Central focus/ Unit goal:
LESSON PLAN TEMPLATE
Author: Monica Gallup
Subject/Grade level:
Date:
Time:
LESSON # ___
INSTRUCTIONAL FOCUS
Standard(s)
K.RI.1 With prompting and support, ask and answer questions about key details in a
text.
Actively engage in group reading activities with purpose and understanding.
With prompting and support, identify the main topic and retell key details of a text.
Content
Objective(s)
Students will be able to identify the main topic of a book and retell key details of a
text.
Language
Objective(s)
Students will be able to orally use vocabulary related to the life cycle of a butterfly.
I can name the stages of the life cycle of a butterfly.
Learning
Target(s)
ACADEMIC LANGUAGE DEMANDS
Language
Function
Language
Demand
The language function is identify. (one word).
Vocabulary:
a) content-specific
b) academic
Discourse OR syntax:
ASSESSMENT
Informal
Formal
CLASSROOM SUPPORTS
Planned
Supports
IEP and 504s:
Struggling readers:
Gifted students:
ELLs:
Higher-order
Questions
Materials /
Technology/
Visual Aides
INSTRUCTION / LESSON PROCEDURES
Suggested Steps, including time frames (please include as many Teacher Does and Students Do as
needed):
Anticipatory Set:
Teacher Does:
Students this week we are going to talk about butterflies! But first I would like to know what you know
about butterflies. I am going to give you a butterfly template and you are going to draw inside
information that you know about them. You can share how they grow or what they eat or wherever
information you know about them. You are going to have 3 minutes to think and draw something about
them.
When you are ready, we are going to play the game freeze and every time the music stops you need to
talk with your partner that is next to you about your ideas. I will write the sentence frame I know about
butterflies that…… I will model first with one of the students and then they are going to do it with their
classmates.
Students Do:
Students draw ideas about butterflies and dance and share with their partner what they know.
Main Instruction:
Teacher does:
Wow I am so surprised to hear how much you know about butterflies!
“Today we are going to read a story two times. After we finish the first time, you’re going to tell me
about it. Then, we’ll read the story again. When I finish the second time, you’ll do another activity to
retell the story, “What are we going to do today?” The teacher displays a list on chart paper as a visual
reminder of the steps in the routine. The book is ‘’The Very Hungry Caterpillar’’ by Eric Carle.
Let’s see a video to learn new vocabulary about the book! Let’s practice again the vocabulary with this
song. Please stand up and let’s dance!
She shows the pictures of the new vocabulary (egg, caterpillar, chrysalis, and butterfly) and ask
students to repeat the vocabulary after her while she points the pictures.
Through the reading I would like that you pay attention to see if you can find these pictures and words
in the book and you need to let me know raising your hand to show me that you know what picture
goes with what word.
Students do:
Students repeat the vocabulary looking at the pictures. They dance and sing the song.
Teacher does:
While the teacher is reading the book and the picture of the new vocabulary appears. She asks student;
what is this? How does it call? She asks students to act with their bodies the words and ask them to
show her how does an egg, caterpillar, chrysalis, and butterfly look like.
Students do:
Students pay attention to the story, race their hands if they know the word that match with the picture
in the book and act the words with their bodies.
Teacher does:
I can see that you have learned these words so well! Now I want that we retell the story together
putting in order the pictures in this graphic organizer and using the new vocabulary.
Repeat with me: First the butterfly is an egg, after is a caterpillar, then is a chrysalis and last is a
butterfly!
Now I am going to read the book a second time and you are going to go to your seats to work
individually to retell the story of the book “The Very Hungry Caterpillar”
After students share their ideas with their partners they go to their tables and work with their
groups with a worksheet to put in order the story of ‘’The Very Hungry Caterpillar’’ and retell
the story to their groups.
After students put in order the pictures
Planned Informal Assessment(s): What are you doing to check for understanding?
Planned Formal Assessment(s): What assessments will you collect as evidence of mastery of the
learning target?
Closure:
Teacher Does:
Students Do:
ADDENDUM A: edTPA CONSIDERATIONS
CHECKLIST TO INCLUDE:
 Circle all the theoretical principles that inform your planning and instruction:
 Gradual Release of Responsibility (Pearson and Gallagher)
 Bloom’s Taxonomy (Bloom)
 Zone of Proximal Development (Vygotsky)
 Sociocultural theory - need for interaction & purposeful grouping (Vygotsky)
 Scaffolding (Vygotsky)
 Discovery Learning Theory (Bruner)
 Multiple intelligences (Gardner)
 Experiential Learning (Dewey)
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Cognitive Development Theory (Piaget)
Brain-based Learning (Jensen)
Cognitive Theory of Multimedia Learning (Mayer)
Semiotics (Barthes)
Theory of Elaboration (Reigeluth)
Moral Development Theory (Kolhberg)
Comprehensible input/ Affective filter/ i+1 (Krashen)
Comprehensible output (Swain)
CALP (Cummins)
Contextualized language (i.e. quadrants) and Cognitive demand (Cummins)
Universal Design (Rose)
Other: ___________________________________
Are you able to explain the theoretical principles checked above and how they inform
your planning and instruction?
Were your objectives measurable?
Were your learning targets aligned with your formal assessment?
Did you identify one language function? You may choose one of these functions or
another (see Assessment Handbook) for your learning segment: analyze, argue,
categorize, compare/contrast, describe, interpret, predict, question, retell, summarize.
Did you include technology integration?
Did you consider common errors and misconceptions of students?
Did you try to make connections to student’s personal, cultural, and community assets?
Did you include teacher modeling and multiple opportunities for students to practice?
Did you include both whole class discussion and peer-to-peer interaction?
Did you incorporate suggested edTPA steps within Lesson Procedure? This includes:
1. Anticipatory Set: What will you do to create a sense of anticipation /hook/ jumpstart
learning new content? (Make sure to include building background/ linking to prior
knowledge.)
2. Learning target:
3. Introduction:
4. Teacher modelling:
5. Group activity:
Planned informal assessment
6. Gradual release and planned formal assessment:
Scaffolding / Grouping – What scaffolding and grouping will you include for ELLs
504 Accommodations – What specific accommodations will you make based upon
student’s written 504(s)?
IEP Accommodations/Modifications – What specific accommodations and/ or
modifications will you make based upon student’s written IEP(s)?
Were your higher-order questions incorporated into Lesson Procedures section?
ADDENDUM B: ESOL CONSIDERATIONS
CHECKLIST TO INCLUDE:
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Do your content objectives and language objectives align?
Did you include necessary supplementary materials?
Did you adapt content as needed?
Within Planned Supports section, did you list and explain all five levels of
differentiated support for ELLs?
Did you build background (link concepts to background experiences, make links to
prior learning, and emphasize key vocabulary)?
Did you incorporate scaffolding techniques?
Were students grouped appropriately?
Did you incorporate frequent opportunities for interaction?
Did your closure include a comprehensive review of vocabulary?
Did your closure include a review of key content concepts?
Did your assessment include appropriate assessment measures for both content and
language objectives?
ADDENDUM C: SPECIAL EDUCATION CONSIDERATIONS
CHECKLIST TO INCLUDE:
 Did you include UDL principles?
 Did you provide required accommodations and/or modifications for identified learners?
 Did you implement Behavior Support Plans, if needed?
 Did you allow for “on the spot” changes?
 If you were responsible for Specifically Design Instruction (SDI), did you provide
instruction that looked different for the student(s)?
ADDENDUM D: SUPERVISOR CONSIDERATIONS
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