LESSON PLAN ASSIGNMENT INSTRUCTIONS OVERVIEW Lesson planning is a key aspect of effective instruction. Lesson planning ranges from long-term planning (such as yearly or unit planning) to short-term pl

LESSON PLAN ASSIGNMENT INSTRUCTIONSOVERVIEWLesson planning is a key aspect of effective instruction. Lesson planning ranges from long-termplanning (such as yearly or unit planning) to short-term planning (such as weekly or dailyplanning). For this assignment, you will write a daily lesson plan for one grade level/subject.• If you are pursuing the MAT: Elementary Education, you may focus your lesson on anygrade level (K-5) and any one of the four core subject areas (English, Math, Science,Social Studies).• If you are pursuing the MAT: Middle Grades Education, you may write the plan for anygrade level (6-8), and you must write it in the subject area for which you are seekingendorsement.• If you are pursuing the MAT: Secondary Education, you may write the plan for any gradelevel (9-12), and you must write it in the subject area for which you are seekingendorsement.INSTRUCTIONSWhen you are ready to write your Lesson Plan, use the provided Lesson Plan Template. Thefollowing details the information needed in each section of the template. Lesson Plan Exampleshave also been provided for your reference.PRELIMINARY INFORMATIONCandidate Name: Your nameGrade Level: Grade level for the lessonCandidate’s Endorsement: Your endorsement areaCentral Focus: A description of the important understandings and core concepts you wantstudents to develop within the learning segment. The central focus should go beyond alist of facts and skills, align with content standards and learning objectives, and addressthe subject-specific components in the learning segment. An overarching, big idea forstudent learning in the subject area (e.g., equivalent fractions, persuasive writing).Subject: Subject area for the lessonLearning Segment Theme: A learning segment is a set of 3–5 lessons that build one uponanother toward a central focus, with a clearly defined beginning and end. You need to listthe specific skill you are teaching that falls under the central focus. This should bespecific for this plan (e.g., Central Focus: retelling/ Learning Segment: summarizing astory).Where in the learning segment does this lesson occur? Choose where this lesson falls inthe learning segment (beginning, middle, or end).Lesson Structure of Grouping: Choose which type of grouping you will use for thislesson (whole class, small group, other).EDLC 510Page 2 of 5STUDENT ASSETSComplete this section if you are in a practicum setting. If you are not in a practicum setting,please list N/A.Personal: Refers to specific background information students bring to the learningenvironment. Students may bring interests, knowledge, everyday experiences, familybackgrounds, and so on, which a teacher can draw upon to support learning. Providespecifics about the students in your classroom.Cultural: Refers to the cultural backgrounds and practices that students bring to thelearning environment, such as traditions, languages and dialects, worldviews, literature,art, and so on, that a teacher can draw upon to support learning. Provide specifics aboutthe students in your classroom.Community: Refers to common backgrounds and experiences that students bring fromthe community where they live, such as resources, local landmarks, community eventsand practices, and so on, that a teacher can draw upon to support learning. Providespecifics about the students in your classroom.Developmental: Refers to the cognitive, physical, social, and emotional needs studentsdisplay that can impact the classroom environment. Provide specifics about the studentsin your classroom.CONTENT STANDARDS• State Standard(s): Choose and write the specific state standard that your lesson is basedon, including the number, letter, and description. Links to the Virginia Standards ofLearning and Common Core Standards have been provided with this assignment. OnlyVirginia Standards of Learning or Common Core Standards may be used for thisassignment.An example of a correctly written state standard is: VA English SOL 2.7 The student willread and demonstrate comprehension of fictional texts (f) identify the problem andsolution.National Standard(s): Choose and write the specific national standard that your lesson isbased on, including the number, letter, and description. Links to the National Standardsapproved for you to use have been provided with this assignment.An example of a correctly written national standard is: D2.His.1.9-12. Evaluate howhistorical events and developments were shaped by unique circumstances of time andplace as well as broader historical contexts.InTASC Standard(s): Choose and write the specific InTASC standard that your lesson isbased on, including the number, letter, and description. A link to the InTASC ModelCore Teaching Standards has been provided with this assignment. Write a sentence toshow how the InTASC standard(s) applies to your specific lesson.EDLC 510Page 3 of 5An example of a correctly written InTASC standard is: Standard #4: Content Knowledge.The teacher understands the central concepts, tools of inquiry, and structures of thediscipline(s) he or she teaches and creates learning experiences that make these aspectsof the discipline accessible and meaningful for learners to assure mastery of the content.LEARNING OBJECTIVE(S)Objective: Write an objective based on your chosen state standard. The objective shouldbe succinct and contain a clear Condition, Performance, and Criterion. Here is anobjective example with each part numbered ([1] Condition, [2] Performance, [3]Criterion): [1] After reading three fictional short stories, [2] the student will correctlyidentify each story’s main conflict and resolution from a list of choices [3] with 4/6identified correctly.INSTRUCTIONLaunch/Hook/Anticipatory Set: Describe how you will open the lesson. This shouldcapture students’ attention and narrow their focus for the instruction ahead. Ideas for thisinclude telling an interesting story, asking a thought-provoking question, sharing a funfact, singing a song, or anything else that will meaningfully connect to the instruction.Instruction/Modeling: This will be one of the most detailed parts of the lesson. Explainvery clearly how you will teach the skill/content of the chosen state standard and theobjective. To do this, provide a step-by-step description of what you will do (as theteacher) and what students will do. You are encouraged to use numbers or bullet points.Guided Practice: Describe how students will practice the skill/content taught duringDirect Instruction/Modeling. This includes teacher monitoring, support, and feedback.Guided practice is intended to help students form their learning in a meaningful way,enhancing their understanding and/or accuracy of the skill/content. Guided Practice canalso be known as “Supervised Practice”.Independent Practice: Describe how students will continue practicing the skill/contenttaught during Direct Instruction/Modeling. This includes less teacher support thanGuided practice. Instead, this practice gives students a chance to develop fluency and/oraccuracy with the skill/content. This may include an opportunity for the application of theskill/content. Independent Practice can also be known as “Extended Practice”.Closure: Describe how you will close the lesson. This should tie the lesson together in ameaningful way.EVIDENCE AND ASSESSMENT OF STUDENT LEARNINGDiagnostic/Pre-assessment(s): Diagnostic or pre-assessments may be done at thebeginning of a lesson or completed prior to the lesson being taught (pre-test, checklist,diagnostic testing). Describe how you will assess prior learning before the lesson.Formative Assessments/Feedback to Learners: Formative assessments often take placeduring the lesson and should provide feedback to learners. Often, formative assessmentsEDLC 510Page 4 of 5take place during your Guided and Independent Practice. Describe how you will assessstudent learning during the lesson.Summative Assessment: Summative assessment is the evaluation of the Objective.Describe how you will assess student learning after the instruction has occurred. Thiscould be in the form of a quiz, test, set of questions, recitation, project, or something else;be certain that this relates directly to the Objective. Note that there may be formativeassessments embedded within the instruction areas as students are forming their learning,but the Summative Assessment is the final assessment and links back to the Objective.ACADEMIC LANGUAGE DEMANDSImportant Note: Detailed information about these areas is found in the edTPA Handbook. Pleaseconsult this for important information about each area.Language Demands: Describe how students use academic language to participate in thelearning tasks of the lesson to demonstrate their understanding.Language Supports: Describe the support(s) that will be in place to help studentsunderstand the language demands.Essential Vocabulary: List vocabulary terms that are essential for students to understandduring the lesson.LUO SOE-SPECIFIC LESSON REQUIREMENTSCharacter Education: Describe how you will connect to a character quality or life skill inthe lesson (e.g., Group work will involve student cooperation and kindness.).Materials: List all materials that would be necessary to teach the lesson. For example,tangible items, links to planned technology, handouts, manipulatives, or any other itemthat would be used to carry out the plan as it is written.Technology Connection: Describe the specific instance(s) where technology ismeaningfully integrated into the lesson. Note that technology should be integrated at leastonce within an instructional area of the plan (in the Opening, DirectInstruction/Modeling, Guided Practice, Independent Practice, and/or Closure).SUPPORTS: DIFFERENTIATION/ EXTENSIONPlanned Supports: How will you support students to meet your goals? Explicitly describewhat you will do. List planned supports (instructional strategies, learning tasks andmaterials, and other resources deliberately designed to facilitate student learning of thecentral focus).Exceptionalities (special needs-IEPs/504 plans, gifted and talented, accommodations,etc.): Describe how the lesson will include specific planning, modifications, and/oraccommodations for students with special needs. Areas to consider would be studentswith learning disabilities, physical impairments, and gifted and talented.EDLC 510Page 5 of 5ELL (English Language Learners): Describe how the lesson will include specificplanning, modifications, and/or accommodations for English Language Learners.Learning Styles/Student Engagement: Describe how the plan supports student learning.Include how the plan addresses different learning styles (modalities). Also, describe howthe plan includes elements that are engaging/motivating as well as elements that supportstudent-teacher interaction.Extension: Describe how the learning can be extended for students who have alreadymastered the skill/content. How can these students be challenged while still focusing onthe skill/content of the lesson?REFERENCESResources: Cite all resources that were used in the creation of the plan. For example, ifyou used the course textbook to get ideas for activities to include in the guided practice,you would cite it here. For each citation, describe how the source was used in the plancreation.Research to Support Instructional Design: Cite all research that supports the instructionaldesign, including URLs. At least one research-based source should be included.Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Note: The assignment must be written at or above a master's level and adhere to the current APA guidelines.