(SYLLABUS INSTRUCTIONS) Develop a lesson on any topic reflecting your grade level or your area of specialization. Per the edTPA Handbook (2016, p. 10), each plan must be no more than 4 pages in length. You will need to condense or excerpt each plan longer than 4 pages. Each learning experience plan must include the following information:

· State-adopted standards for your children’s age group and/or the age-appropriate national or professional standards for the children in your learning segment. (NOTE: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.)

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· Learning objectives for each learning experience that are associated with the standards

· Instructional strategies and learning activities (including what you will be doing to support diverse children’s needs)

· Instructional resources and materials used to engage children in the learning experiences

· Informal and/or formal assessments used to monitor children’s learning for each learning experience, including type(s) of assessment and what is being assessed (e.g., observations or checklists).

· Be sure to plan to collect at least one work sample from each child in the class/group

· List all citations for all materials that you did not create at the end of the commentary (e.g., published texts, websites, and material from other educators). Label each citation with the plan





GRADE LEVEL:_________________ TEACHER:________________________







What will the students learn?
The objectives should be age appropriate and based on the standards above, usually one objective addressing each of the standards.
Each objective should start with “Students will be able to….” (I refer to it as “SWBAT” for short) and use an “observable, measurable” verb. Examples can be found in the Readings folder under Session 10.
For example, you can see a student identifying, describing, discussing, listing, explaining, reading, etc. But you cannot SEE learning, understanding, comprehending.
Instead of writing “Students will be able to learn the state capital of New York” (not using a measurable verb), say “Students will be able to identify the capital of New York.”
The objectives should address various levels of Blooms’ Taxonomy (knowledge-comprehension-application-analysis-synthesis-evaluation) – See Bloom’s Handout



What do you need for the lesson?
Ex. children’s books, props, supplies
Have a variety of age appropriate materials to make it interesting




How will you introduce the lesson? It should be exciting, fun, interesting. Not just “Today we’re going to read a story.” This should spark interest.





What will you do to get the students to meet the lesson’s goal and objectives?
Provide a step-by-step description of what you will do in the lesson plan. This should be detailed enough so that a substitute teacher could follow it. Split into numbered steps or short paragraphs.

Procedures can include any of the following:

*Pre-Test: How can you assess knowledge BEFORE you start the lesson? You may have to adjust the lesson if the students know a lot of the content or know less than what you expected.

* Instructional Input–lecture, but not necessarily lecture: explanation, instructions, and examples are always good!

* Modeling–demonstrate, show what you tell

*Check for Understanding–watch faces, ask questions (include questions you would ask)

*Guided Practice–help students start practicing new skills, applying new knowledge

*Independent Practice–turn them loose to work on their own, homework assignment, etc.




How will you adapt the lesson for any of the following populations?
Students with disabilities
English Language Learners



How will you end the lesson? This is usually a 3-5 minute recap/summary of the lesson. You need to know if your students grasped the lesson’s objectives.




List each student learning outcome and then describe how you would assess achievement of these goals (observations, test, individual worksheet, portfolio, project, asking questions, etc.) and what you would look for.
These can include both formal and informal assessment and both formative and summative evaluations.



Reference sources, like books, websites, etc. where you get ideas or used materials

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