TPA Lesson Plan Template



Modified Teacher Performance Assessment Lesson Plan Template

|Teacher Candidate: Kelsey Gunkelman | |

|Grade Level: 9-12 | |

|Subject: Career Awareness and Development | |

|Instructional Plan Title/Focus: Job Skills: Instructional Plan Title/Focus: Job | |

|Skills: Identifying Skills and Abilities | |

|Relevant MN or ND Learning Standard/Common Core: |C:A1 Develop Career Awareness |

| |C:A1.3 Develop an awareness of personal abilities, skills, |

| |interests and motivations. |

|Significant Outcomes: How does this lesson go beyond the classroom? |Students will be able to identify strengths and skills that |

|Critical thinking, cultural awareness, disability awareness, social justice, |will benefit them in future jobs. |

|advanced inquiry | |

|Behavioral/Academic Objective: |a. Students will identify personal abilities and skills. |

|Academic Instructional Objective: |b. Students will have a positive outlook and attitude |

|Behavioral Objective: |towards self and others. |

|Identify the academic IEP goals, objectives, benchmarks that you will focus on |After completing the lesson, students will be able to |

|in your learning segment. |identify their own personal abilities and skills. Being able|

| |to identify these skills will allow for the students to have|

| |a positive self-awareness and allow the student to identify |

| |abilities and skills on future job applications and in job |

| |interviews. |

|Student/Class characteristic(s)/Learning Environment: Describe the important |a. Students have EBD and anxiety. They need a short, low |

|characteristics of the students in the class that need to be considered in |stress lesson/activity. Will use the filling out of IEP |

|planning and teaching to facilitate learning for all students. |PowerPoint as connection to prior knowledge. |

|Consider students' prior knowledge, language development, social and emotional |b. The lesson will be short and to the point. Students will |

|developments, sensory, family, and interests. |be given simple directions that do not require lengthily |

|Include how you will use your knowledge of students to plan the lesson |written responses, long reading passages, etc. |

|activities, pacing, choices, etc. |c. The lesson will be presented in the Resource Room. |

|Describe the physical setting where you will provide the lesson |d. The students will participate in a small group discussion|

|Grouping decisions (random, ability, interest, learning style) |(2-6 students) and be assessed on individual response. |

|Other considerations (team-teaching, use of paraprofessional) |e. There are no accommodations, special teaching styles, |

| |paraprofessionals, etc. in the classroom at the time this |

| |lesson will take place. |

|Assessment Tools and/or Procedure Used to Monitor Student Learning: |Students will be assessed using post-it notes to |

|There should be a clear connection between your assessment tool and your |individually identify personal abilities and skills and be |

|learning objective |provided feedback through a teacher-lead discussion. |

| |Students will be given an exit slip to identify what they |

| |learned, what could be made more clear, and give examples. |

|Key Vocabulary: List the key content vocabulary that will be covered. |Strengths, abilities, skills, application, interview |

|Academic Language: List the academic language demands and communication function|Strengths, abilities, skills, personal, job/career, |

|in this lesson |application, interview |

|Materials: |Post-It Notes |

| |Exit Slip (attached) |

| |Pen or Pencil |

|Describe the step-by-step procedure of your instruction in this lesson. Provide |“How many of you already do or plan on having a job? How |

|evidence of clear, well-thought progression from one step to the next and be |many of you have had an IEP meeting with Mrs. Olsen where |

|sure your instructional tasks focus on the target behavior of your learning |you’ve had to fill out a PowerPoint and identify your |

|objective. Also, consider documenting time planned for each task. |strengths? I want you each to take between 1 and 10 pieces |

|be sure your lesson starts with a motivating activity |of paper from this pile. You can take as many as ten, but |

|be sure that evidence-based strategies described is included |you must take at least one. We will be using these later.” |

|be sure instruction addresses language functions/vocabulary | |

|be sure lesson includes contingency points to make adjustments |“Now, what is a(n) strength or ability?” Student answers |

|be sure lesson includes plans for generalization, maintenance, or self-directed |vary. |

|use of knowledge/skills |“Yes. Ability is a talent or proficiency in a particular |

| |area or a skill to do something. |

| |Today we are going to learn why identifying abilities and |

| |skills is important. After this activity, you will be able |

| |to identify your own personal skills and abilities. So, why |

| |do you think it is important to know how to identify our own|

| |abilities?” Student answers vary. |

| |“Yes! One day you will have to fill out a job application |

| |and do a job interview. When we apply and interview for a |

| |job, we need to be able to tell employers what we can do and|

| |how that will help us do the job we are applying for. Not |

| |only that, but if we don’t think we are good at anything or |

| |think we don’t have any strengths, that can lead us to feel |

| |self-conscious and lead to a negative self-image. Sometimes |

| |this can be hard. Sometimes we tell ourselves “I’m not good |

| |at anything” or we think that saying “I’m good at this” |

| |means we are bragging, and that can be hard. It’s okay to |

| |feel that way. |

| |“Now, remember those pieces of paper you took earlier? We |

| |get to use them. I want you to think to yourself “What am I |

| |good at? What are my skills? What are my abilities? I want |

| |you to write one skill, ability, or talent on each piece of |

| |paper you took. For example, I could write “I am friendly” |

| |or “I am good at typing”. When you are done, come up and |

| |place them on the white board. We will then look them over |

| |and discuss them. Are there any questions?” |

| |When looking at post-its identifying strengths on the white |

| |board: |

| |“Are there any skills up there that someone else wrote that |

| |is also a personal skill that you have? Are there any |

| |abilities up there that you didn’t think about before or |

| |didn’t realize could be considered a skill?” |

|Describe the evidence/based strategies did you incorporate into the lesson to |Direct Instruction |

|support student learning? | |

|Citation needed | |

|What modifications and/or accommodations will you utilize to enhance learning |EBD |

|efficiency (e.g. instructional methods, learning tasks, environment)? |a. Short, to-the-point activities will be used for students |

|a. Academic Accommodations |with EBD. |

|Students with IEP |b. Lesson will be completed in the resource room (quiet |

|Gifted and Talented |environment, small class size). |

|ELL/other |c. Students will be offered encouragement and positive |

|Social/Behavioral Accommodations |support throughout the activity. |

|Students with IEP | |

|Gifted and Talented | |

|ELL/other | |

|Evidence of Achievement: |-Paper on Whiteboard activity |

|Academic Instructional Objective - what does your assessment tell you about |-Exit slip |

|students’ learning; did students meet the instructional objective? |-Students will give examples of their own abilities or |

|Behavioral Objective - Did students meet the behavioral objective during this |skills, showing they understand the academic content. |

|instructional time, what evidence do you have? |Students’ discussion responses and written responses will be|

| |positive and supportive of others and self. |

|Lesson Overview and Reflection: How will you build on what the student’s |Students will complete a job inventory, identifying skills, |

|know/have learned to develop your next lesson? How will you change instructional|abilities, and interests in order to find jobs related to |

|strategies to enhance the students’ learning? |those areas. |

EXIT SLIP ON NEXT PAGE

-----------------------

Name: ___________________________

EXIT SLIP

Identifying Abilities and Skills

1. What was the main idea of today’s lesson?

2. Was the information in today’s lesson clear? Was it useful?

3. What is one thing that could be discussed more, added, or clarified?

4. List three of your own personal skills or abilities:

1.

2.

3.

Name: ___________________________

EXIT SLIP

Identifying Abilities and Skills

1. What was the main idea of today’s lesson?

2. Was the information in today’s lesson clear? Was it useful?

3. What is one thing that could be discussed more, added, or clarified?

4. List three of your own personal skills or abilities:

1.

2.

3.

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