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.