edTPA Lesson Plan

Name Tobi, Nicole, Kayode

Lesson #, Lesson Title Linear, quadratic, and exponential functions

Date and Day of the Week 6/20/2017

Grade Level and Class 9th Grade
Period and Length
Materials Needed calculator, white board, markers,

Standards and Objectives

Standards:

Learning Objectives:
SWBAT
-create equations, given word problems
-identify whether a word problem models a linear or exponential function.

Central Focus:

Academic Language Demands:

Growth rate
Compound interest
y-intercept
initial value

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 Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale

Launch (Motivation) Do Now

1. How many tiles are in each figure?

2. Describe how the pattern is changing.

3. How many tiles would the 6th figure have? The 10th figure?

[turn and talk]

Which option will you choose? And why?

Option A receive $150,000 a day for 30 days

Option B Start with a penny today, and receive double the amount each

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 day, for 30 days.

Instructional Procedure (Explore) guided practice

Review now-

How is the money growing in each option? [This will test students
knowledge of qualitative features]

What can we conclude from their growth rates?

Construct the equations for both options. Then evaluate each option at
30 days.

Problem to be modeled by teacher:

City workers recorded the number of squirrels in a park over a period of

time. At the first count, there were 15 pairs of male and female
squirrels(30 squirrels total). After a year, the city workers recorded a

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 total of 60 squirrels, and after 2 years there were 120.

A) What type of function can be used to best model the population

of squirrels recorded over a period of time?

B) Write a function that represents the population of squirrels after

x number of years. Explain how you determined your function.

[Assessment during Instructional Procedure]

Have a student explain the reasoning behind classifying function types.

Refer to Lesson Plan Guide for clarification.

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 Structured Practice and Application

Students will work in groups to solve the following problems.

Group 1: Margaret wants to join a gym that has a $30 startup fee and a
$4 monthly fee. She needs to figure out how much she would be paying
each month. What type of function could be used to model this problem
and how much she would be paying for x months?

Group 2: Each year the local country club has a tennis tournament. The
game starts with 128 participants. During each round, half of the players
are eliminated. What type of function can be used to model the amount
of players after x rounds?

Group 3: When Olivia measured her gardens grass length the first time
it was 3cm long. After one week it was 7cm. After two weeks it was
11cm. If the grass continues to grow at this rate, what type of function
can be used to model the growth of the grass length? What would the
function look like for the grass length of x weeks?

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 [Assessment during and/or after Structured Practice]

Circulate among students to assess them in their groups and exit tickets
for summative assessment.

Refer to Lesson Plan Guide for clarification.

Closure

Exit ticket

Identify the type of function represented, and formulate the equation.

A phone plan costs $15 a month and $0.25 per text.

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 PLANNING COMMENTARY

Describe your students. (What they know and can do related to the Central focusinclude students culture,
experiences, language background, practices and interests This is your context for learning.

How does this lesson connect to and build on prior learning or previous lessons?

How will this lesson prepare students for subsequent lessons?

Teacher Self-Assessment and Reflection

Explain how your lessons build on each other to facilitate student understanding
Describe how you meet the needs of your diverse learners.
Predict areas where you might have problems in the lessons. Explain how the scaffolds and strategies work to mitigate
misunderstandings.
Discuss the research and/or theories that support your learning tasks. CITE your sources.
Explain how your assessments and activities are differentiated and provide evidence of learning objective (goal).

edTPA Lesson Plan Guide

Name
Lesson # and Lesson Title
Date and Day of the Week
Grade Level and Class
Period and Length
Materials Needed

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 Standards and Objectives

Rubric 1 CCSS (list number of the standard(s) and write out the portion of the standard(s) addressed in this
lesson)

Rubric 5 List concrete, specific and measurable (observable) learning objectives for the lesson [what will be
learned]

Rubric 1; Central Focus

Glossary What is the big idea (or central focus) for the content of the learning segment?

Rubric 4 and Identify Academic Language Demands (vocabulary, symbols, syntax, and discourse) and Language
14 Functions (students will analyze, define, explain, justify, etc.) [the how]

Identify and list academic language, particularly words/phrases that are essential to understand the context
of this lesson.
What language function do you want students to develop in this lesson? Keep Blooms Taxonomy in
mind.
What must students understand to be intellectually engaged in this lesson?
What content specific (vocabulary) do students need to support learning of the objective(s) for this lesson?
What specific way(s) will students need to use language (reading, writing, listening, and/or speaking) to
participate in learning tasks and demonstrate their learning for this lesson?
What are your students abilities with regards to the oral and written language associated with this lesson?
How will you support students so they can understand and use the language associated with the language
function of this lesson and other demands involved in meeting the learning objective(s) of this lesson?

You should write in a general way about your methods and strategies

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 Assessments Related to this Lesson
Context for The Assessments
Learning; Provide evidence of full range of subject specific understanding
Are differentiated for all learners, IEP/504 Plans, Struggling Students, Gifted and Talented,
Rubric 5 ENL
Allow for meaningful student feedback (rubrics, self-assessment, teacher feedback)
Should be based on research

Assessment Type Purpose/Objective

(formal/informal)
Rubric 5; Description of What evidence of student
Task 3 Assessment learning (related to the learning
Modification to the objective(s) and central focus)
assessment so that all does the assessment provide?
students demonstrate Evaluation criteria/rubrics related
their learning to this lesson (Rubric will be the
Tools/Procedures used one you develop to make sure

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 in this lesson to that students have met your
monitor students learning goal.)
learning of the lesson How will you know whether
objective(s) your students are making
Is this assessment for progress toward your learning
instructional strategy goals(s), and/or how will you
or structured practice? assess the extent to which they
have met your goal(s)?

Thread these assessments throughout your lesson plansuse at least 2 per lesson.

Instructional Strategies and Learning Tasks that Support Diverse Student Needs
Context for Activities are sequenced (This is where you plan, step by step, what you will be doing in the
Learning; classroom)
Rubric 2 Explicit questions for students are carefully worded to facilitate high-level inquiry and
discussion. Write out the questions the way you would ask them.
Planned supports are evident (if students do not understand this, then I will)
Scaffolds address varying students language needs
Infuse Technology to promote engagement and support various learning modalities
Diversity is acknowledged. Measures are developed to meet the needs of the students
Diverse students include: ICT/SPED, ENL, SES, College and Career Ready, Gifted and
Talented, races/ethnicities, religions, sexual orientation, etc.
Time Instructional Strategies and Learning Tasks Rationale

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 Launch (Motivation) Why have you chosen the motivation
that you have chosen? It should be
How will you start the lesson to engage and motivate students in based in research.
learning?

Rubric 3 Instructional Procedure (Explore) How will you engage students to help
them understand the concepts?
What will you do to engage students in developing
understanding of this lessons objective(s)? How linking new content (skills and
What will you say and do? concepts) to students prior academic
What will the students do? learning and their person/cultural and
What questions will you ask? (Make a list of the questions you
community assets facilitate learning?
are going to ask and phrase the questions as you would ask
them).
What are the learning tasks for this lesson that are appropriate
for your students? Assess learning!
How are you supporting your diverse students?

Think about theoretical principles and/or research-based best

practices and explain more fully in the Planning Commentary.
Cite the research that best supports your pedagogical decisions.

How will you determine if students are meeting the intended

learning objective(s)? (Before you move onto structured
practice, you must make sure that your students are getting
the learning objective. You need to do a check for
understanding.)

Structured Practice and Application

How will you give the students the opportunity to practice so Discuss the rationale for your

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 you can provide feedback? (Create an activity where students
work individually, in pairs, or in a group).
How will students apply what they have learned?
How will you determine if students are meeting the intended
learning objectives?
How will you structure opportunities for students to work with
partners or in groups?
What criteria will you use when forming groups?
Closure
How will you end the lesson?
Complete this portion before and after lesson planning:
PLANNING COMMENTARY
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methods (i.e. group work, text
rendering, accountable talk, etc.)
Discuss the reasoning for how you
structured the activity (individual
work, pair work, or group work). (If
group work, what kind of grouping
procedures did you use? Base in
research.
Make sure you include supports and
strategies for whole class, individuals,
and/or groups of students with special
needs.
Assess learning of objective!
Sometimes its good to revisit the
objective and reframe it as a closing
question
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 Rubric 2 Describe your students.

How can you relate your students experiences, culture, language background, practices and interests to
the Central Focus of your lesson?

Rubric 1 How does this lesson connect to and build on prior learning or previous lessons?

What knowledge, skills, and/or academic language must students already know to be successful with this
lesson? (What do your students know and what can they do that is related to the Central Focus?)

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the
learning of the objectives, skills, and concepts for this lesson?

What are the common errors or misunderstandings of students related to the central focus of this lesson?

How will you address them for this group of students?

What supports and strategies have you planned that are appropriate for whole class, individuals, and/or
groups of students with specific needs?

Rubric 5 & How will this lesson prepare students for subsequent lessons?
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How do these lessons connect with and build on the previous lesson(s) and succeeding lesson(s)?

How do you expect to build on these lessons in subsequent lessons?

Rubric 5; Teacher Self-Assessment and Reflection

Task 1

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 Explain how your lesson activities build on each other to facilitate student understanding.

How did you meet the needs of your diverse learners?

Predict areas where you might have problems in the lesson. (Problems may include but is
not limited to slow or fast pacing). Explain how your scaffolds will help you respond to
potential misunderstandings.

Discuss the research and/or theories that support your learning tasks. Cite.

Explain how your assessment(s) and activities are differentiated and provide evidence of
addressing the learning objective (goal). (Use research-based practices and cite them.)

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