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Student Teacher:___________________________________ Lesson Plan Model^1
Central Focus/Lesson Title/#:
Grade Level:
PART 1- PLANNING/PREPARATION/CONSIDERATIONS Commentary
Prior Academic Knowledge
and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Knowledge skills and concepts:
Prior knowledge and/or gaps in knowledge:
Common Errors,
Developmental
Approximations,
Misconceptions, Partial
Understandings, or
Misunderstandings
What are common errors or misunderstandings of students related to the central focus of this lesson?
How will you address them for this group of students?
Common Errors:
How to address these problems:
Developmental Approximations:
Misconceptions, Partial Understandings, or Misunderstandings:
(^1) The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts. Modified by SIUC Restructuring Committee/UACC.
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Academic Language
Demand(s):
Content, Literacy, Common Core Reference- What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson?
What content specific terms (vocabulary)do students need to support learning of the learning objective for this lesson
What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?
What are your students’ abilities with regard to the oral and written language associated with this lesson?
How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?
Content, Literacy, Common Core Reference:
Specific Terms (Vocabulary):
Language Function:
Specific ways student use language:
General Academic:
Subject Specific:
Oral and written language:
Support Students:
Student Interactions
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
What Ifs
What might not go as planned and
how can you be ready to make
adjustment?
Theoretical Principles and/or
Research–Based Best
Practices
Why are the learning tasks for this lesson appropriate for your students?
Hyperlinks are not acceptable – enter in APA format.
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Structured Practice and
Application
Gradual Release (We do, You do together & You do alone.
Guided Practice (We Do):
Collaboration (You Do Together):
Independent Practice (You Do Alone):
Closure
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan.
(Include for each Content, Literacy, & Social/Emotional objective)
Type of assessment
(Informal or Formal)
Description of assessment Modifications to the assessment so that all
students could demonstrate their learning.
(NA for EDUC 301s Only)
Evaluation Criteria - What evidence of
student learning (related to the learning
objectives and central focus) does the
assessment provide?
Resources (Use APA format) Hyperlinks are not acceptable.
Attach each assessment and associated evaluation criteria/rubric.
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Part 2 Lesson Plan ‘guiding’ questions.
Once you have completed your Part 2, review each section and ask yourself if you have addressed the questions in each
section in the design of your plan. If you have not addressed these areas in your plan, refine your sections. Do NOT
print this page with your Part Two. For your reference purposes only.
Materials
What materials does the teacher need for this lesson? What materials do the students need for this lesson?
Standards
What standard(s) are most relevant to the learning? (Content, Literacy, & Social/Emotional Required)
Student Learning Objective(s)
Skills, procedures, concepts and reasoning, problem solving, strategies. What are the specific learning objectives(s) for student in this lesson? (Content, Literacy, & Social/Emotional Required)
Launch
How will you start the lesson to engage and motivate students in learning?
Instruction
Introduction What will you do to assist students in understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
Teaching What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
Gradual Release How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned? How will you determine if students are meeting the intended learning objectives?
Closure
How will you end the lesson?
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Proposed
Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction? Classroom management?
Whole class:
Groups of students:
Individual students:
Justification
Why will these changes improve student learning?
What research/ theory supports these changes?
Changes that would improve learning:
Research/theory supporting changes:
Hyperlinks are not acceptable – enter in APA format.
