edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14
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
Printed Name of Mentor Teacher
A1 - Central Focus
What is/are the important
understanding(s) and core concept(s)
that you want students to develop within
the learning segment? In other words,
what is the big idea?
M1 - Assessment(s) Description
Name and describe the assessments that
will be used to assess student learning. In
describing the assessment, identify if your
assessment will be used for formative or
summative purposes.
School/Grade Level
1
Estimated Lesson Duration
Mentor Teacher Signature for Approval
Alignment
A2 - Standard(s)
List the Common Core Georgia
Performance Standard(s), Georgia
Performance Standard(s), and/or Georgia
Pre-K Content Standard(s) that align(s)
with the learning objective(s)
Monitoring of Student Learning
M2 - Evaluative Criteria
Describe the degree of behavior required
for the objective(s) to be met. Provide
levels of proficiency. Examples may
include meets, partially meets, and does
not meet.
Explain how your assessment will evidence
that students have met the objective(s)
identified for the lesson.
A3 - Objective(s)
Objectives should include:
(1) a specific goal that has an observable
learning outcome, (2) conditions under
which a learning outcome can be expected
to occur, and (3) criterion level.
M3 - Assessment Feedback
Describe how your assessment data will
inform the teacher decision-making
process.
Describe how your assessment will allow
you to provide developmentally
appropriate constructive feedback to
students.
Describe how students will engage in selfassessment 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 the limited to, English language learners,
lesson.
gifted/talented, and
struggling/underperforming students.
Describe assessment data that informs
your knowledge of students (i.e., academic,
behavioral).
AL1 - Academic Language Function
Describe how students are using language
to demonstrate content proficiency of your
identified learning objective. In your
description, identify the purpose for which
language is being used by highlighting a
key verb (i.e., summarize, explain, justify,
compare).
Academic Language
AL2 – Academic Language Demand
Describe how students will use the
language function within one or more of
the following contexts: reading, writing,
listening/speaking, or
demonstrating/performing. In your
description, you should specifically
address the language needed for students
to engage in and complete the learning
AL3 – Academic Language Vocabulary
Identify key words/phrases specific to the
content area derived from the standard.
Define each of the key words/phrases
using developmentally appropriate
language that you could use to explain the
concepts to children.
edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14
Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14
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task successfully.
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 Pacing
ISLT2 Procedures
Provide an estimated time for this section.
* This section must be written in first-person, include teacher script, and be aligned to the objective. As
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 crosscurricular connections.
Informing Learners of the Objective (Objectives and Purpose) – Describe how you will communicate your learning
objectives to students using developmentally appropriate language.
ISLT3 Management
Strategies
Stimulating Recall of Prerequisite Learning (Review) – Describe the student needs, interests, and prior learning
that will be a foundation for this lesson.
Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to
promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address
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.
ISLT4 Differentiation
Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior.
Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and
community assets will be embedded through instruction during this portion of the lesson.
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.
ISLT5 Assessment
Early/Late Finishers – Identify the alternatives for students who finish any activities early or late.
Checking for Understanding – Describe how you will monitor student understanding within this portion of the
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.
edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14
Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14
Pacing
ISLT2 Procedures
* This section must be written in first-person, include teacher script, and be aligned to the objective. As
appropriate, describe the use of instructional technologies to support student learning.
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.
ISLT3 Management
Strategies
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.
Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to
promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address
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.
ISLT4 Differentiation
Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior.
Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and
community assets will be embedded through instruction during this portion of the lesson.
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.
ISLT5 Assessment
Early/Late Finishers – Identify the alternatives for students who finish any activities early or late.
Checking for Understanding – Describe how you will monitor student understanding within 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 Pacing
ISLT2 Procedures
ISLT3 Management
Strategies
Provide an estimated time for this section.
* This section must be written in first-person, include teacher script, and be aligned to the objective. As
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.
Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to
promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address
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.
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edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14
Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14
Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.
ISLT4 Differentiation
Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior.
Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and
community assets will be embedded through instruction during this portion of the lesson.
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.
ISLT5 Assessment
Early/Late Finishers – Identify the alternatives for students who finish any activities early or late.
Checking for Understanding – Describe how you will monitor student understanding within this portion of the
lesson.
Assessment – Identify how you will conduct continuous assessment of learner progress within this portion of the
lesson.
IMR1 – Materials and Resources
List materials/resources needed for this
lesson, including technology.
Attach copies of all materials/resources
used during the lesson.
Instructional Materials and Resources
IMR2 - References
Cite all materials/resources using the current APA format.
Borich, G. (2014). Effective teaching methods: Research based practice (8th
ed.). Boston: Pearson.
The Georgia Department of Education. (2014). Teacher keys effectiveness
system. Retrieved from: http://www.gadoe.org/SchoolImprovement/Teacher-and-Leader-Effectiveness/Pages/Teacher-KeysEffectiveness-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.
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