Lesson Plan #edTPA Select a Class: Blue Blocks 1&2 Central Focus: NASPE

Lesson Plan #edTPA
Select a Class:
Blue Blocks 1&2
Central Focus:
NASPE Standards (Grade Level Outcomes):
1.-Psychomotor domain (standard 1)
2- Cognitive domain (standard 2/3)
3- Affective domain ( standards4/5)
Date of Lesson:
Student Learning Objective (SLO)( aligned to standards above)
1.
2.
3.
“I can” statement for students.
Essential Question(s) for the Lesson:
Academic Language Demand (Language Function and Vocabulary):
Vocabulary:
Function:
Syntax:
Prior Knowledge:
List Key Instructional Materials and Technology for Students and Teacher.
Activity
List activities to show progression from one to the other.
Description of Activities and Setting (Instructional Cues, Strategies, and Learning Tasks, organization of students, equipment, space -). Discuss what you and the students will be doing that supports diverse student needs.
Assessment/monitoring/ observing students
Focus and Review
Fitness Activity
Targeted Accommodations
Differentiated instruction, assessment & Data decisions
Student/Small Group Accommodations –
How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).
To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the material will be taught and learned), product (what the students produce at the end of the lesson to demonstrate mastery), and/or learning environment (physical layout of the classroom, use of space, groupings, etc.) to account for the diversity in your classroom.
How will you measure the learning objective(s) for this lesson? How will students demonstrate mastery? What evidence of learning do you need to see?
Low-skilled students:
Medium skilled leaners
High-skilled students:
Or other type of disability needing accommodations
5. Evaluation, Review, and Closure
How will you review the standard and close the lesson?
How does today’s lesson connect to what students will be doing next (e.g., tomorrow’s lesson)? (Let students see that your lessons are connected.)
Principles, Research, or Theory
What principles, research, or theory support the activities and assessments in this lesson?
Examples: http://www.emtech.net/learning_theories.htm#CooperativeLearning
Assessments
Type of assessment
Description of assessment
Modifications to the assessment so that all students could demonstrate their learning.
Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?
Psychomotor
Cognitive
Affective
Proposed Changes:
If you could teach this lesson again to this group of students in your class, what changes would you make to your instruction?
Whole class:
Analyzing Teaching: What changes would you make to your instruction-for the whole class and/or for students who need greater support or challenge-to better support student learning of the central focus? Assess Student Learning: Select one assessment, give feedback to at least 3 (high, medium & low) students, and discuss next steps
How will you provide specific, written feedback on assessments that will guide further learning? Be sure to address students’ individual strengths (what they did well) AND continuous needs (what they can focus on next time) relative to the learning objective.
Sources/references: examples
Darst, Paul W., and Robert P. Pangrazi. Dynamic Physical Education: for Secondary School Students. 6th ed., Pearson Education, 2015.
“‘Team Handball’ Written Test.” Team Handball Vocabulary Test, LCMR School District, lcmrschooldistrict.com/curriculum/pe/15.pdf.
2