TPA Lesson Plan Template



TPA Lesson Plan Template

|Teacher Candidate: | |

|Grade Level: | |

|Date: | |

|Unit/Subject: | |

|Instructional Plan Title/Focus: | |

|Planning |

|Lesson overview or summary: In a few sentences, | |

|summarize this lesson. | |

|Central Focus: What is the central focus of the | |

|lesson? | |

| | |

|Connection: What is the big idea that connects | |

|this lesson with the other 3-5 lessons in the | |

|learning segment? | |

| | |

|Student Accomplishment: What will the final | |

|summative assessment expect students to do? | |

|Learning Standards: Identify relevant grade level| |

|standards, Common Core Standards, Illinois State | |

|Standards in a format that clearly identifies | |

|subject and GLE/standard. | |

|Class characteristics: Describe the important | |

|characteristics of the students in the class that| |

|need to be considered in planning and teaching to| |

|facilitate learning for all students. | |

|Consider students' prior knowledge, language | |

|development, social and emotional developments, | |

|family, and interests. | |

|Include how you will use your knowledge of | |

|students to plan the lesson activities, pacing, | |

|choices, etc. (this can be a portion of the | |

|commentary instead). | |

|Learning Targets: What should the students know | |

|or be able to do after the instruction? Use a | |

|common format with a measurable verb that matches| |

|the cognitive domain of the standard/GLE (see #11| |

|below). Consider including language targets as | |

|well. | |

|Academic Language: List the academic language/ | |

|language demands for the lesson (consider both | |

|form and function). | |

| | |

|Key Vocabulary: List the key content vocabulary | |

|that will be covered. | |

| Grouping: Describe how and why students will be | |

|divided into groups, if applicable (random, | |

|ability, interest, social purposes, etc.). | |

|Assessment |

|Assessment Strategies |Target-Assessment Alignment Table |

|Attach questions, worksheets, tests or any | |

|additional documentation related to your | |

|assessment strategies. Also attach appropriate | |

|marking rubrics, criteria lists, expectations, | |

|answer keys, etc. | |

|• Formative: measures process/progress toward | |

|mastery of target(s) | |

|• Summative: measures outcomes/achievement of | |

|target(s) | |

| |Learning Targets |Assessment Strategies |

| |Write a learning target here |Formative: In this space, tell how you will assess (F&S) |

| |from #6. |whether students have met this target. |

| | | |

| | |Summative: |

| |Use a new cell for each target |Formative: |

| |you are asking students to meet| |

| |in this lesson. |Summative: |

|Learning/Teaching Experiences: |

|Introduction: Identify how you are going to | |

|introduce the concept, skill or task in a way | |

|that gains students’ attention and gets them | |

|involved. How will this lesson be meaningful to | |

|the students and connect to their lives. | |

|Connect this lesson to previous lessons/ learning| |

|(prior knowledge of students) and students’ | |

|lives. | |

|How is this introduction built off of your | |

|knowledge of these students? | |

|Learning Activities: Give detailed, step-by-step |In planning your lesson, think about: |

|instructions on how you will implement the |transition statements you make throughout your lesson and write them out |

|instructional plan. Describe exactly what |write down the questions you want to ask |

|students will do during the lesson. Please use a |use note cards to guide you through the lesson |

|numbered list. |set up your lesson in two columns |

| |I Do |Students Do |

| | | |

|Teaching Strategies: |(a. through h. on left are prompts to help you plan your lesson. You should figure these |

|Instructional procedures: List the teaching |out first, then do your lesson #13 above.) |

|approaches or modes you will use to teach each | |

|step (such as ppt, demonstrate example, graphics,| |

|partner practice, etc.). | |

|Multiple means of access: List ways the teacher | |

|will present the materials. | |

|Multiple means of engagement: List ways the | |

|students will participate in the learning. | |

|Multiple means of expression: List ways the | |

|students can show their learning. | |

|Methods of differentiation: List accommodation | |

|or differentiation strategies. | |

|Language learning objectives: Where will you | |

|integrate these? | |

|Remedial activities: List a review sheet, | |

|scaffolding worksheet or plan. | |

|Extension activities: What will students who | |

|finish early do? | |

|Closure: Explain how you are going to bring | |

|closure to the lesson. | |

|Explain how students will share what they have | |

|learned in the lesson. (Identify 2 questions that| |

|you can ask students to begin the conversation.) | |

|Describe how you will connect this content to | |

|students’ lives and to future lessons. | |

|Additional Requirements | |

|Acknowledgements: Acknowledge your sources. Give credit to| |

|the person who created the idea for the instructional | |

|plan, including yourself. You might use language such as | |

|"Instructional Plan adapted from _____”; “Instructional | |

|Plan Consultants (not responsible for the content of this | |

|instructional plan): _______”; and/or “Instructional Plan | |

|Created by _____” Cite scripted materials/curriculum if | |

|appropriate. | |

| | |

|References: List in APA format references for both | |

|learning strategies and content. | |

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