1

Teacher Candidate: ​Damaris Martinez​ Subject: ​Professional Development ​ Grade Level: ​ALL ​ Lesson Number: 2

Central Focus/​Overall Goal:​ Students will be able to apply Surveys and Task Cards into their content area in order to
differentiate lesson plans within their content area.
Learning Segment​/Unit Language Function: ​Apply
State-adopted student NYS Teaching Standards- Standard III: Instructional Practices
academic content Element III.1
standards Teachers use research-based practices and evidence of student learning to provide
developmentally appropriate and standards-driven instruction that motivates and engages
students in learning.
Element II.5
Teachers design relevant instruction that connects students’ prior understanding and experiences
to new knowledge.
1a. Pre-service teachers will be able to identify Surveys: Creating Learning Profiles and Task
Lesson Objectives Cards
edTPA requirement 1b. Pre-service teachers will be able to apply Surveys: Creating Learning Profiles and Task Cards
to their content area.
Evidence 1a. GoFormative Quizzes
1b. Exit Slips
Common One of the misconceptions that pre-service teachers may have is the concept of teaching down
Misconceptions/ the middle. This means that they will teach their material to all their students the same way
Possible Student regardless of their level of readiness. Practices like these affect students motivation and
Errors & How they will relationship with their educational journey. By exposing the pre-service teachers with
be addressed research-based instructional strategies for differentiated instruction they will be able to implement
them into their lessons. This will help their students become more engaged and motivate them to
become an active part of their learning.
Procedure – Hook
Label:​ Instructional ● The instructor will act out a skit for the pre-service teachers.
method(s), learning ● The instructor comes in frazzled. Doesn’t know their names, doesn’t really know the
tasks, modeling, pre-service teachers.
guided practice, ● The instructor asks “how many people like Physics”, (the instructor expects no one to
scaffolding, raise their hand) oh boy.
independent practice, ● The instructor will ask “How many of you took a Physics class in the past year?” (the
activities and/or other instructor expects no one to raise their hand) oh boy.
Label:​ ​Bell Ringer ● Oh well, I already put a lot of time and effort so we are going to do it anyway. The
Also may be called: instructor asks if they know about the theory of relativity. (the instructor expects no one to
anticipatory set, hook, raise their hand)
introduction, review, ● The instruction will say ”Well I am going to do a lesson today on it and there will be a quiz
Do Now, Write Now, that will count in the grade book twice so you better pay attention”.
Silent Starter, ● The instructor will pause the skit and ask the pre-service teachers what their thoughts
warm-up about the skit they just saw. ​InTASC 8(i)
Label:​ ​Transitions Agenda
Label: ● The instructor will go over the objectives for the day
Accommodations for ● The instructor will display and read the agenda out loud. ​InTASC 6(r)
Learning Modalities
visual,​ ​auditory​, and Transition:​ The instructor will group pre-service teachers based on their content area.
kinesthetic
Label:​ ​Checks for Development of Surveys, Creating Learner Profiles
Understanding: ● The instructor will project the groups and gives pre-service teachers 30 seconds to find
directions​, and/or their group and sit together with them. These groups are based on their content area.
content​ (formal or (RBIS #1)​ I​ nTASC 3(j)
informal) ● The instructor will explain to the pre-service teachers that surveys must have three major
Label:​ ​RBIS components. The must have a purpose, what do you hope to learn from this question, the
Label:​ Evidence of use of the data, how will you use the data collected, and must be an appropriate length, if
Cognitive Student you were a student would the length be off-putting, as a teacher did you collect all the data
Engagement​ ​(CSE) you hoped for?​(Academic Language Introduced: Surveys)
Copyright Pending – S. Hackett 2018
 2

● The instructor will have pre-service teachers do a turn and talk in order to discuss what
Label:​ Academic the instructors hoped to learn from the survey. The instructor will give them 2 minutes to
Language discuss.​InTASC 3(q)& 8(h)​(​Auditory​)
(​introduced/practiced/ ● The instructor will explain that the survey they took was created with the purpose to tailor
assessed​) the presentations to their interests, learning modalities, and needs. ​InTASC 4(f)
● As the pre-service teachers do this, the instructor will use close proximity to monitor and
Label: listen to the conversations any good connections and misconceptions.​InTASC 3(r) & 8(b)
​21​St​ Century Skills ● The instructor will use “Class-Yes” in order to get the pre-service teachers attention ​RBIS
#2
Label:​ ​Adaptations/ ● The instructor will ask for two volunteers to share what their group discussed. ​InTASC
Accommodations​ for 3(o)​(​Auditory)​
diverse learning ● The instructor will show pre-service teachers example questions and explain their
needs ​(not required) purposes, and what the data will reveal from each.
● The instructor will then show the pre-service teachers an example of a survey that the
Label:​ ​Differentiated instructor created, show them what the data revealed using charts, and how they
Instructions​ ​(content, implemented the results with their classroom. This is to help them understand the possible
process, and/or product implementation of this strategy and the benefits of using it. ​InTASC 7(c)​(​Visual)​
–ability/readiness) –only
required in 1 LP Transition:​ The instructor will ask pre-service teachers to take out “Skeleton of a Survey”
Worksheet.
Label:
Interdisciplinary Skills Guided Practice of Surveys, Creating Learner Profiles
● Now that the pre-service teachers know what goes into a survey, the instructor will have
Label:​ ​ ​Closure the pre-service teachers create their own surveys with the help of their group members
and the guidance from the “Skeleton of a Survey” Worksheet. ​InTASC 8(e) & 5(o)
(Academic Language Practice:Surveys)
● The instructor will go over the directions on the worksheet and read them out loud for
everyone.
● The instructor will inform the pre-service teachers that they have 6 minutes to complete
this and will give them a 30-second warning.
● The instructor will then ask for two volunteers to repeat the directions, the allotted time you
must complete it in, and what they can do if they finish before the allotted time.
(​CFU-Directions​)
Transition:​ The instructor will use a “Class-Yes” in order to get everyone's attention. (​ RBIS #2)

Independent Practice of Surveys, Creating Learner Profiles

● The pre-service teachers will engage in a GoFormative Interactive quiz. ​(CSE) ​(CFU
Content- Formal)​(Academic Language Assessed: Surveys)
● The instructor will go over the instructions.
● The instructor will then ask for two volunteers to repeat the directions and the allotted time
they have to complete it in. (​CFU-Directions​)

Transition:​ The instructor will group the pre-service teachers based on their level of comfort
indicated by the pre-institutional survey. The instructor will ask the pre-service teachers to get into
their new groups.

Development of Task Cards

● After everyone has completed their GoFormative for Surveys, pre-service teacher will get
into new groups.
● These groups were created based on their comfort level indicated on the Survey ​(RBIS
#1)​ ​InTASC 8(a)& 7(b),
● The teacher will give students 30 seconds to find their groups and sit together.
● The teacher will ask 2 students to volunteer to repeat the directions and how long they
have get into their groups. (​CFU-Directions​)
● The instructor will describe the purpose of Task Cards.

Copyright Pending – S. Hackett 2018

 3

● The instructor will explain that Task Cards must all have the same objective and they must
have an appropriate scaffold for students who are On. Below, and Above the learning
target.​(Academic Language Introduced: Task Cards)
● The instructor will breakdown the anatomy of a Task Card and project an example.​(V ​ isual)​

Transition: ​ The instructor will pass out the “Tiered Planning Organizer”

Guided Practice of Task Cards

● The instructor will show the class the Gradual Release Task Cards. Within their groups
they will work to complete each task. ​(Academic Language Practiced: Task Cards)
● The instructor will go over the directions on the worksheet.  
● The instructor will then ask for two volunteers to repeat the directions, the allotted time you
must complete it in, and what that why must do if they finish before the allotted time.
(​CFU-Directions​)
● After the pre-service teachers have completed the activity. the instructor will ask them to
do a turn and talk with their groups in order to discuss the a possible objective for these
task cards. ​InTASC 8(f)​Auditory​)

Transition: ​The instructor will use a “Class-Yes” in order to gather the student's attention. The
instructor will then instruct the pre-service teachers to take their phone out one more time.

Independents Practice of Task Cards

● The pre-service teachers will engage in a GoFormative Interactive quiz.​(CSE) ​(CFU
Content- Formal) ​InTASC 6(b)​(Academic Language Assessed: Task Cards)
● The instructor will go over the instructions.
● The instructor will then ask for two volunteers to repeat the directions, the allotted time you
must complete it in, and what that why must do if they finish before the allotted time.
(​CFU-Directions​)
Transition: ​When the pre-service teachers complete the GoFormative. The instructor will ask the
pre-service teachers to raise their hands

Self-Assessment
● The instructor will give the pre-service teachers a self-assessment that will help them
reflect on their implementations of the strategies. They will also have then set a goal that
will enable them to drive their learning
● The instructor will go over the directions for this activity.
● The instructor will then ask for two volunteers to repeat the directions, the allotted time you
must complete it in, and what that why must do if they finish before the allotted time.
(​CFU-Directions​)
Closure: Exit Slip
● The instructor will distribute the exit slip to pre-service teachers.
● If pre-service teachers prefer to type their answers, the instructor has provided them with
a GoFormative that will allow them to do so. ​InTASC 4(g)
● The instructor will instruct the pre-service teachers to answer the questions
independently.​InTASC 6(b), 6(e) & 10(t)
● The pre-service teachers must choose one question from each section to answer. ​InTASC
6(e)​(Academic Language Assessed: Surveys and Task Cards)
● The last question of the Exit Slip gives the pre-service teacher the opportunity to share a
question, comment, or concern with the instructor. ​InTASC 10(t)
● The instructor will then ask for two volunteers to repeat the directions, the allotted time you
must complete it in, and what that why must do if they finish before the allotted time.
(​CFU-Directions​)
● The pre-service teachers will have 6 minutes to complete the exit slip.​ (CSE) ​(CFU
Content- Formal)
● The instructor will collect the exit tickets.

Copyright Pending – S. Hackett 2018

 4

Formal Assessments
Name the assessment and describe the purpose/what is
being assessed (include related objective(s))
Go Formative Quiz
1a. The pre-service teachers will be able to identify
Surveys: Creating Learning Profiles and Task Cards
1. Evaluation Criteria and 2. Feedback Method
Go Formative Quiz
1.GoFormative will be graded out of 8 points. A satisfactory
grade is a 7/8. The GoFormative quizzes consist of a total of 3
questions worth 8 points in total. The first
GoFormative:Surveys, has two questions three points each
(total of 6 points). The second GoFormative: Task Cards has
one question which is worth two points. Students will receive
written feedback through the GoFormative platform.

2. The feedback will include positive narrative feedback and

probing questions that will have students reflect on areas in
need of improvement (if necessary).

Exit Slip Exit Slip

1b. The pre-service teachers will be able to apply 1.A numerical value is only used to indicate the student’s
Surveys: Creating Learning Profiles and Task Cards to readiness level in accordance with the learning objective. A
their content area. satisfactory score is 3.

On target:3 Below Target: 0-2 Above Target: 4+

2 1 0

The pre-service The pre-service The pre-service

teacher has teacher only teacher did not
thoroughly explains how explain how
explained how they would they would
Implementation they will implement one implement
implement both strategy. either strategy
strategies and
their answer is
appropriate to
their content area

The pre-service The pre-service The pre-service

teacher justified teacher only teacher did not
Justification why they would justified why justify why they
implement both they would would
strategies implement one implement
strategy either strategy

2. The teacher will offer criterion based feedback and leave

Academic Language
required for the lesson
How​ will the language be
introduced, practiced, &
assessed?
Copyright Pending – S. Hackett 2018
comments when appropriate.
​ ask Cards and Surveys
Academic Language:​ T
Introduced:
The instructor introduced these vocabulary words by explaining and providing the pre-service
teachers with examples of both of these strategies. During the development of both of these
strategies, the instructor has provided the pre-service teachers with specific components that
outline what is needed to effectively provide differentiated instruction using both the
strategies.
Practiced:
The instructor has created activities that will help them further practice identify the major
components for both of the strategies. The instructor will have the pre-service teachers
create their own survey. This will be facilitated by giving pre-service teachers a worksheet
that will guide them through the process and ask for justifications to ensure pre-service
teachers write questions that are purposeful. The instructor has also provided the pre-service
 5

teachers with another activity that will help the preservice instructors pull apart a Task Card in
order to dissect its components. This activity is accompanied by a graphic organizer that
helps the pre-service instructor classify each Task Card by analyzing how it was
differentiated how students at different readiness levels.
Assessed:
The instructor has created two GoFormative quizzes that the pre-service teachers will take at
the end of the presentation of each strategy. These are short quizzes with 1-2 questions each
that are designed to assess the individual knowledge of the different components that
compose each strategy. The exit slip was designed to determine how each pre-service
teacher would implement each strategy based on their content area.
Instructional Resources/ Projector and Computer
Materials Supplemental Worksheets
Internet Connection
Go Formative Software
Research and/or Theory RBIS #1- Grouping with Purpose
Supporting Instructional UDL Guidelines (checkpoint 8.3) supports instructors providing options for sustaining effort
Decisions (at least 2) and persistence by fostering collaboration and community. Promoting a positive learning
environment requires grouping students with purpose. This grouping provides students with
an opportunity to work with classmates in order to enhance their learning. Pre-service
teachers are grouped based on their content area in order to create content specific surveys.
This will help them start to create surveys that could help them create learner profiles for their
future classroom and also tailor their instruction to their students. During the Task Card
activity, pre-service teachers are grouped based on their comfort level indicated on the
survey. Pre-service teachers are grouped with mix-readiness levels to promote cooperative
learning.

RBIS #2: “Class-Yes”

UDL Guidelines (checkpoint 7.3) supports instructors providing students with multiple means
of recruiting interest by minimizing threats and distractions. The teacher uses “Class-Yes” in
order to regain pre-service teachers attention quickly or when the instructor is trying to make
​ uickly signal to the pre-service teacher that I need their attention is
a transition. “​Class-Yes” q
needed in order to move on the next segment of instruction.

Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). ​Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities.​ Thousand Oaks, CA: Corwin Press.

Copyright Pending – S. Hackett 2018