1 edtpa lesson plan professional guidelines: 7-23-14 revised 8-4-17 developed by: shirley andrews, carolyn gish, jessica graves, lynn min

1
edTPA Lesson Plan Professional Guidelines: 7-23-14 Revised 8-4-17
Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn
Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14
Teacher Candidate
Date
School/Grade Level
Estimated Lesson Duration
Printed Name of Mentor Teacher
Mentor Teacher Signature
Date:
Alignment
A1 - 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? In other words, what is the big idea?
List the Georgia Standard(s) of Excellence and/or Georgia Pre-K
Content Standard(s) (GELDS), 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 evaluate
student learning. Tell whether your assessment will be used for
formative or summative purposes.
Explain how your assessment will provide 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 instruction and assessment in response to student information
collected.
Academic Language
Academic Language Function
Academic Language Demand
Academic Language Vocabulary
Describe how students are using language to demonstrate content
proficiency of your identified learning objective. In your
description, identify the purpose for which language is being used by
highlighting a key verb (i.e., summarize, explain, justify, compare).
Describe how students will use the language function within one or
more of the following contexts: reading, writing, listening/speaking,
or demonstrating/performing. Specifically address the language needed
for students to engage in and complete the learning task successfully.
Identify key words/phrases specific to the content area derived from
the standard. Define each of the key words/phrases using
developmentally appropriate language that you could use to explain the
concepts to children.
Introduction
Management
Identify teaching format: (Teacher-led large group, teacher-led small
group, cooperative or competitive small groups, pairs, independent,
etc.)
How will you gain the attention of the students?
How will you transition students, distribute and collect materials?
ISLT2 - Procedures
Note: In this section, describe how you will get students ready for
the lesson, but not how you will teach the lesson.
Hook and Hold – Engage the students with an activating strategy that
will spark interest and get them excited about the lesson. Describe
how you will gain attention and motivate students to engage in
learning.
Informing Learners of the Objective – Tell the students what they will
be learning (Learning Outcome/Objective) orally, in writing, or both.
State the importance of the lesson to the students’ lives today and
for future learning.
Stimulating Recall of Prerequisite Learning (Review) – Establish a
connection to the students’ prior knowledge in the same subject areas
and in students’ everyday lives. If you plan to ask the students
questions, list the questions here.
Body
Management
Identify strategies for managing student behavior: Include a plan for
positively reinforcing expected student behavior.
Describe how and where your students will work.
State the procedures you will use to call on students and tell how you
will provide equitable attention.
Describe the procedures that will be used for routine tasks (leaving
and entering the classroom, moving about the classroom, distributing
and collecting materials).
ISLT2 - Procedures
Presenting the Content (Modeling) - Identify and provide information
related to concepts, skills, and learning objectives. Explain content
using both verbal and visual input while inviting student
participation. Describe specific feedback (i.e., probes, prompts,
affirmation) that you will incorporate to support students in meeting
the objective(s) of the lesson.
Note: In this section, include what you will do and how you will do
it, step by step.
Checking for Understanding – Monitor student understanding and
progress. Make observations as you ask questions, provide wait time,
and vary the types of student response (non-verbal signals, call on
students, have choral response etc.). Provide immediate and corrective
feedback; identify and redirect misunderstandings. Offer additional
explanations and/or give further examples to clarify as needed.
Note: In this section, make sure students understand what you have
taught. Decide what you can ask or have the students do so you can
determine if they have a clear understanding of the content. Give
immediate feedback and/or reteach before moving on to the practice.
Practice (guided and/or independent) – You may choose to have guided
practice only, independent practice only, or both guided and
independent practice. Label each type of practice as guided or
independent practice. Provide a detailed explanation of the
opportunities for students to practice learned information through
guided or independent activities.
Assessment of the lesson
Alternatives for early finishers: Identify alternatives for students
who finish tasks early.
Alternatives for late finishers: Identify alternatives for students
who finish tasks late.
Closure
Management
How will you have students respond during the closure of your lesson?
ISLT2 - Procedures
Note: This is NOT where assessment takes place!
Explain how you will close the lesson:
Summarize the learning outcome(s), I can statement, EQ, etc.
Have students help review the important concepts, skills, and
knowledge that were taught.
Help students transfer the new knowledge or skills to future learning.
(How will this lesson connect or bridge to the next lesson?)
Elicit or state explicit connections to students’ everyday lives and
other content areas.
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: Research based practice
(8th ed.). Boston: Pearson.
The Georgia Department of Education. (2014). Teacher keys
effectiveness system. Retrieved from:
http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/Teacher-Keys-Effectiveness-System.aspx
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.

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