OVERVIEW The Liberty University School of Education uses the Teacher Performance

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OVERVIEW
The Liberty University School of Education uses the Teacher Performance

OVERVIEW
The Liberty University School of Education uses the Teacher Performance Assessment (edTPA)
to evaluate the performance of student teachers. edTPA is a performance-based assessment used
by teacher preparation programs throughout the United States to ensure that student teachers are
prepared with the knowledge and skills required for effective classrooms. To prepare MAT
candidates for the requirements of edTPA, they will complete edTPA practice tasks in various
courses throughout the MAT program. For this assignment, MAT candidates will become
familiar with Task 1 of the Teacher Performance Assessment (edTPA) through the completion of
a lesson plan. Candidates not seeking the MAT degree must complete the Behavior Resource
List Assignment instead.
INSTRUCTIONS
For this assignment, you will write a daily lesson plan for one grade level/subject.
 If you are earning the MAT in elementary education, you may focus your lesson on any
grade level (K-5) and any one of the four core subject areas (English, Math, Science,
Social Studies).
 If you are earning the MAT in special education, you may choose any grade level (K-12)
and any one of the four core subjects areas (English, Math, Science, Social Studies).
 If you are earning the MAT in secondary education, you may write the plan for any grade
level (6-12) and you must write it in the subject area for which you are seeking
endorsement.
When you are ready to write your lesson plan, use the provided edTPA Task 1 Lesson Plan
Template. The following details the information needed in each section of the template. edTPA
Task 1 Lesson Plan Examples have also been provided for your reference.
PRELIMINARY INFORMATION
Central Focus: A description of the important understandings and core concepts you want
students to develop within the learning segment. The central focus should go beyond a
list of facts and skills, align with content standards and learning objectives, and address
the subject-specific components in the learning segment. An overarching, big idea for
student learning in the subject area (e.g., equivalent fractions, persuasive writing)
Subject: Subject area for the lesson
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Learning Segment Theme: A learning segment is a set of 3–5 lessons that build one upon
another toward a central focus, with a clearly defined beginning and end. You need to list
the specific skill you are teaching that falls under the central focus. This should be
specific for this plan (e.g., Central Focus: retelling/ Learning Segment: summarizing a
story).
Where in the learning segment does this lesson occur? Choose where this lesson falls in
the learning segment (beginning, middle, or end).
Lesson Structure of Grouping: Choose which type of grouping you will use for this
lesson (whole class, small group, other)
STUDENT ASSETS
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal: Refers to specific background information students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, which a teacher can draw upon to support learning. Provide
specifics about the students in your classroom.
Cultural: Refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages and dialects, worldviews, literature,
art, and so on, that a teacher can draw upon to support learning. Provide specifics about
the students in your classroom.
Community: Refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events
and practices, and so on, that a teacher can draw upon to support learning. Provide
specifics about the students in your classroom.
Developmental: Refers to the cognitive, physical, social, and emotional needs students
display that can impact the classroom environment. Provide specifics about the students
in your classroom.
CONTENT STANDARDS
State Standard(s): Choose and write the specific state standard that your lesson is based
on, including the number, letter, and description. Links to the Virginia Standards of
Learning and Common Core Standards have been provided with this assignment. Only
Virginia Standards of Learning or Common Core Standards may be used for this
assignment.
An example of a correctly written state standard is: VA English SOL 2.7 The student will
read and demonstrate comprehension of fictional texts (f) identify the problem and
solution.
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National Standard(s): Choose and write the specific national standard that your lesson is
based on, including the number, letter, and description. Links to the National Standards
approved for you to use have been provided with this assignment.
An example of a correctly written national standard is: D2.His.1.9-12. Evaluate how
historical events and developments were shaped by unique circumstances of time and
place as well as broader historical contexts.
InTASC Standard(s): Choose and write the specific InTASC standard that your lesson is
based on, including the number, letter, and description. A link to the InTASC Model
Core Teaching Standards has been provided with this assignment. Write a sentence to
show how the InTASC standard(s) applies to your specific lesson.
An example of a correctly written InTASC standard is: Standard #4: Content Knowledge.
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners to assure mastery of the content.
LEARNING OBJECTIVE(S)
Objective: Write an objective based on your chosen state standard. The objective should
be succinct and contain a clear Condition, Performance, and Criterion. Here is an
objective example with each part numbered ([1] Condition, [2] Performance, [3]
Criterion): [1] After reading three fictional short stories, [2] the student will correctly
identify each story’s main conflict and resolution from a list of choices [3] with 4/6
identified correctly.
INSTRUCTION
Launch/Hook/Anticipatory Set: Describe how you will open the lesson. This should
capture students’ attention and narrow their focus for the instruction ahead. Ideas for this
include telling an interesting story, asking a thought-provoking question, sharing a fun
fact, singing a song, or anything else that will meaningfully connect to the instruction.
Instruction/Modeling: This will be one of the most detailed parts of the lesson. Explain
very clearly how you will teach the skill/content of the chosen state standard and the
objective. To do this, provide a step-by-step description of what you will do (as the
teacher) and what students will do. You are encouraged to use numbers or bullet points.
Guided Practice: Describe how students will practice the skill/content taught during
Direct Instruction/Modeling. This includes teacher monitoring, support, and feedback.
Guided practice is intended to help students form their learning in a meaningful way,
enhancing their understanding and/or accuracy of the skill/content. Guided Practice can
also be known as “Supervised Practice”.
Independent Practice: Describe how students will continue practicing the skill/content
taught during Direct Instruction/Modeling. This includes less teacher support than
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Guided practice. Instead, this practice gives students a chance to develop fluency and/or
accuracy with the skill/content. This may include an opportunity for the application of the
skill/content. Independent Practice can also be known as “Extended Practice”.
Closure: Describe how you will close the lesson. This should tie the lesson together in a
meaningful way.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
Diagnostic/Pre-assessment(s): Diagnostic or pre-assessments may be done at the
beginning of a lesson or completed prior to the lesson being taught (pre-test, checklist,
diagnostic testing). Describe how you will assess prior learning before the lesson.
Formative Assessments/Feedback to Learners: Formative assessments often take place
during the lesson and should provide feedback to learners. Often formative assessments
take place during your Guided and Independent Practice. Describe how you will assess
student learning during the lesson.
Summative Assessment: Summative assessment is the evaluation of the Objective.
Describe how you will assess student learning after the instruction has occurred. This
could be in the form of a quiz, test, set of questions, recitation, project, or something else;
be certain that this relates directly to the Objective. Note that there may be formative
assessments embedded within the instruction areas as students are forming their learning,
but the Summative Assessment is the final assessment and link back to the Objective.
ACADEMIC LANGUAGE DEMANDS
Important Note: Detailed information about these areas is found in the edTPA Handbook. Please
consult this for important information about each area.
Language Demands: Describe how students use academic language to participate in the
learning tasks of the lesson to demonstrate their understanding.
Language Supports: Describe the support(s) that will be in place to help students
understand the language demands.
Essential Vocabulary: List vocabulary terms that are essential for students to understand
during the lesson.
LUO SOE-SPECIFIC LESSON REQUIREMENTS
Character Education: Describe how you will connect to a character quality or life skill in
the lesson (e.g., Group work will involve student cooperation and kindness.).
Materials: List all materials that would be necessary to teach the lesson. For example,
tangible items, links to planned technology, handouts, manipulatives, or any other item
that would be used to carry out the plan as it is written.
Technology Connection: Describe the specific instance(s) where technology is
meaningfully integrated into the lesson. Note that technology should be integrated at least
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once within an instructional area of the plan (in the Opening, Direct
Instruction/Modeling, Guided Practice, Independent Practice, and/or Closure).
SUPPORTS: DIFFERENTIATION/ EXTENSION
Planned Supports: How will you support students to meet your goals? Explicitly describe
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).
Exceptionalities (special needs-IEPs/504 plans, gifted and talented, accommodations,
etc.): Describe how the lesson will include specific planning, modifications, and/or
accommodations for students with special needs. Areas to consider would be students
with learning disabilities, physical impairments, and gifted and talented.
ELL (English Language Learners): Describe how the lesson will include specific
planning, modifications, and/or accommodations for English Language Learners
Learning Styles/Student Engagement: Describe how the plan supports student learning.
Include how the plan addresses different learning styles (modalities). Also, describe how
the plan includes elements that are engaging/motivating as well as elements that support
student-teacher interaction.
Extension: Describe how the learning can be extended for students who have already
mastered the skill/content. How can these students be challenged while still focusing on
the skill/content of the lesson?
REFERENCES
Resources: Cite all resources that were used in the creation of the plan. For example, if
you used the course textbook to get ideas for activities to include in the guided practice,
you would cite it here. For each citation, describe how the source was used in the plan
creation.
Research to Support Instructional Design: Cite all research that supports the instructional
design, including URLs. At least one research-based source should be included.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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