Instructional Strategies and Learning Tasks

edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14 1 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 for Approval

Alignment A1 - Central Focus A2 - Standard(s) A3 - Objective(s) What is/are the important List the Common Core Georgia Objectives should include: understanding(s) and core concept(s) Performance Standard(s), Georgia (1) a specific goal that has an observable that you want students to develop within Performance Standard(s), and/or Georgia learning outcome, (2) conditions under the learning segment? In other words, Pre-K Content Standard(s) that align(s) which a learning outcome can be expected what is the big idea? with the learning objective(s) 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 Describe the degree of behavior required Describe how your assessment data will will be used to assess student learning. In for the objective(s) to be met. Provide inform the teacher decision-making describing the assessment, identify if your levels of proficiency. Examples may process. assessment will be used for formative or include meets, partially meets, and does summative purposes. not meet. Describe how your assessment will allow you to provide developmentally Explain how your assessment will appropriate constructive feedback to evidence that students have met the students. objective(s) identified for the lesson. 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 K1 – Background Knowledge K2 – Specific Learning Needs K3 – Supports, Accommodations, and Modifications Describe the prior academic learning of Describe the specific learning needs of Describe supports, accommodations, and students relevant to the lesson. students as identified in Individualized modifications that will be made to Educational Plans (IEPs), 504 plans, and assessment and instruction in response to Describe the prerequisite skills required relevant Response to Intervention (RTI) student information collected. for students to experience success during documents. the lesson. Describe variations in learning needs of Describe personal, cultural, and specific student groups including, but not community assets that students bring to limited to, English language learners, the lesson. gifted/talented, and struggling/underperforming students. Describe assessment data that informs your knowledge of students (i.e., academic, behavioral).

Academic Language AL1 - Academic Language Function AL2 – Academic Language Demand AL3 – Academic Language Vocabulary Describe how students are using language Describe how students will use the Identify key words/phrases specific to the to demonstrate content proficiency of your language function within one or more of content area derived from the standard. identified learning objective. In your the following contexts: reading, writing, Define each of the key words/phrases description, identify the purpose for which listening/speaking, or using developmentally appropriate language is being used by highlighting a demonstrating/performing. In your language that you could use to explain the key verb (i.e., summarize, explain, justify, description, you should specifically concepts to children. compare). address the language needed for students to engage in and complete the learning task successfully. edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14 2 Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14 Instructional Strategies and Learning Tasks

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. Respond to each of the guidelines below:  Include enough detail in this lesson plan that it could be taught by another individual.  Identify formative/summative assessments in the lesson with underlined text.  The Procedures section must be written in first-person and include teacher script. As appropriate, describe the use of instructional technologies to support student learning.

Introduction ISLT1 - Provide an estimated time for this section. Pacing ISLT2 - * This section must be written in first-person, include teacher script, and be aligned to the objective. As Procedures appropriate, describe the use of instructional technologies to support student learning.

Gaining Attention (Anticipatory Set) – Describe how you will gain the attention and motivate students to engage in learning. Describe why your students should care or want to know about this topic. As appropriate, address cross- curricular connections.

Informing Learners of the Objective (Objectives and Purpose) – Describe how you will communicate your learning objectives to students using developmentally appropriate language.

Stimulating Recall of Prerequisite Learning (Review) – Describe the student needs, interests, and prior learning that will be a foundation for this lesson. ISLT3 - Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to Management promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address Strategies how you plan to ensure equitable attention to all learners.

Plan for Transitions – Describe how you will transition students during this portion of the lesson and as you prepare to move into the next section of the lesson.

Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.

Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior. ISLT4 - Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and Differentiatio community assets will be embedded through instruction during this portion of the lesson. n Supports, Accommodations, & Modifications - Describe supports, accommodations, and modifications that will be made, during this portion of the lesson, in response to student information collected.

Variety in Instruction – Describe planned variations with consideration to modalities of instruction (i.e., visual, auditory, tactile/kinesthetic), multiple intelligences, and instructional activities (i.e., teacher-led large group, teacher-led small group, cooperative or competitive small group, pairs, independent), during this portion of the lesson, in response to student information collected.

Early/Late Finishers – Identify the alternatives for students who finish any activities early or late. ISLT5 - Checking for Understanding – Describe how you will monitor student understanding within this portion of the Assessment lesson. Include questions you will pose to check for understanding.

Assessment – As appropriate, identify how continuous assessment of learner progress, conducted during this portion of the lesson, will inform instructional decision-making.

Body ISLT1 - Provide an estimated time for this section. Pacing ISLT2 - * This section must be written in first-person, include teacher script, and be aligned to the objective. As Procedures appropriate, describe the use of instructional technologies to support student learning. edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14 3 Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14 Presenting the Content (Input, Modeling) – Sequentially describe the research-based instructional strategies that you and the students will be using as the content is presented. Address how you will explicitly teach and model/demonstrate skills, strategies, and/or concepts. Include questions (with answers) or problem-solving activities to promote higher-order thinking. Include strategies planned to address potential student misconceptions.

Eliciting the Desired Behavior (Checking for Understanding, Guided Practice) – Describe the engaging and worthwhile learning activities and tasks that your students will complete. Describe specific feedback (i.e., probes, prompts, affirmation) that you will incorporate to support students in meeting the objective(s) of the lesson. ISLT3 - Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to Management promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address Strategies how you plan to ensure equitable attention to all learners.

Plan for Transitions – Describe how you will transition students during this portion of the lesson and as you prepare to move into the next section of the lesson.

Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.

Assessment – Identify how you will conduct continuous assessment of learner progress within this portion of the lesson.

* Describe independent practice procedures, as appropriate.

Closure ISLT1 - Provide an estimated time for this section. Pacing ISLT2 - * This section must be written in first-person, include teacher script, and be aligned to the objective. As Procedures appropriate, describe the use of instructional technologies to support student learning.

Providing Feedback – Describe how you will bring closure to the lesson by prompting learners to recall, summarize, paraphrase, and/or problem solve in a non-evaluative way. Describe how you will link present content to prior and future learning, other content areas, and authentic experiences. ISLT3 - Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to Management promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address Strategies how you plan to ensure equitable attention to all learners.

Plan for Transitions – Describe how you will transition students during this portion of the lesson and as you prepare to move into the next section of the lesson.

Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.

Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior. ISLT4 - Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14 4 Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14 Differentiatio community assets will be embedded through instruction during this portion of the lesson. n Supports, Accommodations, & Modifications - Describe supports, accommodations, and modifications that will be made, during this portion of the lesson, in response to student information collected.

Assessment – Identify how you will conduct continuous assessment of learner progress within this portion of the lesson.

Instructional Materials and Resources IMR1 – Materials and Resources IMR2 - References List materials/resources needed for this Cite all materials/resources using the current APA format. lesson, including technology. Borich, G. (2014). Effective teaching methods: Research based practice (8th Attach copies of all materials/resources ed.). Boston: Pearson. used during the lesson. 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.