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edTPA Lesson Plan Template: 10-14-13
Developed by: Jamie Bird, Carolyn Gish, Jessica Graves, Shaunita Strozier, and Shirley Thompson
Mentor Teacher Signature for Approval
Central Focus: 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?
Standard(s) / Objective(s) / Assessment(s)
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 be measurable and aligned with the standard(s).
You may use the following sentence frame:
The student will (insert observable/measurable behavior) to (insert action using language of the standard). / List the type of assessment that will be used to assess student learning (informal/formal).
Academic Language:
What academic language will you teach or develop? What is the key language demand? What is the key vocabulary and/or symbols? / Language Function: Identify the purpose for which the language is being used, with attention to goal and audience – the one verb from the standard; ex: demonstrate.
Academic Language Demand: Identify one of the following: reading, writing, listening/speaking, or demonstrating/performing. The demand will require more or less scaffolding (support) depending on the needs of students.
Language Vocabulary: Identify key words specific to the content area derived from the standard.
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. Emphasize how you will support the diverse needs of students in your class by describing how you will accommodate/modify for specific learner needs. Also, describe how assessment will be incorporated within and throughout your lesson.
Introduction *Before Phase
Engage the students by presenting the problem. Get students mentally prepared for the lesson. Activate prior knowledge and make sure students understand the problem. Clarify your expectations before students begin working on the problem.
How will you introduce the problem to the students?
Is there a current or popular event that could be used to introduce the problem?
How will you activate students’ prior knowledge?
What oral and written directions will you provide?
How will you organize your students to help them work effectively on the problem?
What will students specifically be expected to produce?
How will you make sure each student is held accountable?
Body*During Phase
Let Go! Give students a chance to work without too much guidance. Listen actively and take this time to find how different students are thinking, what ideas they are using and how they are approaching the problem. This is a time for observation and assessment, not teaching.
Anticipate areas that students may have difficulty with in this lesson. What hints, without giving away the answer to the problem, will you provide if students have difficulty or get stuck?
Consider the following types of questions:
What have you already tried?
Can you explain more about….?
What steps did you use to solve the problem?
Can you think of any other solutions?
What about….?
Are there particular individual or groups of students that you would like to observe or assess during this phase?
What lesson connected extensions and challenges can you pose for students who finish tasks early to extend their learning?
How would you plan in advance for students who finish tasks late and may need accommodations?
How will you ensure that you are prepared for the content of the students’ work to guide your questions and support for their work?
Closure*After Phase
This is the most important part of a problem based lesson! Plan a class discussion that will encourage students to work together collaboratively and feel comfortable to share their ideas for solving the problem. Ask students to share their solutions to the problem and provide an explanation for their answer(s). This could be done orally and in writing (e.g. math journals, graphic organizers, and summary). Give students an opportunity to ask one another questions. The teacher may also ask clarifying questions. Remember, your main role is to understand the students’ thinking.
How will you promote a community of learners that includes all students and have the students feel comfortable sharing ideas and taking risks?
How will you structure a class discussion?
Will you ask students individually or in groups to explain their solutions and justify their answers?
If students are to provide oral reports, how will you record what is being said?
If misconceptions emerge, how will you address them?
How will you and/or the students summarize the learning outcomes/objectives?
What questions or prompts will you use to help students transfer their new skill/strategy to future learning?
Instructional Materials / Instructional Resources
List pertinent materials/resources needed for this lesson, including technology. / Cite all materials/resources using the current APA format.