Part B Directions: Plan for Teaching, Learning, and Assessment
The teacher candidate will construct a lesson plan and assessment tool for the grade level in their clinical placement. The plan for teaching and assessing must be approved by the professors teaching the method courses and the cooperating teacher. A pre-test must be administered prior to teaching the lesson. Your post-test will be the formal assessment at the end. Your small group lesson will be the re-engagement lesson. The teacher candidate must also complete the lesson commentary prior to teaching the lesson. The teacher candidate must use the template that follows and respond to all prompts using 11-point font, Arial, single-spaced with 1 inch margins all around
| Signature Assessment | |||||||||
| Section B – Plan for Teaching, Learning, and Assessment | |||||||||
| Template with Tips | |||||||||
| General Directions for Signature Assessment Planning and Assessment: Teacher candidates must complete the Signature Assessment: Planning and Assessment that demonstrates their knowledge and understanding of the teaching and learning process. The assessment is composed of 4 parts: Part A, Part B, Part C, and Part D. The teacher candidate should become familiar with the complete assignment before beginning each part or section. | |||||||||
| Part B Directions: Plan for Teaching, Learning, and Assessment
The teacher candidate will construct a lesson plan and assessment tool for the grade level of their clinical placement. The plan for teaching and assessing must be approved by the professors teaching the method courses and the cooperating teacher. The teacher candidate must also complete the lesson commentary prior to teaching the lesson. The teacher candidate must use the templates that follow and respond to all prompts using 12-point font, Times New Roman. |
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| Plan for Teaching, Learning, and Assessment
[Adapted from edTPA]
Lesson ____ of a ____ Day Learning Segment Example: Lesson 3 of a 5 Day Learning Segment [Unit] A learning segment is a set of 3-5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end. |
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| Teacher Candidate: | Dates: | ||||||||
| Cooperating Teacher: | School: | ||||||||
| Grade Level: | Subject/s: | ||||||||
| UWA Course: | |||||||||
| Learning Segment [Unit] Title:
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Title of Lesson: | ||||||||
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| *Instructions and guiding notes are provided in red for each section below.
Delete them before submitting. |
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| Central Focus for the Learning Segment [Unit]
Include a couple of sentences that identify the focus on the segment which is the unit. The central focus is a description of the important identifiable theme that is the purpose of the instruction of the learning segment.
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| Content Standards – Alabama College and Career Ready Standards [CCRS]
Include the number and text for each selected standard. Though you will find many standards that relate, include only the standard/s [no more than 2] that are central to the student learning that you expect to support throughout your signature assessment.
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| Key Knowledge and Skills
Provide a list of what students must know and what they must be able to do to demonstrate mastery of the selected standard[s]. These statements should guide the development of the assessment tool that will be used to evaluate students’ knowledge/skill prior to and after instruction.
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| Lesson Timeline
The lesson must be 60 minutes. The timeline might look like this example, but remember your timeline will be unique to your lesson.See example below: Introduction/Anticipatory Set- 10 minutes Instructional Strategies and Learning Tasks – 20 minutes · List the activities with approximate times for each. Guided and Independent Practice –15 minutes · List the activities with approximate times for each. Closure – 5 minutes |
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| Essential Questions:
Identify 1-3 big ideas that summarize this lesson. Think how they can be used to guide your instruction? |
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| Instructional Resources and Materials:
These must be numbered in the lesson plan and also on each attachment. You must provide an link for each resource or material listed. For example: IM 1:1 [Instructional Material 1: Lesson 1]; IM 2:1 [Instructional Material 2: Lesson 1] |
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| Introduction to Lesson [Anticipatory Set]:
Identify step by step what you [the teacher candidate] will be doing [details] to introduce the lesson. These steps must be sequentially numbered. How will you activate the student’s thinking? This is the hook for the lesson to tap into prior knowledge and develop student’s interests? This should tie directly to the standards and should promote higher-level thinking.How will you introduce content specific vocabulary words?How will you use your knowledge of the student’s academic, social, and cultural characteristics? How will you introduce the purpose of the lesson and identify the reason the student’s need to know this information? |
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| Instructional Strategies and Learning Tasks [Procedure]:
Identify step by step the instructional strategies that you [the teacher candidate] and the students will be doing. This is where you teach your content. Describe what you do to teach the content, step by step, after you have introduced the lesson? What strategies and learning tasks will you use to support diverse student needs. These steps must be sequentially numbered. |
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| Guided and Independent Practice:
After you have introduced the lesson and provided instruction, how do you get students to interact with the content? Think: I do one [teacher model], We do one [class helps teacher model], You and your partner do one, you do one [individual]. What questions will you ask to promote higher-level thinking? What opportunities will you provide for students to practice content language/concepts/vocabulary? What language supports will you offer? These steps must be sequentially numbered. |
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| Closure:
This is your last opportunity to “drive home” the learning. Bring the students together as a group and describe step by step how you will summarize and conclude the lesson.These steps must be sequentially numbered. |
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| Technology:
Describe how the technology included in the instructional strategies and learning tasks add value to the instruction and assessment. |
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| Differentiation and Planned Universal Support:
Identify your plans to assist learners who experience difficulty or require enrichment. Include:
Modifications: What modifications will you provide for individual students? Students who are far behind their peers may need changes, or modifications, to the curriculum. For example, a student could be assigned shorter or easier reading assignments. Kids who receive modifications are not expected to learn the same material as their classmates.
Accommodations: What accommodations will you provide individual students? Accommodations can help students learn the same material and meet the same expectations as their classmates. If a student has reading issues, for example, she might listen to an audio recording of a text. There are different types of classroom accommodations, including presentation [like listening to an audio recording of a text] and setting [like where a student sits].
Differentiations: What differentiation strategies and learning tasks will you use throughout the lesson?Differentiating instruction means creating multiple paths so that students with different ability levels, learning styles, and interests can all be successful in learning and in demonstrating what they have learned. For example, during your pre-assessment to gather information about your learners, you discover that your students have different learning styles. By assessing your students, you also find out how they learn and what engages them. You then offer multiple ways for the students to interact with the content – e.g., digital texts, books on CD, PowerPoint presentations, films, individual work, small group work, etc. – all chosen because they will help the students in the particular class you’re teaching. |
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| Language Function Students Will Develop and Additional Language Demands and Language Supports
Language demands represent the language of the discipline that students need to learn and use to participate and engage in meaningful ways in the content of the learning segment. Identify two language demands needed in you lesson.
Language Function:What major language function do all students need to develop in order to learn the content within your learning segment. Example: Students might need to be able to explain, infer, compare, justify, etc?
Vocabulary and/or symbols: What vocabulary or symbols do all students need to understand in order to learn the content within your learning segment?
Syntax and/or discourse:What knowledge of conventional writing and communicating such as the organization of words, phrases, and symbols together into structures need to be understood in order to learn the content withinyour learning segment?
Discourse: What discourse is used by particular disciplines to talk and write? Example: Mathematicians communicate and write using mathematical symbols that would be unique.
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| Language Supports
What strategies and resources will you use to help your students understand and learn to use the identified language function and/or demand? A table is useful to help display your language functions/demands [above] with your language supports. Example: If your learning task is for students to evaluate a friendly letter, they need to understand the following.
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| Types of Student Assessments and What Is Being Assessed:
Describe and develop the assessment tools to use with the lesson. The assessment tools should evaluate learning with respect to each standard[s] addressed in the instruction. All descriptions must be included here and all developed assessments must be attached. These must be numbered here in the lesson plan and also on each attachment.
Informal Assessments:For example, A 1: 1 [Assessment 1: Lesson 1]; A 2: 1 [Assessment 2: Lesson 1]. Informal assessmentscould include observation checklists, rubrics, and participation.
Formal Assessments:Formal assessments could include a quiz, graphic organizer, etc.
Modifications to the Assessments:Modifications must be provided for children identified in the Context for Learning.
Describe and attach copy of modifications made for individual students.Remember that at least one of your assessments must be used to collect pre- and post- instruction data to identify/prove impact on student learning. |
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| Relevant Theories and/or Research-Based Practices
Identify best practices that you are utilizing in the lesson giving credit to the appropriate theorists. The purpose here is to justify why you are doing what you are doing. Draw upon education philosophy and specific theories of development, learning, and motivation, as well as conceptions and research-based practices of the discipline you are teaching. Formal citations are not required. |
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