TPA Guideline and Leson Plan Template

Lesson Plan Framework

Eastern Washington University

Washington Teaching Performance Assessment (WA edTPA)

This framework (adapted from University of California, Gervirtz Graduate School of Education, Teacher Education Program) is designed to help you with the construction of your lesson plans and as you prepare for the WA edTPA.  Questions are presented below the headings to help direct you as you are completing the framework.  You might not need to respond to each one of the questions; it is recommended that you consider as many of them as you think are appropriate, practical, and essential for your lesson.  Moreover you do need to include the basic structures such as context for learning, lesson rationale, standards, objectives, assessment, instructional strategies, closure, and materials.

You will select a learning segment of 3-5 lessons (or if teaching within a large block, 3-5 hours of connected instruction).

Context for Learning: (Attention to students’ backgrounds, interests, and needs)

WHO are the students in this class (or in this group)?

·        How many students will you be teaching? How many males? Females?

·        What is the age range or grade level(s) of the students?

·        What are the identified English language proficiency levels of the students? What do you know about the students’ conversational and academic English?  How do you know?

·        What prior knowledge, skills, and academic background do students bring to the lesson (consider previous learning experiences, assessment data, etc.)? How do you know?

·        What additional needs might students have (describe any special considerations and/or exceptional needs)? How many students have Individualized Educational Plans or 504 plans?

·        What are the represented socio-economic, cultural and ethnic backgrounds of the students? How might these influence your planning, teaching and assessment?

WHAT conditions might impact the planning and delivery of the lesson?

·        Describe conditions/limitations that might impact the planning and delivery of your lesson, pacing, texts or instructional practices.

·        Describe district, school, grade-level and cooperating teacher’s requirements or expectations. Include such things as curricula, standardized tests or other assignments.

·        What classroom management issues might affect instruction? How might you proactively address those issues in your lesson design?

Content Standards (EALRs/GLEs/National Standards):

·        Cite the grade level and standards using the numbers as well as the text. Use only the relevant parts to help focus your lesson planning.

Big Ideas/Essential Questions/Established Goals:

§  What is the Big Idea or Goal for student learning?

Research and Theory Evidence

·        How is your lesson/instruction supported by research and theory?

Content and Academic Language:

·        What key vocabulary (content-specific terms) do you need to teach and how will you teach students that vocabulary in the lesson? What instructional language do you need to teach (discuss, share ideas, asking questions, summarizing, following and giving instructions, answering multiple-choice questions)? Academic language functions: What are students doing with language to express their developing understanding of the content you are teaching? 

·        Linguistic forms: What words and phrases do students need in order to express or communicate their understanding of the content you are teaching? How will you teach students the grammatical constructions (this is where you identify sentence frames)?

·        Nonlinguistic forms: What visuals, illustrations, charts, or multimedia, will you provide to assist students’ understanding of Academic Language?

·        What opportunities will you provide for students to practice the new language and develop fluency (written or oral)?

Assessment

Formative Assessment (Process):

·        How will you know that the students are learning/working towards your goals?

·        How will students demonstrate their understanding?

·        In what ways will you monitor student learning during the lesson and how might this guide your instruction?

·        What specific actions do you expect to observe?

·        How will you record what you see and hear?

·        What criteria will you use to judge whether your students are/are not meeting the goals of the lesson?

·        What feedback will you provide?  How will your feedback support students in meeting the goals of the lesson? 

·        Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.

Summative Assessment (Product):

·        What evidence of student learning will you collect and in what ways will the evidence document student achievement?

·        In what ways will the evidence document student achievement?

·        Does your assessment allow all students to show what they know or have learned?

·        How might you modify your assessment/s for the students with whom you are working?

·        How will your students be able to reflect upon and self-assess their learning?

·        What are your evaluative criteria (or rubric) and how do they measure student proficiency for your objectives? Evaluative criteria are categories that you use to assess student learning (e.g., the accuracy or quality of the students’ identifications, explanations, solutions, computations, analyses, applications, designs, judgments, etc.

·        Are your assessments aligned with your objectives?

Lesson Plan Format

1.      Teacher Candidate:

2.      Subject:

3.      Lesson Title/ Central Focus:

4.      Grade Level(s):

5.      Length of Lesson:

·        Time Required

6.      Academic and Content Standards (EALRs/GLEs/National):

7.      Learning  Objective(s):

·        WHAT do you want students to know and be able to do (must be measurable)? Be specific and use concrete terms.

·        Learning Objective(s) must align with the Content Standards listed in #6.

8.      Academic Language:

·        Consider Language Demands (reading, writing, listening speaking) that students will need to participate in learning tasks and demonstrate their learning?

·        What are the oral and written academic language (vocabulary and functions and forms of language associated with learning objective) that students will need to understand or produce in your learning segment?

9.      Assessment:

·        What type of assessment will you use to measure student learning?

·        Identify if this is formative or summative.

·        Attach all assessment tools for this lesson.

·        Specifically identify what this assessment will measure.

10.   Lesson Rationale:

WHY are you teaching this lesson?

·        How is your lesson/instruction supported by research and theory?

·        Upon what assessment data or previous lessons are you building?

·        WHAT requisite skills do students need in order to access the lesson & participate fully?

·        How does the content build on what the students already know and are able to do?

·        HOW does this lesson fit in the curriculum?

·        By teaching this lesson, how will this add to student learning?

·        How does the lesson build on previous lessons or previous learning?

·        How will the learning in this lesson be further developed in subsequent lessons?

11.   Instructional Strategies and Learning Tasks to Support Student Learning:

Introduction

·        How will you communicate the learning objectives to students?

·        How will you introduce this lesson (draw upon and engage students in examining their own strengths from prior learning and experience)?

Student Voice

Describe how you will gather information and data from students that inform you of:

·        Their knowledge of the learning targets and how they are progressing towards these targets (e.g., “I can…” or “I am learning…” statements)?

•     Their knowledge of the support and resources that can be accessed to help them achieve the learning targets

·        Their knowledge of the relationship between the assessment and learning objectives

Learning Tasks

·        What explicit learning instruction occurs: what specifically are the students learning in this lesson?

·        What are the procedural directions for students to follow?

·        What learning activities do you have planned for the students (Note: these describe what the students do during the lesson)

·        What instructional strategies will you use (Note: Instructional strategies describe what the teacher does during the lesson).

·        How will you incorporate guided practice? Provide estimates of time.

·        What are the key teacher questions or prompts?

·        Will students be grouped and, if so, by what criteria?

Closure

·        Review and restate the learning objective(s).

·        Preview connection to future learning/lessons.

·        Attach all instructional materials (class handouts, PowerPoint or Smart Board slides, etc.)

12.   Differentiated Instruction:

·        In what ways will you ensure equitable learning opportunities for all students?

·        How will you differentiate instruction based on the needs of your students?

13.   Resources and Materials:

·        Where did I find the idea for the lesson? (reference)

·        What materials will you need in order to teach this lesson? What materials will students need?

14.   Management and Safety Issues:

·        Are there management and safety issues that need to be considered when teaching this lesson? If so, list them.

·        What will you do to prepare your students for these issues?

15.   Parent and Community Connections:

·        How will you engage or involve parents and the community?

EWU Department of Education Revised 8/12

Adapted from University of California

Gervirtz Graduate School of Education

Teacher Education Program

Tim Dewar, Ron Kok, Ann Lippincott, and Catherine Leffler, (2004)

Revised in 2007 by Ann Carlyle, Linda Hollingsworth, Sarah Jacobs, Ann Lippincott and Tanya Mishler

Revised in 2009 by Ann Lippincott, based on CCTC Program Standards and Marsha Honnold, based on PCT rubrics.

Book Talk Selections

Michele Pindras--Bone by Leigh Bardugo
Todd Harr--The Adventures of Tom Sawyer by Mark Twain
Mackenzie Curtis--Brave New World by Aldous Huxley
Brad Plummer--Fahrenheit 451 by Ray Bradbury
Aaron Gruis--Maus by Art Spiegelman
Hollie Clouse--The Hunger Games by Suzanne Collins
Anna Pabst--The Giver by Lois Lowry
John McDougal--House of Hades by Rick Riordan
Breanne Hanson--The Boy in the Striped Pajamas by John Boyne
Dominick Giguere--Anthem by Ayn Rand
Sean Pelfrey--To Kill a Mockingbird by Harper Lee
DaVena Clark--Princess: A True Story of Life Behind the Veil in Saudi Arabia by Jean Sasson
Sharon McClintock--Milkweed by Jerry Spinelli
Whitney Leavitt--13 Reasons Why by Jay Asher
Candice La Vanway--Little Women by Louisa May Alcott
Patricia Brady--A Long Way Gone by Ishmael Beah
Josh Gallegos--Lord of the Rings: The Fellowship of the Ring by J.R.R. Tolkien
Russ Carder--Ender's Game by Orson Scott Card
Kailie Knutzen--Feathers by Jacquline Woods

Learning Letter Assignment

ENGL 493

Learning Letter Assignment

Each student is required to complete a course reflection in the form of a blog posting. This final blog posting should fulfill three major requirements:

1)      Reflect on the work you’ve completed in the course (book talks, mini-lessons, unit plans)

2)      Reflect on the theories and concepts we explored in readings and discussions

3)      Reflect on how you think your participation in this course has influenced your thinking about yourself as a teacher

The process of continual reflection is essential to your growth as a teacher.

The learning letter is worth 5% of the final grade for the course, and it is due to your blog by Thursday, 12/12 at noon. 

3 Week Unit Plan Assignment

English 493                                                                                        

3 Week Unit Plan

Using texts other than those being covered in our class, each student will prepare a three week unit plan. Preparing this unit will help you in a variety of ways. You will get feedback on the feasibility of your lessons working in the classroom and on your methods of evaluation. You may be developing materials for a text/texts already used in the curriculum that you may/will encounter again in your own teaching. You may be developing materials for a text/texts that you can make the case for why it should be included in the curriculum. Or you may be developing materials that include English Language Arts instruction in a different content area. Whichever option you choose, you will gain experience in planning a meaningful unit for your future students. This will be a very detailed project. The literature unit plan is worth 40% of the final grade for the course. It is the culminating project for all of the work we will do this quarter.

Project Objective: To construct a well-researched and applicable instructional 3 week unit that incorporates a novel, a play, poetry, a group of short stories, an author, or a specific period. This unit should integrate literature, language, composition, listening, speaking, social justice, informational texts, and technology/media. You must incorporate the theoretical work that we’ve discussed in class during the quarter. Feel free to incorporate other theoretical lenses as well. Many of you are in practicum situations. This unit plan is a great opportunity to develop materials for content currently underway in your placements. Although it is not required, the work you develop for this assignment could be used by you or your master teacher so that you can see how what you have designed works in the classroom. Feedback from your master teacher will also be incredibly useful for you.

* This project can be completed individually or in pairs. If working in pairs, it is essential that the each aspect of the project is worked on collaboratively. Please don’t split the project up and complete it separately. Thinking through each aspect of this project is necessary to prepare yourself for teaching secondary ELA skills.

Requirements:

Unit Overview/Introduction (100 pts): Write an introductory overview that captures the essence of your unit and what you plan for it to accomplish. (Three to five pages double-space typed). Introduce each section of your unit plan. In your introductory paragraph, tell the title of your text(s), the grade level for which you intend the unit, and what you plan for your project focus. Then, write a narrative describing the unit so that any reader will understand what the focus is and what the unit is generally trying to accomplish. Throughout your overview, the focus of the unit should always be clearly identifiable as you describe the intent of your individual lessons, as you show how you will integrate any extra resources (such as cultural items, texts, technology, or photocopied material), and as you explain your unit evaluation procedures. This introductory overview must be clear enough that anyone picking up your unit will know what you focused on and how you approached it from the beginning of the project to the end. Include your rationale for using your selected text(s) in the classroom.

Calendar/Timeline (20 pts): Describe the objective/focus, the classroom activities, and the assignment for each day in the calendar or timeline. Include a brief timeline of the unit that shows the progression of instruction during 3 weeks. This timeline may be in calendar form or as a one to two page description of daily activities. Each day should include the main activities and events that will be covered as well as daily assignments.

Unit Objectives (20 pts): Develop an overall question or statement that will act as an “umbrella” for your goals and objectives for the unit. When you list your goals and objectives, prioritize them, starting with the most important. Keep your list short--a maximum of four or five. Remember that these are the main objectives for the unit as a whole. The objectives for your individual lessons will be much more varied. Explain clearly what it is you want the students to learn and/or accomplish by the end of the unit. Refer to CCSS in this section.

Evaluation Plan (40 pts): Consider how you will evaluate this unit, what assignments will work best for evaluating your selected objectives, and describe in detail your plan (point system, percentages, etc., including the rationale for using them).  

Daily Lesson Plans (120 pts): Follow the TPA lesson template to plan each day of your 3 week unit. In each lesson plan, provide details of activities and the timing of these activities as a narrative so that anyone could understand where your lesson is moving and how you will accomplish it (this includes outlines, handouts, and lecture notes, if used). In bibliographic form, be sure to list all materials used. Attach all supplementary material used in the lesson, including quizzes, worksheet, handouts, poems, stories, pictures, overheads, etc.

Annotated Bibliography (50 pts): Make an annotated bibliography for all the sources you used as well as those you might use later (10 minimum). Some of these should be from course material, but please use a minimum of 3 outside sources as well. Your annotation should be descriptive and evaluative and should run from three to four sentences.

Self-Evaluation of Final Project (30 pts): When you have completed your project and are ready to turn it in, write a self-evaluation of your entire final project, looking at the strengths and weaknesses of your unit. Include what you have learned from doing this unit. Looking ahead, consider what you might change based on what you’ve already learned from preparing this unit.

Organization of Teaching Materials (20 pts): 

Organize your information. Make it as easy as possible for you—and others that you are sharing your project with—to find items.

A few suggestions:

1. Use Section Dividers. Use subject dividers or tabs to identify each section. Consider breaking up large sections into smaller, more easily accessible sections. For example, lesson plans could be divided up week by week, or even day by day.

2. Add a Table of Contents and Paginate. List each individual section in the order presented.

3. Edit.  Also, have a friend/colleague edit. Edit for your friend/colleague.

4. Proofread.  Also, have a friend proofread. Proofread for your friend/colleague.

This assignment is worth 40% of your final grade in this course. Please feel free to consult with me throughout your process of putting this project together. I’m happy to look at drafts of pieces of the project to give you feedback. I’m available for discussions of ideas, texts, assignments, etc. For those working in pairs, both students will earn the same grade.