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.