Special Education Lesson Plan Template (edTPA)
Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and
questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual
Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through
teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner
independent practice. Please enlarge cells as needed when writing this plan.
General Information
First Name of Focus Learner:
Grade/Setting:
Subject/Unit:
Class:
Date:
Length of Lesson:
Focus Learner Disability(ies):
Learning Goal
(Note: If the focus learner is working on academic content (including academics in a community setting or early
literacy/numeracy), select a learning goal related to an IEP goal in one of the following academic content areas:
literacy, mathematics, social studies, or science. If there is no academic IEP goal related to the academic content
(e.g., if the focus learner only has behavioral goals), then select a learning goal related to the academic content (in
literacy, mathematics, social studies, or science) on which the focus learner is working. If the focus learner is not
working on any academic content (e.g., an infant, a toddler, or a learner with a severe and profound disability), the
learning goal must be related to an IEP goal. The learning goal should be related to a relevant standard adopted by
your state, if available. Some states have also identified early childhood or other education standards, which can
address areas of learning beyond academics.)
Relevant Academic, Alternate, or Early Childhood Standard
(Note: Please include the number and text of the standard that is being addressed. If only a portion of a standard is
being addressed, then only list the part or parts that are relevant.) Indicate if there is no relevant standard for the
learning goal and/or planned supports.)
Lesson Objective
(Note: One lesson objective with measurable criteria for the focus learner. For group instruction, this may be an
objective for the whole group or for the focus learner only.)
Expressive/Receptive Communication Skill
(Note: Choose a communication skill that your focus learner will need to understand or use to participate in learning
tasks and/or demonstrate learning related to the learning goal. The communication skill can be a new skill the focus
learner is acquiring or learning to use more fluently. It can also be a skill s/he is working on maintaining or
generalizing. For a focus learner with a learning goal in literacy, mathematics, social studies, or science, this
communication skill should be related to the language used in the learning goal’s academic discipline, if appropriate.
If needed by the focus learner, the communication skill may focus on learning and/or applying augmentative and
alternative communication that supports the focus learner’s participation in learning tasks and/or demonstration of
learning related to the learning goal)
Assessment Tools and Data Collection Procedures
List assessment tools used to monitor progress:
(Note: How will you assess progress and what materials will you use to assess progress? This should be a
paragraph.)
Describe data collection procedures to monitor the learner’s progress toward the learning goal through the
lesson objective:
(Note: How will you collect data and how will you document the student is making progress toward the
objective/learning goal? This should be a paragraph.)
Instructional Strategies
List instructional strategies:
(This can be a simple list. Some possible strategies are: hands-on activities, use of visuals, cueing of students,
direct instruction, small group instruction, individual instruction, checking for understanding.)
Resources and Materials
Rev. 12/9/15
List resources and materials:
(Note: This can be a simple list. What do you need to teach this lesson?)
Academic Language
List unit concepts/academic vocabulary:
List lesson concepts/academic vocabulary:
(Note: How will you help the variety of learners in your
(Note: What are the concepts this student will need to
classroom understand the unit/lesson concepts? What are
know for this lesson in order to make progress toward
the vocabulary words that this student needs for this lesson the objectives? This can be a simple list. List general
in order to make progress toward the lesson objectives?
academic and content specific language that is
This can be a simple list. List general academic and
essential for learner understanding. Please consider:
content specific language that is essential for learner
What background knowledge do learners need in
understanding. Please consider: What background
order to be able to understand the unit/lesson
knowledge do learners need in order to be able to
concepts? What key vocabulary must students have in
understand the unit/lesson concepts? What key vocabulary order to access the lesson/unit concepts?)
must students have in order to access the lesson/unit
concepts?)
Adaptations (Accommodations and/or modifications)
List adaptations: (Note: This can be a simple list and might include things like noise canceling headphones, small
group composition, Brain Break, distraction free environment. Please consider learning environment; group
composition; assistive technology; etc.)
Lesson Procedure
Time
Estimate
(for
each
step)
Instructional Plan
Note: Your instructional plan should be written as a series of
steps, with introduction, steps in the body of the lesson, and
closure. Explicitly include the following five components:
1. Communicate your purpose for this lesson and revisit
the lesson objective(s) at both the beginning and end of
the plan.
2. Activate/build background knowledge through the
teaching of the academic language the focus learner
needs for this lesson.
3. Use instructional practices/strategies within your lesson
procedure that ensure meaningful engagement of your
focus student.
4. Present key information and engage learner in multiple
ways, e.g. visual, auditory, and kinesthetic.
5. Be sure your instructional plan reflects implementation
of the Gradual Release of Responsibility Model.
Please consider the following:
 How is proficiency for learning outcomes/objectives
defined? How will you communicate this purpose to the
learners?
 Which routines will be taught or revisited in order for
learners to be successful in this lesson?
 Which culturally responsive research-based/evidencebased instructional practices and strategies will you
use?
 How will you purposefully group learners to facilitate
learning?
 How will you make intra- and/or inter-disciplinary
connections?
 How will a range of assessments be used to monitor
and/or measure learning and inform instruction?
 What technology and media will you use to deepen
learning?
Rev. 12/9/15
Resources, Materials, and
Technology
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
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Rev. 12/9/15
What assistive technologies will individual learners
require to access learning?
How will you use disciplinary literacy practices to
engage learners in authentic tasks?
How will you provide learners with opportunities for
learning and applications of academic language?
How will you provide learners with opportunities for
applications of skills, learner directed inquiry (i.e.,
analysis, evaluation, and/or reflection)? Remember
Gradual Release of Responsibility.
How will you connect with the central focus and make
transitions to the next lesson?
How will you provide learners with opportunities to be
flexible, make choices, take initiative, interact with
others, be accountable, and be a leader? Remember the
Gradual Release of Responsibility.