TPA Lesson Plan Template Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title/Focus: Tiffany Jarmon 10-12 Spring 2020 CPR/First Aid/AED /Sports Medicine Primary Assessment Planning 1. Lesson overview or summary: In a few sentences, summarize this lesson. 2. Focus Question: What is the big idea or focus question of the lesson? 3. Connection: What is the big idea that connects this lesson with the other 3-5 lessons in the learning segment? 4. Student Accomplishment: What will the final summative assessment expect students to do? After this lesson, students will be able to recognize a life threatening illness or injury. They will be able to perform a primary assessment and determine the appropriateness of calling EMS. They will be able to check for breathing and pulse in a victim while using appropriate PPE. 2. What types of life threatening conditions are you looking for in a primary assessment? What are your first steps in an emergency situation? 3. The primary assessment is the first step in any emergency. This is what helps to determine the appropriate steps for caring for a victim during an emergency situation. 4. Students will utilize the “check, call, care” model in order to demonstrate proficiency in sizing up a scene, determining level of responsiveness, and breathing and pulse checks. They will appropriately use and remove any necessary PPE and resuscitation equipment. 5. Class characteristics: Describe the important characteristics of the students in the class that need to be considered in planning and teaching to facilitate learning for all students. ● Consider students' prior knowledge, language development, social and emotional developments, family, and interests. ● Include how you will use your knowledge of students to plan the lesson activities, pacing, choices, etc. (this can be a portion of the commentary instead). 5. Students come into class with prior knowledge of anatomy and basic first aid. This lesson is very interactive and hands on. There would be a variety of teaching styles including instructional videos, activities, and scenarios. I will use guided discussions as well as partner work. In order to keep the partner or small group activities on task, the students will be required to demonstrate a skill as well as record a response to discussion questions in their notebooks. I will also circulate the room in order to ensure that group work remains on task. 6. Learning Standards: Identify relevant grade level standards and GLEs from the Common Industry Standards: ● 10.2 Investigate various bloodborne pathogens ● 10.3 Explain OSHA bloodborne pathogen standard Career and Technical Core, 21st Century Skills, National/Industry Standards, the WA State Content Learning Standards, Common Core Standards, NETS*S, PEs, and/or CBA in a format that clearly identifies subject and GLE/standard. 7. Learning Targets: What should the students know or be able ● 10.5 Explain basic wound care procedures ● 11.3 Investigate acute injury management techniques ● 11.5 Explain steps involved in performing CPR Health Science Common Career Technical Core: ● HL 3.1 Explain infection control practices and procedures ● HL 3.2 Demonstrate personal safety practices ● HL 3.3 Use techniques to ensure environmental safety ● HL 4.1 Describe team member participation ● HL-THR 3.1 Monitor patient/client using protocols for assessing, monitoring, and reporting health status Educational Technology: ● 3.d Students build knowledge by actively exploring real world issues and problems, developing ideas and theories and pursuing answers and solutions ● 5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem solving English Language Arts: ● Comprehension and Collaboration - CCSS.ELA-Literacy.CCRA.SL.1, CCSS.ELA-Literacy.CCRA.SL.2 ● Presentation of Knowledge and Ideas - CCSS.ELA-Literacy.CCRA.SL.4, CCSS.ELA-Literacy.CCRA.SL.5 CCSS.ELA-Literacy.CCRA.SL.6 ● Knowledge of Language - CCSS.ELA-Literacy.CCRA.L.3 ● Vocabulary Acquisition and Use - CCSS.ELA-Literacy.CCRA.L.4, CCSS.ELALiteracy.CCRA.L.6 ● Key Ideas and Details - CCSS.ELA-Literacy.RST.1, CCSS.ELA-Literacy.RST.2, CCSS.ELA-Literacy.RST.3 ● Craft and Structure - CCSS.ELA-Literacy.RST.4, CCSS.ELA-Literacy.RST.5, CCSS.ELA-Literacy.RST.6 ● Integration of knowledge and ideas - CCSS.ELA-Literacy.RST.7, CCSS.ELALiteracy.RST.8, CCSS.ELA-Literacy.RST.9 Environment and Sustainability: ● Standard 3 - Sustainability and Civic Responsibility Health and Physical Education: ● H2.W2.HSa Analyze prevention, lifestyle factors, and treatment of communicable and noncommunicable diseases ● H7.Sa2.HSa Apply basic first aid skills ● H7.Sa2.HSb Demonstrate CPR and AED procedures ● H1.So3.HS Identify physical and psychological responses to stressors ● PE4.3.HS1 Solve problems and think critically when working with others in physical activity, both as an individual and in groups ● PE4.4.HS1 Demonstrate best practices for participating safely in physical activity and exercise Social Studies: ● SSS1 Uses critical reasoning skills to analyze and evaluate claims ● Understands Civic Involvement - C4.11-12.3 ● Demonstrate how to perform a primary assessment ● Identify different bloodborne pathogens to do after the instruction? Use a common format with a measurable verb that matches the cognitive domain of the standard/GLE (see #11 below). Consider including language targets as well. ● ● Define personal protective equipment and give examples Students will reason effectively and make judgements and decisions when analyzing an emergency situation and deciding how to best handle the given situation 8. Academic Language: List the academic language/ language demands for the lesson (consider both form and function). 9. Key Vocabulary: List the key content vocabulary that will be covered. 10. Grouping: Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.). Assessment 11. Assessment Strategies Attach questions, worksheets, tests or any additional documentation related to your assessment strategies. Also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc. • Formative: measures process/progress toward mastery of target(s) • Summative: measures outcomes/achievement of target(s) Target-Assessment Alignment Table Learning Targets ● Write a learning target here from #6. Assessment Strategies Formative: In this space, tell how you will assess (F&S) whether students have met this target. Summative: ● Use a new cell for each target you are asking students to meet in this lesson. Formative: Summative: Learning/Teaching Experiences: 12. Introduction: Identify how you are going to introduce the concept, skill or task in a way that gains students’ attention and gets them involved. How ● ● will this lesson be meaningful to the students and connect to their lives. Connect this lesson to previous lessons/ learning (prior knowledge of students) and students’ lives. How is this introduction built off of your knowledge of these students? 13. Learning Activities: Give detailed, step-by-step instructions on how you will implement the instructional plan. Describe exactly what students will do during the lesson. Please use a numbered list. In planning your lesson, think about: ● transition statements you make throughout your lesson and write them out ● write down the questions you want to ask ● use note cards to guide you through the lesson ● set up your lesson in two columns I Do Students Do 14. Teaching Strategies: a. Instructional procedures: List the teaching approaches or modes you will use to teach each step (such as ppt, demonstrate example, graphics, partner practice, etc.). b. Multiple means of access: List ways the teacher will present the materials. c. Multiple means of engagement: List ways the students will participate in the learning. d. Multiple means of expression: List ways the students can show their learning. e. Methods of differentiation: List accommodation or differentiation strategies. f. Language learning objectives: Where will you integrate these? g. Remedial activities: List a review sheet, scaffolding worksheet or plan. (a. through h. on left are prompts to help you plan your lesson. You should figure these out first, then do your lesson #13 above.) h. Extension activities: What will students who finish early do? 15. Closure: Explain how you are going to bring closure to the lesson. a. Explain how students will share what they have learned in the lesson. (Identify 2 questions that you can ask students to begin the conversation. ) b. Describe how you will connect this content to students’ lives and to future lessons. 16. Independent Practice: Describe how students will extend their experiences with the content and demonstrate understanding beyond the scope of the lesson outside the class. Student Voice: Identify how students will reflect and/or communicate on their learning or progress toward meeting the goals (see chart below). K-12 students will do the following: 1 Communicate the learning targets and explains in their own words why they are important to them. 2 Identify what they are doing well and what they need to improve. 3 Identify what materials or resources they need to support their progress toward the target Student-based evidence to be collected (things produced by students: journals, work samples, projects, papers, etc.) Description of how students will reflect on their learning. 17. Reflection on Student Learning: Reflect on the lesson, assessments and on the student voice evidence to identify changes and general instructional implications. 18. Next Steps: Based on the above, what you will do in your next lesson to ensure students' learning. 19. Instructional Materials, Equipment and Technology: Attach a copy of ALL materials the teacher and students will use during the lesson; e.g., handouts, questions to answer, overheads, PowerPoint slides, worksheets. List equipment or technology that needs to be available. 20. Additional Requirements a. Acknowledgements: Acknowledge your sources. Give credit to the person who created the idea for the instructional plan, including yourself. You might use language such as "Instructional Plan adapted from _____”; “Instructional Plan Consultants (not responsible for the content of this instructional plan): _______”; and/or “Instructional Plan Created by _____” Cite scripted materials/curriculum if appropriate. b. References: List in APA format references for both learning strategies and content.