TPA LESSON PLAN FORMAT
1. Teacher Candidate:
2. Subject:
3. Lesson Title/ Central Focus:
4. Grade Level(s):
5. Length of Lesson:
· Time Required
6. Academic and Content Standards (Common Core/National):
7. Learning Objective(s):
· WHAT do you want students to know and be able to do (must be measurable)? Be specific and use concrete terms.
· Learning Objective(s) must align with the Content Standards listed in #6.
8. Academic Language:
· Consider Language Demands (vocabulary, discourse, syntax, function) that students will need to participate in learning tasks and demonstrate their learning?
· What are the oral and written academic language (vocabulary and functions and forms of language associated with learning objective) that students will need to understand or produce in your learning segment?
9. Assessment:
· What type of assessment will you use to measure student learning?
· Identify if this is formative or summative.
· Attach all assessment tools for this lesson.
· Specifically identify what this assessment will measure.
10. Lesson Connections:
· How is your lesson/instruction supported by research and theory? (Make sure you have actually connected the research/theory to your lesson.)
· What examples of prior knowledge are you building on?
· Upon what assessment data or previous lessons are you building?
· WHAT requisite skills do students need in order to access the lesson & participate fully?
· How does the content build on what the students already know and are able to do?
· How does the lesson build on previous lessons or previous learning?
· What examples of personal cultural or community assets are you building your lesson on?
11. Instructional Strategies and Learning Tasks to Support Student Learning:
Introduction
· How will you communicate the learning objectives to students?
· How will you introduce this lesson (draw upon and engage students in examining their own strengths from prior learning and experience)?
Student Voice
Describe how you will gather information and data from students that inform you of:
· Their knowledge of the learning targets and how they are progressing towards these targets (e.g., “I can…” or “I am learning…” statements)?
• Their knowledge of the support and resources that can be accessed to help them achieve the learning targets
· Their knowledge of the relationship between the assessment and learning objectives
Learning Tasks
· What explicit learning instruction occurs: what specifically are the students learning in this lesson?
· What are the procedural directions for students to follow?
· What learning activities do you have planned for the students (Note: these describe what the students do during the lesson)
· What instructional strategies will you use (Note: Instructional strategies describe what the teacher does during the lesson).
· How will you incorporate guided practice?
· Provide estimates of time.
· What are the key teacher questions or prompts?
· Will students be grouped and, if so, by what criteria?
Closure
· Review and restate the learning objective(s).
· Preview connection to future learning/lessons.
· Attach all instructional materials (class handouts, PowerPoint or Smart Board slides, etc.)
12. Differentiated Instruction:
· In what ways will you ensure equitable learning opportunities for all students?
· How will you differentiate instruction based on the needs of your students?
13. Resources and Materials:
· Where did I find the idea for the lesson? (reference)
· What materials will you need in order to teach this lesson?
· What materials will students need?
14. Management and Safety Issues:
· Are there management and safety issues that need to be considered when teaching this lesson? If so, list them.
· What will you do to prepare your students for these issues?
15. Parent and Community Connections:
· How will you engage or involve parents and the community?
