodations
Assessment Supports, Modifications, Accommodations
Language Supports, Modifications, Accommodations
2. SAY (Explanation) (Time ______)
Checking for Understanding: / SEE (Modeling)
Checking for Understanding: / DO (Structured Practice)
Checking for Understanding:
Instruction Supports, Modifications, Accommodations
Assessment Supports, Modifications, Accommodations
Language Supports, Modifications, Accommodations
3. SAY (Explanation) (Time ______)
Checking for Understanding: / SEE (Modeling)
Checking for Understanding: / DO (Structured Practice)
Checking for Understanding:
Instruction Supports, Modifications, Accommodations
Assessment Supports, Modifications, Accommodations
Language Supports, Modifications, Accommodations
IV. CONSOLIDATION (This section is repeated for each of the 3-5 lesson plans that comprise the Learning Segment.)
GUIDED PRACTICE if applicable (Time ______)
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable(Time ______)
CLOSURE (Time ______) / INDEPENDENT PRACTICE if applicable
MATERIALSif applicable
V. Evidence-Based Reflection (This is completed once after the completion of all lessons within the learning segment.)
On the lines below, offer evidence-based reflections on the strengths and challenges you encountered for your planned lesson segment.
Planned Assessments
Describe how your planned formal and informal assessments will provide direct evidence of students’ understanding of concepts, application of concepts, and the nature of the discipline being taught.
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Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
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June 2014

*Portions of this document were taken from SCALE edTPA Assessment Handbooks.

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