EDUC 510Lesson Plan Template edTPA Planning (Part B)Pa

EDUC 510
Lesson Plan Template
edTPA Planning (Part B)
Part B: Planning
Preliminary Information
Date of Lesson: Click or tap here to enter text.
Grade Level:
Subject/Topic: Click or tap here to enter text.
Learning Segment Theme: Click or tap here to enter text.
Where in the learning segment does this lesson occur?
☐Beginning ☐Middle ☐End
Lesson Structure or Grouping:
☐Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
Student Assets (Knowledge of Students)
Personal (Interests, family backgrounds, experiences, etc.)
Click or tap here to enter text.
Cultural (Traditions, dialects, worldview, literature, arts, etc.)
Community (Landmarks, community events, etc.)
Developmental (Cognitive, physical, social, and emotional)
Consider the Following Question for the next section of this
Form:
What are your goals for student learning and why are they
appropriate for these students at this time?
Big Idea or Concept being Taught – Central Focus
Rationale/Context for Learning – Justification for your Plans

Why this lesson at this time, for this group of learners? How
does it connect to previous learning or succeeding lessons?
Prior Knowledge and Conceptions
What prior knowledge must students already know to be
successful with this lesson?
What prior skills must students already know to be successful
with this lesson?
What prior academic language must students already know to be
Standards
State Standards
National Standards
InTASC Alignment
Learning Objective(s)
These must be behavioral and measurable.
Statements of what students will know, understand and be able
to do at the end of the lesson (consider all three domains).
Include condition, performance, and criterion.
Academic Language Demands
Language Demand(s)
Language Support(s)
Essential Vocabulary

Form:
How will you know and document students’ progress towards
meeting your learning objective?
Evidence and Assessment of Student Learning
How will you know whether your students are meeting your
learning objective? What tools will you use to measure their
progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
Formative Assessments/
Feedback to Learners
Summative Assessments
Expectations for Student Learning – Standards and Criteria
Describe in detail the following levels of student performance
and what student’s work will look like in each circumstance.
How will you communicate your expectations to students?
Provide any rubrics you will use.
Exceeds Expectations
Meets Expectations
Below Expectations

Form:
How will you support students to meet your goals? Describe
EXPLICITLY what you will do! List planned supports
(instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of
the central focus).
Character Education
Planned Supports
Resources and Materials
Technology Connection
Beginning: Launch/Hook/Anticipatory Set
How will you get the lesson started? What questions, texts,
inquiry, modeling, and/or other techniques will you use to
engage students?
Middle: Instructional Strategies to Facilitate Student Learning
For example: How will you engage students with ideas/texts to
develop understanding? What questions will you ask? How will
you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals,
small groups, or the whole class? How will you incorporate
technology? How will you address the academic language
demands? Detail your plan.Note: For math lesson plans, please
write or attach every task/problem students will solve during the
lesson—with the correct answers.
Instruction/Modeling

Guided Practice
Independent Practice
End: Closure
How will you end the lesson in a way that promotes student
learning and retention?
Supports: Differentiation/Extension
How will you provide successful access to the key concepts by
all the students at their ability levels?
Exceptionalities (special needs [IEPs/504 plans], gifted and
talented, accommodations, etc.)
ELL
Learning Styles/Student Engagement
Extension
What Ifs
Be proactive. Consider what might not go as planned with the
lesson. What will you do about it?
What if students...
What if students cannot...

References: Materials and Resources
Cite all sources used in the development of the lesson materials
and resources, including URLs or other references.
References: Research to Support Instructional Design
Cite all research used to support instructional design, including
URLs or other references.
EDUC 510
Lesson Plan Template Explanation
Do not write your lesson in this template. A blank template has
been provided.
Part B: Planning
Date of Lesson: Use date of submission
Grade Level: For example; K, 1, 2, 6, 9, 11
Subject/Topic: For example; Math/Fractions
Learning Segment Theme: For example; Fractions of a set
If you are planning to teach three lessons on this topic, is this
lesson 1 (beginning), lesson 2 (middle) or lesson 3 (end)
☐Beginning ☐Middle ☐End

Please assume that you will be teaching this lesson to a whole
class.
☐Whole Class ☐Small Group ☐1:1
Use this section to describe your students. If you are unsure of
any of the features in this section it is acceptable to write
“Unsure.” When you write lesson plans during student teaching
you will be expected to complete this entire section.
Form:
Provide an overview of what you want your students to learn
during this lesson
Explain why this lesson is appropriate at this time. You will
need to create this information since you are not going to teach
this lesson in a classroom. Please use this section to show that
you understand the sequential nature of teaching content.
For example; This is the first lesson on fractions of a set.
Students have mastered fractions of a whole in previous lessons.

Students will need to understand this concept in order to move
on to more complex fraction skills.
Prior knowledge is required for every lesson. What do you
expect your students to know before they start to learn this
content? For example; Students must know letter sounds before
they can spell. Students must know simple machines before they
can understand compound machines.
with this lesson?
Prior Skills are required for each lesson. What do you expect
your students to be able to do before they can learn this
content? For example, Students must know how to write
sentences before they begin to write paragraphs. Students must
know how to add before they can multiply.
What terms or vocabulary will students need to know before
they can learn this content. For example; fraction, numerator,
denominator, part, whole
Standards
State Standards
Copy and paste the full Virginia SOL that will be covered in
this lesson (number and words).
http://www.doe.virginia.gov/testing/index.shtml
National Standards
Copy and paste the full national standard that is most aligned
with the Virginia SOL (number and words). The national
standard should come from one of the following organizations.
Math – NCTM – https://www.nctm.org/Standards-and-
Positions/Principles-and-Standards/Principles,-Standards,-and-
Expectations/

English – NCTE – http://www.ncte.org/standards/ncte-ira
Science – NGSS – https://www.nextgenscience.org/overview-
topics
Social Studies – NCSS (10 themes) –
https://www.socialstudies.org/standards/strands
Physical Education – SHAPE -
https://www.shapeamerica.org/standards/default.aspx
Music – NAfME - https://nafme.org/my-
classroom/standards/core-music-standards/
InTASC Alignment
Please review the in-TASC standards document that is posted
with the assignment instructions. Copy and paste the in-TASC
standard that is most aligned with your lesson.
Statements of what students will know, understand, and be able
Condition: What support will students be given?
Performance: What should students be able to do? Use an active
and measurable verb.
Criterion: What level of proficiency must be achieved in order
for students to master the objective?
Example: Given a calculator and the posted formula (condition),
the student will calculate the average of a group of numbers
(performance) completing 9/10 problems correctly (criterion).
Example: Given 10 examples of exchange, the student will
distinguish between the use of barter and the use of money with
10/10 correct.
The objective should be aligned with the Virginia Standard of
Learning. For example, if the standard indicates that students

should “define” specific terms, then the word “define” should
be used in the performance portion of the objective.
Language Demand(s)
What reading, writing, or speaking skills are required for
students to successfully complete this lesson? There are
language demands for all lessons in every subject area.
Language Support(s)
How will you support students who struggle with the language
demands listed above? For example, will you allow students
who struggle with writing to type their responses? Will you
allow students to read in pairs in order to support struggling
readers?
List any essential vocabulary words that will be required for
this lesson. All lessons should include at least one vocabulary
word.
Form:
learning?
The diagnostic/pre-assessment is usually completed a few days
or even weeks before the lesson. This might be a quiz, informal
discussion, or benchmark assessment that provides information
on what your students already know about the topic of this
lesson.

Formative assessment is an ongoing process that provides
support to students throughout the lesson. Your lesson should
include some evidence of formative assessment. This typically
takes place during guided practice when the teacher will provide
individual assistance while students practice skills or concepts
taught during the instruction portion of the lesson. Formative
assessment could also occur during a game, where students
guess answers before the correct answer is revealed.
The summative assessment will be used to determine whether
students have met the lesson objective. This could be an
assignment completed individually during independent practice.
It does not have to be a formal test. The summative assessment
should be aligned with the Virginia SOL and the lesson
objective.
Use the criteria in the lesson objective to complete this section
Example: Students will be able to calculate averages for 10
groups of numbers and explain the process of averaging
numbers.
Meets Expectations
Example: Students will be able to calculate averages for 9
groups of numbers.
Below Expectations

Example: Students will be able to calculate averages for fewer
than 9 groups of numbers.
Form:
the central focus).
Character Education
You will integrate a character principle (e.g. honesty,
responsibility, perseverance) or a scripture into your lesson.
Please list the principle or scripture and explain how it applies
to your lesson.
Example: Perseverance – As my students work on these new
math skills I will remind them to use perseverance if they have
trouble with the problems.
Planned Supports
List the strategies that you will use to support students who
struggle with this lesson.
List all materials and resources that would be needed in order to
teach this lesson.
You are required to incorporate some form of technology into
your lesson. This could be showing a video, using the document
camera, displaying information on the SmartBoard, or any other
kind of technology that would help you to present the
information in your lesson.

engage students?
This is a brief introduction to your lesson. You may start with a
video, a quote, a story, or some other strategy to get students
ready to learn this content. The content of the Beginning:
Launch/hook/set must be related to the content of the lesson.
This part of the lesson should last 3-5 minutes.
This is where you will teach your students the content outlined
in your objective. This should be a detailed paragraph or
bulleted list of instructional procedures. Remember to include
instructional strategies (e.g. show a PPT, read a book, listen to
a recording, etc.). This will be the longest part of your lesson as
it is the most important. This is where you actually teach your
students something new.
Guided Practice
In this part of the lesson, students will use the information
presented during instruction to practice the skill or review the
content of the lesson. This activity is usually completed in
collaborative groups with the support of the teacher. Formative
assessment typically takes place here. Since the next activity
will be completed independently, it is a good idea to incorporate
some sort of movement or group work into this section.

In this part of the lesson, students will practice the skill or
review the content of the lesson independently. You could have
students complete the summative assessment here. This is your
opportunity to determine whether students have met the
criterion set forth in the lesson objective.
End: Closure
This part of the lesson should be a summary of what students
learned (e.g. “Today we learned how to…”) or an application
for the content/concept presented (e.g. “When you go home, I
want you to look for examples of…”). You may also use this
time to have students complete an exit ticket or a brief review.
This part of the lesson should not exceed five minutes.
Explain how you would adjust your lesson for students with
learning difficulties and students identified as academically
gifted. This part of the lesson is required.
ELL
Explain how you would adjust your lesson to support English
Language Learners (ELL). This part of the lesson is required.
Explain how your lesson will keep students engaged and meet
the needs of visual learners, auditory learners, and tactile-
kinesthetic learners. This part of the lesson is required.

Extension
Explain how you will challenge students who need enrichment
in this area. Describe tasks that you will assign if students
finish their work early.
What Ifs
What if students...
Create a scenario for something that could go wrong in your
lesson and explain how you would address the issue.
For example, “What if students cannot access information via
the SmartBoard?”
You must include at least one instructional resource (e.g.
website, magazine, or video) that should be cited here in APA
format.
You must include at least one scholarly resource (e.g. scholarly
journal article or textbook) that supports one of the
instructional strategies used in your lesson. This resource
should be listed in APA format.

Liberty University School of Education Lesson Plan Template:
Planning (Part B)
Part B: Planning
Candidate Name: Ima Champion
Date Developed: 11-08-19
Candidate’s Endorsement: Elementary Education PreK-6
Date of Lesson: 11-15-19
Subject/Topic: Math / Symmetry
Learning Segment Theme: Patterns , Symmetry in Math and
integrated with Life Cycles in Science (Butterflies)
Grade Level: 2
Number of Students: 24
☒Beginning ☐Middle ☐End
☒Whole Class ☐Small Group ☐1:1
This class has both male and female students; it is composed of
different types of family structures. Some students have two
parent households but more live in single parent households.
Three students live with extended family or other caregivers.
Due to the vibrant arts program at the school, 1/3 of the class
participates in Showchoir and 1/4 participate in the dance
program. 1/3 of the class participates in an organized athletic
sport after school (eg. Football, soccer, and cheer) and 2
students are in Boy Scouts. At least 12 of the students attend
after school programs at the school site, neighborhood
community centers, and the local Boys and Girls club. I will be
corresponding with the contacts at these sites to provide
additional reinforcement or extension activiites on the

symmetry learning focus.
English is the primary language for most students, but 3 are
ELL. Thre are 14 females and 10 males. About 1/3 of the class
attends a Christian church every week. Two students attend a
church that is a religion other than Christian. More than 2/3 of
the class are economically disadvantaged and receive free or
reduced lunch. The class is composed of 2/5 students who are
African American and 2/5 who are White and 1/5 who would be
considered Latino or Asian. Because the city has a large
university and several other smaller colleges, there are many
opportunities to attend sporting and fine arts events. The
downtown area of the city is experiencing a revitalization
movement and has opened several arts-based venues such as the
refurbished theatre, the Riverview Arts building and programs,
and a dance studio. The students visited the college art gallery
and museum earlier in the semester and I will use some of those
paintings in the symmetry lesson.
The city is located on the James River in Central Virginia ; it is
close by several Civil War landmarks. The city is considered by
many to be a college town with a large university and several
other smaller colleges. The ocean is about 4 hours away and
Washington DC / NOVA about 4 hours distance as well. The
city has a train depot and there is a train festival each year in
the adjacent county. One of the main city employers is a
company specializing in nuclear power and renewable energy.
They give generously to STEAM grants and initiatives in the
schools.
The students are pacing well as a class and are able to produce
mutiple ways of thinking and organizing information with
graphic organizers and guided notes. The students are able to
cooperate, use partner talk, and share often. One student who
does not like group work will discuss the required task with his
group and then go sit elsewhere in the classroom to sol ely

complete his part. This student may need to work on his
symmetry activity (guided practice) by himself and then share it
with his group when he is finished.
Form:
The central focus of this lesson is to build on students
understanding of patterns and symmetry. The students will
learn the definition of symmetry and its application to
engineering and art. This lesson will serve as a precursor to
translation, rotation, and reflections.
Previous mini lessons focused on identifying shapes and
creating models of shapes. Students practiced using geoboards
to create shapes. Now that students can identify and model
shapes, they are ready to begin learning the concepts of
symmetry.
Basic shapes
with this lesson?
Identification of basic shapes, creation of basic shapes
Identify, distinguish, compare, contrast, match, equivalent,
nonequivalent
Standards
State Standards

Virginia Standard of Learning: MATH 2.12 The student will
b) identify and create figures with at least one line of symmetry.
National Standards
NCTM Math - Geometry Standard for Grades Pre-K–2
Apply transformations and use symmetry to analyze
mathematical situations
- Recognize and create shapes that have symmetry.
InTASC Alignment
Domain 3:
Standard 6: Assessment- Diagnostic Assessment - Using
geoboards from the prior lesson, assess as to whether students
can make shapes that are symmetrical. Formative Assessment -
Viewing the refined definition of symmetry on the individual
white boards. Guiding students with the painting activity
(Guided Practice) and reviewing the accuracy of the butterfly
coloring sheet (Independent Practice). Summative Assessment:
Geometry Learning Segment Test – identifying at least 4/5
symmetrical shapes on the test
Statements of what students will know, understand, and be able
Given 5 various pictures of geometric figures, the student will
be able to identify figures that are symmetrical with 4/5 figures
matched correctly.
Language Demand(s)
Students must be able to verbally compare and contrast.
Students must be able to write descriptions. Students must be

able to define mathematical terms (symmetry) in their own
words.
Language Support(s)
Teacher provides formal definition of symmetry on the math
anchor chart. Teacher models symmetrical shapes and
asymmetrical shapes and students must distinguish between the
two. Students refine their own definition of symmetry on their
individual white boards.
Lines of symmetry, symmetrical, asymmetrical, shapes, figures,
polygons
Form:
learning?
Using geoboards from a prior lesson, assess as to whether
students can make shapes that are symmetrical.
Viewing the refined definition of symmetry on the individual
white boards. Guiding students with the painting activity
(Guided Practice) and reviewing the accuracy of the butterfly
coloring sheet (Independent Practice)
Geometry Learning Segment Test – identifying at least 4/5

symmetrical shapes on the test
Students can identify 5/5 symmetical figures.
Meets Expectations
Students can identify 4/5 symmetical figures.
Below Expectations
Students can identify fewer than four symmetrical figures.
Form:
the central focus).
Character Education
Order, patterns, and stewardship
Students must be able to order and organize their workspace to
accomplish tasks. Students must display effective work
patterns, exercise patterns, sleep patterns, etc. to be good
stewards of their cognitive and physical growth.
I Corinthians 14:33, 40 For God is not the author of
confusion, but of peace, as in all churches of the saints… Let all
things be done decently and in order.
Planned Supports

- Anchor chart with essential vocabulary and concepts of
symmetry
- PowerPoint with pictures that model symmetry and asymmetry
- Guided Note Sheet - to enhance direct instruction
- Literature Connection - reading opportunities, visual / picture
clues
- Video Clip for reinforcement
- Pair sharing for learning connections and summaries
- Manipulative Resources - geoboards, painting activity,
coloring / grid activity
- Smartboard
- Document Camera
- Class set of Geoboards
- Rubber bands for Geoboards
- Guided Note sheet (25 copies)
- Highlighters
- 24 Individual white boards
- Dry erase markers
- Objects for set (leaves, shells, butterfly wings),
- Picture Book: The The Butterfly Alphabet Book by Jerry
Pallotta
- Six baskets - one for each group of four students
- 24 Butterfly die-cuts (one for each child ; 4 in each basket)
- 18 paint bottles (place 3 paint colors in each baskets)
- 24 Brushes (place in baskets)
- 6 large cups of water (one for each group table to clean their
brushes)
- Butterfly color sheets (25 copies)
- Crayons or colored pencils (student choice)
Use the Smartboard to display the Powerpoint that shows shapes
that are symmetrical and asymmetrical so students can

differentiate between the two.
Also, there are two video clips in this lesson:
1.) video clip that demonstrates symmetry
https://www.youtube.com/watch?v=SJlhywRfvh8
2.) video clip that demonstrates the life cycle of the butterfly
https://www.youtube.com/watch?v=7AUeM8MbaIk
engage students?
Show the Powerpoint of pictures of butterflies. Ask students if
they can figure out what these creatures have in common and
have them write this on their individual white boards. Have
students show their responses.
a. Distribute the Guided Notes sheet so students are directed to
fill in the essential vocabulary terms and the symmetry /
asymmetry concepts in the PowerPoint.
b. Access the Powerpoint. Explain to students the definition of
symmetry: “balanced proportions” ; a shape has symmetry
when one half of it has the mirror image of the other half.
(Reiterate in Guided Notes).
c. Address the following terms in the Power Point and Guided

Notes sheet: Lines of symmetry, symmetrical, symmetrical,
shapes, figures, polygons
d. Show the symmetry video [ Use the video at
https://www.youtube.com/watch?v=SJlhywRfvh8 to introduce
symmetry. Begin at the 1:00 mark. ]
and have students highlight the terms on their Guided Notes
sheet that they see in the video.
e. Read The Butterfly Alphabet Book by Jerry Pallotta. As the
students look at the large wing photos that show the alphabet,
also encourage them to look closely at the small pictures of the
butterflies to see the symmetry. (Use the document camera so
students can carefully see the lines of symmetry.)
f. Have students look for things in the classroom that exhibit
symmetry.(eg. Capital letter “H” or “V” in the alphabet, two
classroom curtains, etc.) (List examples on Guided Notes sheet.)
g. Have students get out their white boards and dry erase
markers. Have students draw some figures that would be
symmetrical. Allow them to share their figures and ideas with
each other.
h. Have each students brainstorm and refine their definition of
symmetry. They should write their personal, refined definition
of symmetry on their individual whiteboard. They should then
show their neighbor and compare/contrast their definitions.
i. Show the butterfly lifecycle video
https://www.youtube.com/watch?v=7AUeM8MbaIk -and list
the 4 steps on their Guided Notes sheet.
j. Review definition of symmetry once more. (Fill in any
missing notes from the Guided Notes sheet.)
Guided Practice
a. Have students gather in 6 groups of 4 students.
b. Hand out a butterfly die-cut for each student.
c. Tell students to fold the butterfly in half because they can
only paint of half of it.
d. Hand out the paint and brushes for each group.
e. Allow students sufficient time to paint.

f. Show them how to press the butterfly back together to gain a
symmetrical pattern on all of the wings.
g. Have students share with a partner how their butterfly is or is
not symmetrical.
h. Review the definition of symmetry once more.
a. Distribute the Butterfly Symmetry sheet.
b. Explain to students they must look through all of the
butterflies on the page and circles the ones that are symmetrical.
c. Students will complete this assignment independently
(summative assessment).
d. If students finish early they can draw a picture of a butterfly
with symmetrical wings on the back of the sheet.
End: Closure
“Today we have learned about symmetry. On your exit ticket,
write a definition of symmetry in your own words and then draw
a letter of the alphabet that is symmetrical.
For the student with the visual disability, I will…. provide
larger print on the handouts. This student is also available to
have proximity seating to be close to the Smartboard to see the
pictures when distinguishing between symmetrical and
asymmetrical.
For the student with the 504 plan, I will…. provide extra time to
complete the independent practice and summative assessment.

To challenge students that have already mastered symmetry,
they can proceed to learn about…
Tessellations - students use reflection, rotation, translation to
create tessellations.
They can also complete the extension activity below.
ELL
For the 3 ELL students, I will…. utilize heterogeneous grouping
so that the students are not all in the same groups. The
Smartboard technology will provide a translation for the
students. The students can also use the google translator at
their desk for everything except the summative assessment.
Flexible seating – working in pairs for engagement, using class
resources (document camera, white boards, video clip, paint,
paint brushes, etc.) to encourage student engagement
Visual Learners - access to pictures in Power Point, use of
Guided Notes sheet and highlighters, use of Anchor Chart
Auditory Learners - access to auditory reading of a picture
book, access to video on symmetry and video on lifecycles of
butterfly
Kinesthetic Learners - creating shapes on the geoboards,
completing the Guided Note sheet, using the individual
whiteboards, painting the butterflies to show symmetry, and
coloring the picture to show symmetry
Extension
To provide extension, here is an additional resource from
VDOE:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathem
atics/2016/mip/geo/mip-G-3c-symmetry.pdf
This resource addresses additional terms in vertical symmetry,
horizontal symmetry, rotational symmetry.

If students finish the independent practice activity early they
can draw a picture of a butterfly with symmetrical wings on the
back of the sheet.
What Ifs
What if students...
If students finish early, they can go the symmetry app on the
class set of i-pads.
Or, they may work on the snowflake symmetry found here:
https://www.teacherspayteachers.com/Product/Winter-
Symmetry-Worksheets-3365564
If students have difficulty with the fine motor skills necessary
for the painting portion of the lesson – they can complete this in
pairs or have a separate stamp activity.
Pallotta, J. (1995) The butterfly alphabet book. Watertown, MA:
Charlesbridge.
Tomlinson, C. A. (2017). How to differentiate instruction in
academically diverse classrooms. Alexandria, VA: ASCD.

EDUC 510Lesson Plan Template edTPA Planning (Part B)Pa

EDUC 510Lesson Plan Template edTPA Planning (Part B)Pa

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EDUC 510Lesson Plan Template edTPA Planning (Part B)Pa