Educ 554 lesson plan template (edtpa – student teaching)this

1. EDUC 554
Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other
template will be accepted. All sections should be clearly
addressed with specific details in the instructional sections. Be
clear and concise with what you are teaching. Maximum page
length per lesson plan is 4 pages.
LESSON #
Subject/Topic: English Language Arts/ Reading Comprehension
Grade Level: 4th Grade
Lesson Structure or Grouping:
Whole Class ☒ Small Group ☐ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Cause and Effect
Resources and Materials:
White board, Cause & Effect Youtube video -
https://www.youtube.com/watch?v=rDXvCWROW6w, C&E Day
1 Intro Lesson and Sorting Activity-
https://docs.google.com/presentation/d/e/2PACX-
1vQXxpde3uKYYFflfsTEqIKwTn6hvxHy3zhTu5eyKeDYGz6rM
0ra8n9DlS6slCpHzqIfsY0jZA2p9-H-
/pub?start=false&loop=false&delayms=3000&slide=id.g836230
790f_0_46, C&E Day 3 Task Cards Google Forms Version-
https://docs.google.com/forms/d/e/1FAIpQLSfv101vLiHXvCOt
UImzf0BbooOOVZQun_Fh70ZnFqkwoPOFZg/viewform
independently.
Standards:
State: 4.5 The student will read and demonstrate
comprehension of fictional texts, literary nonfiction, and poetry.
J) Identify cause-and-effect relationships.
National: CCSS.ELA-LITERACY.RI.4.5

2. Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
Objective:
The student will be able to determine which of two events is the
cause and which is the effect on 9 out of 12 questions
independently.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The 4th grade students will need to know
that a cause is an action, and the effect is what happens. Student
must also be familiar with conjunctions, prepositions, and
transitional phrases.
Language Supports: The teacher will provide the following
example of Cause & Effect –Ms. Bauer’s shirt was wrinkled, so
she ironed it.
Essential Vocabulary: Cause, Effect, Relationship,
Conjunctions, Preposition, Transitional Phrases
INSTRUCTION
Direct Instruction/Modeling: The teacher will explain that
author’s write stories and will organize them using different
text structures and today we will be learning about Cause &
Effect. The teacher will ask students have ever heard of Cause
& Effect before. The teacher will call on students and record
answers on the white board. The teacher will then show the
following Youtube video to introduce Cause & Effect -
https://www.youtube.com/watch?v=rDXvCWROW6w. After
watching, the teacher will provide several examples of Cause &
Effect relationships making sure to write them on the board and
pointing out what the “Cause” is and what the “Effect” would
be. The teacher will explain that sometimes the Effect is listed
first, and sometimes the Cause is listed first. The teacher will
go over conjunction, preposition and transitional phrases and
show how they relate to Cause-and-Effect relationships. The
teacher will then call on students to provide examples orally.
Guided Practice: The teacher will then project the activity

3. “C&E Day 1 Intro Lesson and Sorting Activity” -
https://docs.google.com/presentation/d/e/2PACX-
1vQXxpde3uKYYFflfsTEqIKwTn6hvxHy3zhTu5eyKeDYGz6rM
0ra8n9DlS6slCpHzqIfsY0jZA2p9-H-
/pub?start=false&loop=false&delayms=3000&slide=id.g836230
790f_0_46, The teacher will guide students through this as a
whole group activity. Students will take turns answering aloud
and the teacher will drag and drop each event from the left side
to the empty box next to the cause or effect it matches.
Independent Practice: Students will log into Google Classroom
and complete the C&E Day 3 Task Cards Google Forms
Version-
https://docs.google.com/forms/d/e/1FAIpQLSfv101vLiHXvCOt
UImzf0BbooOOVZQun_Fh70ZnFqkwoPOFZg/viewform
independently.
Closure:
DIFFERENTIATION
Supporting Students with Special Needs: The fourth-grade
classroom consists of 22 students. There are 12 girls and 10
boys. There are 9 Hispanic students, 8 White students, and 5
African American students. 9 students review ELL services and
accommodations, 2 students have IEPs, and 2 students have 504
Behavior Plans. Student 1 with an IEP receives IEP services
under his Other Health Impairment disability. He gets
collaborative math and language arts. His accommodations
include access to word prediction software for writing
assignments, breaks during instruction and testing (at least 1
time per hour) and independent work modified to be on
instructional level. Student 2 with an IEP receives IEP services
under her Other Health Impairment and Emotional disability.
She gets collaborative math and language arts and receives adult
support during Virginia Studies. Her accommodations include
chunked information, complete copy of notes, positive behavior
chart, breaks during instruction, small group testing and
reduced assignments. During independent practice, the teacher
will group ELL and IEP students together. The teacher will read

4. each question and possible answers aloud, and students will
choose their best answer.
Challenging Above-Average Students: For this lesson, above-
average students will be given a more challenging assignment
that includes writing 2 sentences that include Cause & Effect
relationships.
Facilitating a Classroom Environment that Supports Student
Learning: The teacher will consider each students learning
needs and academic ability. The teacher will go over classroom
expectations when completing independent work and remind
students of expectations and behaviors in a whole group lesson.
The teacher will also use words of encouragement and positive
praise to support student learning.
Extension: Students can engage in further exposure to the
weekly comprehension skill by drawing a picture that represents
Cause & Effect relationship. Above-average students can write
a sentence to go with each picture.
ASSESSMENT
Diagnostic/Pre-Assessment: Individual student performance
can be assessed during the introduction of the lesson. The
teacher will assess students’ interaction during class discussion
relating to the Cause & Effect examples provided.
Formative Assessment: Teacher evaluation of the whole group
Cause & Effect activity will help determine if students need
additional instruction and examples provided.
Summative Assessment:
1
EDUC 554
Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other

5. template will be accepted. All sections should be clearly
addressed with specific details in the instructional sections. Be
clear and concise with what you are teaching. Maximum page
length per lesson plan is 4 pages.
LESSON #
Subject/Topic: Click or tap here to enter text.
Grade Level: Click or tap here to enter text.
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Click or tap here to enter text.
Resources and Materials:
Click or tap here to enter text.
Standards:
State: Click or tap here to enter text.
National: Click or tap here to enter text.
Objective:
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct Instruction/Modeli ng: Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students with Special Needs: Click or tap here to
enter text.
Challenging Above-Average Students: Click or tap here to
enter text.
Facilitating a Classroom Environment that Supports Student
Learning: Click or tap here to enter text.

6. Extension: Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-Assessment: Click or tap here to enter text.
Formative Assessment: Click or tap here to enter text.
Summative Assessment: Click or tap here to enter text.
1
EDUC 554
Differentiating Literacy Lesson Plan Grading Rubric
Content
Advanced
Proficient
Developing
Not present
Original Lesson Plan
20 to 22 points
Excellent details from the original lesson plan are provided
using the lesson plan template. All criteria are included from
the following sections—topic/skill, instructional, and
assessment. All resources, handouts, or links are included
which are needed to teach out the lesson successfully.
18 to 19 points
Details from the original lesson plan are provided using the
lesson plan template. Most of the criteria are included from the
following sections—topic/skill, instructional, and assessment.
OR
A resource, handout, or link is omitted which is needed to carry
out the lesson successfully.
1 to 17 points
Details from the original lesson plan are provided using the

7. lesson plan template. The criteria from the following sections—
topic/skill, instructional, and assessment—have missing
components or are incomplete.
OR
The missing resources, handouts, or links hinder the lesson from
being carried out successfully.
0 points
The requirements are missing.
Differentiated Lesson
20 to 22 points
The original lesson is adapted with specific, detailed
differentiations for a selected population. The only sections
that are differentiated are the instructional and assessment
sections. All resources, handouts, or links are included coded
with DI which are necessary for the lesson to be differentiated
successfully. The DI clearly meets the needs of the selected
population.
18 to 19 points
The original lesson is adapted with differentiations for a
selected population. The sections that are differentiated are the
instructional or assessment sections.
OR
A resource, handout, or link coded with DI is missing which is
necessary for the lesson to be differentiated successfully. The
DI meets the needs of the selected population.
1 to 17 points
The original lesson is adapted with differentiations, but the
specific population is not identified. The instructional or
assessment sections have missing DI components making the
lesson unclear.
OR
The missing differentiated resources, handouts, or links hinder
the lesson from being carried out successfully.
0 points
The requirements are missing.

8. Written Report
17 to 19 points
A clear description of the literacy focus for the distinct student
population along with an overview of the differentiation in the
lesson is provided clearly and logically. A thorough
explanation of how the differentiation supports and impacts
student learning of the specific population is provided. The
report is 500 to 600 words in length.
16 points
A description of the literacy focus for the distinct student
population along with an overview of the differentiation in the
lesson is provided. An explanation of how the differentiation
supports or impacts student learning of the specific population
is provided. The report is 10 to 100 words above or below the
length.
1 to 15 points
A description of the literacy focus for the distinct student
population along with an overview of the differentiation in the
lesson is missing.
OR
An explanation of how the differentiation supports or impacts
student learning of the specific population is missing,
OR
The report is 110 or more above or below the required word
length.
0 points
The requirements are missing.
Structure – 30%
Advanced
Proficient
Developing
Not present
Grammar and Spelling
12 to 13 points
Correct spelling and grammar are used throughout the essay.
There are 0–2 errors in grammar or spelling that distract the

9. reader from the content.
11 points
There are 3–5 errors in grammar or spelling that distract the
reader from the content.
1 to 10 points
There are 6–10 errors in grammar or spelling that distract the
reader from the content.
0 points
Not present
Current APA format Reference page
13 to 14 points
There is 0–1 minor error in current APA formatting in the
required items: title and reference page.
12 points
There are 2–3 minor errors in current APA format in the
required items.
1 to 11 points
There are more than 3 errors in current APA format in the
required items.
0 points
Not present
Page 3 of 3
EDUC 554
Differentiating Literacy Lesson Plan Instructions
Overview
The purpose of this assignment is for you to select ONE lesson
plan from your practicum and modify it for a distinct student
population: a disability (one of these categories only - dyslexia,
reading difficulty, or learning disability) or English language
learners. In addition, you will support other educators by
creating instruction that supports the literacy development of

10. diverse classroom populations.
There are three steps to the assignment: 1) include instructional
and assessment sections from the original lesson plan (using the
lesson plan template), 2) revise the instructional and assessment
sections of the lesson to differentiate for selected population,
and 3) explain how a teacher would differentiate and provide
supports for this distinct student population in a written
evaluation.
Step 1- Original Lesson Plan
1. From original lesson plan, cut and paste the topic/skill
sections, the instructional sections and assessment section.
2. Include all resources, handouts, links teacher will need to
include in lesson (everything the teacher or student will see or
use).
Step 2- Differentiating Lesson for Specific Population of
Student(s)
1. Write a differentiated lesson plan specifically addressing the
selected population. The entire lesson is not rewritten, only the
instructional sections and assessment section.
1. Include all NEW differentiated resources, handouts, links
teacher will need to include in lesson (everything the teacher or
student will see or use).
2. Label differentiated resources with the code “DI”
(differentiated instruction).
3. It should be clear as to how you are differentiating the
lesson. Include details.
Step 3- Written Report (Evaluation of Differentiated Literacy
Lesson)
1. Describe the literacy focus for the distinct student population
and how differentiation is seen in the lesson.
2. Explain how a teacher would differentiate and provide

11. supports for this distinct student population.
3. Word count is 500-600 words, written in proper paragraph
format.
4. Graduate level writing should adhere to current APA
guidelines and should be free of grammatical/mechanical errors,
including a cover page and reference page.
5. No additional research-based articles are required.