edTPA Lesson Plan Template (4 Page Limit)

(This template may be modified as needed to fit district or school lesson plan formats.)
Grade Level: 10th
Subject / Content area: ELA
Unit of Study: Informative writing
Lesson Title: conferencing
Central Focus for the learning segment: Glows and Grows
Content Standard(s): CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 9-10 here.)
Learning Objectives associated with the content standards: Students will be able to revise
and edit their work by expressing successes and difficulties during writing process.
Instructional Resources and Materials to engage students in learning: N/A
Instructional Strategies and Learning Tasks that support diverse student needs. (Include
what you and students will be doing.): Students will working in groups discussing grows
and glows of their work, while I go from table to table re-explaining the areas of grow
specific to the table
Differentiation and planned universal supports: Students will receive personalized help
Language Function students will develop. Additional language demands and
language supports: Identify, express likes and dislikes
Type of Student Assessments and what is being assessed:
Informal Assessment: Teacher and student group conference

Formal Assessment: N/A

Modifications to the Assessments: Students will be helped as needed

Evaluation Criteria: Self-assessment, rubric for assignment

Relevant theories and/or research best practices: Self-assessment helps learners understand how
they learn and identify learning strategies based on their learning styles. Students identify learning
strategies that help them learn the vocabulary in written and spoken language.
Self-assessment helps teachers individualize their lessons based on the goals the students have
identified. Self-assessment gives teachers the necessary information to choose activities that match
the different learning styles of their students.

Lesson Timeline: After reading and commenting all of your informative essays, I have
placed you into growing groups, which means the students sitting in the same group as you
shares the same grow as you (grows=areas that you need to grow in).
Do now: As I hand back your essays, look at the color of the sticker on your paper, sit on the
table with the same color sticker. I will move from group to group assessing and help
students in their area of grow hopefully turning their grows into glows
Lesson: As you wait for me to get to your table, conduct a mini peer review session, look at
each others work, discuss some of the glows and grows you see in your classmates
work and then compare it to your own work
Reflection: Talk about one thing youve learned during your group conference with Ms.
Akinde or one thing you learned during your mini peer review session

Reflection: In this artifact I differentiate instruction based on the students selfassessment that they handed in along with the final copy of their paper. I will also
assess the students against the rubric given for the assignment. These two factors are
how I determine which student belongs in which group. For example, one group of
students may need help with their conclusion, while another may need help with their
thesis statement. What I teach the students will be based on what I assessed in their
papers, but while in the group students have the opportunity to share their concerns or
issues or even accomplishments with me.