edTPA 2014 MATH Lesson Plan
Date:
Grade:
Number of students:
Total lesson time:
I. PLANNING
1. LEARNING GOALS
Common Core (content & math practices)
Central Focus (Big Idea)
Learning Objective(s)
Student Learning Target(s)
2. ACADEMIC LANGUAGE
1. Choose ONE Language Function (LF)
2. Identify one key LF learning task in lesson segment
providing LF practice
3. Identify Language Demands students need to understand
and/or use in the key learning task i.e.,
A. Vocabulary and/or Symbols (written or oral)
B. Syntax or Discourse (written or oral)
Describe how you will (a) model academic language and (b)
provide opportunities for guided and independent practice
of the language function, vocabulary/and or symbols +
Syntax or Discourse to develop content understanding.
3. ACADEMIC ASSESSMENTS
1. Informal assessments (beginning, during & end of lesson)
2. Formal assessments (beginning, during & end of lesson)
3. Student Voice (self-assessment) includes understanding of the
learning target, identifies why the target is important, resources, and
how students will demonstrate that they have reached the target
4. Academic Language assessments (i.e., student work samples) of
Vocabulary /and or Symbols + Syntax or Discourse (beginning,
during & end of lesson)
4. KNOWLEDGE, ENGAGEMENT, CULTURAL ASSETS AND DISPOSITIONS
1. Identify common preconceptions, errors or
misunderstandings related to learning targets.
2. How does this lesson build upon and elicit student prior
knowledge, cultural/community assets, and dispositions?
3. Describe how you will elicit and build on students’
reasoning/ to explicitly portray, extend, or clarify a
mathematical concept.
4. Describe the activities you will use to elicit interactions
amongst students so they develop or apply representations
and explain their reasoning in ways that deepen and
extend their understanding of mathematical concepts.
5. DIFFERENTIATED INSTRUCTION
Describe your support for students with IEPs, 504 Plans
English language learners
Struggling, underperforming or gifted students
Describe the feedback strategies to respond to common
preconceptions, errors and misunderstandings
Identify representations and materials that will assist
student in meeting the learning targets.
II. OPENING/LAUNCH
1. Describe how you will hook students into this lesson. How
will you link to prior learning, personal, cultural, or
community assets? How will you introduce (a) the learning
task, (b) learning targets and their importance & (c)
behavioral expectations? Describe how students will articulate
(a), (b), & (c) in their own words?
2. Academic Language: Describe how you will Introduce and
define in student-friendly language the (a) language function,
(b) vocabulary/and or symbols, plus syntax or discourse.
3. Describe how you will introduce self-assessment tools and
strategies and how you and your students together will
identify general and individualized resources to support their
progress toward the LTs.
III. LESSON BODY/EXPLORE
1. Provide a detailed outline of the core Learning Tasks and
Assessments that you will use to engage students to (a)
develop, (b) practice, and (c) apply concepts and skills to
meet the learning targets. Highlight the time for each task,
problem types, key representations and grouping structures
(whole class, pairs, groups, individual).
2. Describe extensions that will support struggling students
to access lesson and provide extra challenge if students
finish the lesson early?
3. Academic Language: Describe how you support students to
use academic language including (a) language function, (b)
vocabulary/and or symbols, plus syntax or discourse.
4. Student voice: How will students monitor their own
progress toward learning goals?
Name:
IV. CLOSURE/SUMMARIZE
1. How will you debrief the lesson with students, specifically
pulling out the big ideas of the lesson?
2. Student voice: How will students (A) identify the learning
target, (B) self-assess and communicate (orally or in
writing) their own progress towards the math learning
targets and (C) identify how to access resources (i.e. what
they are doing well and what they need to work on to meet
or exceed the learning targets).
3. Assessment/exit task: What can you ask students to do
that will inform your next instructional step (e.g. exit task,
follow up problem, reflection question)?
Homework (If Applicable)
POST LESSON ANALYSIS
(Complete after lesson)
1. Formal Academic Assessment Results: Illustrate whole class results in a
graphic form (Attach a table or chart). Analyze the results for patterns of
learning (what students did well and struggled with) for (a) The whole class
(b) Small groups and (c) Individuals.
2. Student Voice Results (all 3 parts): Illustrate whole class results in a
graphic form (Attach a copy). Reflect on your student-voice results and
identify at least one next step for one student need.
3. Academic Language: Identify evidence from your assessment data that
describes the extent to which students used academic language (i.e.,
language function, vocabulary, and additional language demands). Using
this evidence, how well did your language supports or scaffolding promote
academic language development for students with varied language levels?
4. How will you use your assessments of content, language and student
voice to inform your next instructional step (e.g. follow up problem,
reflection question) to provide targeted supports to individuals and groups
to improve their learning relative to (a) conceptual understanding, (b)
procedural fluency and (c) reasoning using research/and or theory?
5. Type of Feedback: Describe the type of feedback you provided to help
guide student learning on this lesson’s content. Include ways that helped
students extend their mathematical understanding, utilize academic
language, and identify resources to support their progress.
6. Reflect on what you felt were successful and unsuccessful teaching
episodes in the lesson based on the varied needs of your students.
7. Describe strategic adjustments you would make to the lesson if you were
to reteach it (i.e. planning, instruction, assessment) to address specific
learning needs of your students. Explain why you expect these changes to
make a difference in student learning.