Appendix B
2015 UWT edTPA Math Formal Lesson Plan
Name:
Date:
Grade:
Subject:
Number of students:
Total lesson time:
1. LEARNING GOALS
Common Core Standards (Content & Practices)
Central Focus (Big Idea)
Learning Objective(s)
Academic Language Objective(s)
Student Learning Target(s)
2. ACADEMIC ASSESSMENTS
1. Informal assessments (beginning, during &
end of lesson)
2. Formal assessment
3. Student Voice (i.e. self-assessment) includes
(1) understanding of the learning target and why
it is important, (2) how students will monitor
their progress toward the learning target, and
(3) evidence that students know how to access
resources.
4. Academic Language assessment (i.e., student
work samples) of Vocabulary/and or key
phrases + Syntax or Discourse
3. 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 or Key Phrases (written or oral)
B. Syntax or Discourse (written or oral)
4. Describe how you will (a) model academic
language and (b) provide opportunities for
guided and independent practice of the
language function, vocabulary/and or key
phrases + Syntax or Discourse to develop
content understanding.
4. KNOWLEDGE, ENGAGEMENT, AND CULTURAL ASSETS
1. Identify common preconceptions, errors or
misunderstandings related to the learning
objective(s).
2. How does this lesson build upon and elicit
student prior knowledge, cultural or
community assets, and math dispositions?
3. Describe how you will elicit and build on
students’ reasoning or problem solving 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
1. Describe your support for students with IEPs, 504
Plans
2. English language learners
3. Struggling, underperforming or gifted students
4. Describe your strategies to respond to common
preconceptions, errors and misunderstandings.
5. Identify representations and materials that will assist
students in meeting the learning targets.
6. OPENING
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 key phrases,
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 learning
targets.
7. BODY
1. Provide a detailed outline of the core learning tasks
and informal assessments that you will use to engage
students to (a) develop, (b) practice, and (c) apply
concepts and skills to meet the learning targets.
2. Highlight the time for each task, problem types, key
representations and grouping structures (whole class,
pairs, groups, individual).
3. Describe supports that you will use for students with
specific learning needs.
4. Describe extensions that will provide extra challenge
if students finish the lesson early.
5. Academic Language: Describe how you will support
students to use academic language including (a)
language function, (b) vocabulary/and or key phrases,
plus syntax or discourse.
6. Student voice: How will students monitor their own
progress toward learning goals?
8. CLOSURE
1. How will you debrief the lesson with students,
specifically pulling out the big ideas of the lesson, and
provide feedback to individual students?
2. Student voice: How will students reflect on the
learning target(s) and identify resources to support
their progress?
3. Exit task: What can you have students do that will
inform your next instructional step?
4. Homework (If Applicable)