Edtpa Lesson Plan Guide LPG
Edtpa Lesson Plan Guide LPG
Edtpa Lesson Plan Guide LPG
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
3. SMART The student will be able to differentiate between covalent, ionic, and metallic bonds
Objective(s): (C3)
Essential Question: Describe how the electrons are shared between a non-metal and a metal, two non-metals, and
two metals.
4. Central Focus The purpose of the lesson is for students to build on their knowledge of bonding and different
(C4) types of elements. The students will learn how and why elements form the bonds they do. From
How will this lesson link this, they will be able to write and understand how two elements will form a bond.
with other lessons in the
unit?
There are 4 language Discourse (Structures of written and oral language, how will they talk, write, and participate in
demands to consider as knowledge construction: discussions, reports, essays, multi-media presentations, performance):
you require students to
read, write, speak, listen, Strong influence on student achievement to strategy to integrate with prior knowledge and cognitive task
analysis.
demonstrate and perform.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
2. Outlines
Review and assess: Review key vocabulary through analogy, informal review of key concepts “discuss
3 important things we have learned so far”, provide feedback that clarifies and corrects misconceptions.
Summative:
Using an investigative project, students may pick simple compounds and explore what type of
bonding the compound has and its physical properties. Students will be able to discuss and
compare and contrast types of bonds.
Summative:
Discuss, compare and contrast, bond, compound
8. Hook (C7) Hook activity (make connections to prior learning)
Touchbox: feeling a metal, plastic/water, salt
All different types of compounds with different bonding
Closure (C7)
Closure Activity: (make connections to prior learning)
Exit pass, students write down an answer for a question before leaving.
Student Assets (C7) Personal assets: Refers to specific background information that students bring in.
Cultural assets: Refers to cultural backgrounds and practices that students bring in.
Community assets: Refers to common backgrounds and experiences that students bring in.
9. Body of Lesson/
Teaching Strategies and I DO – provides scaffolding, modeling, gives them a sample/example of the expectations.
Learning Task(s) Model activity, think aloud, breaking the skills down in component pieces.
(C9)
1. Go over example problem with students. Say my thought process aloud.
Be sure to include:
How will students learn WE DO – Providing prompting, work with students on assignment, guided practice, feedback to
and use academic fix mistakes
language?
2. With the next problem, prompt the students for what to write/draw next until its
completed.
Three higher order
thinking questions. YOU DO – students work on their own assignment, independent thinking and working,
o Second Language learners / Cultural Diversity: Using tiered instruction (Tomlinson), the
level of complexity, pacing, and materials can be adjusted for others to get a clearer
instruction.
Technology: -(GO TO page) Using apps such as Padlet for organization and Annotate for
Comprehension can be utilized to enhance learning. The students can use these apps to display
their knowledge of types of bonds.
Marzano Strategy - (GO TO page) Using cooperative Grouping (Marzano) can be utilized to
help decrease the gap of ability of the students. Groups of 3-4 of heterogenous combinations of
students together for informal and formal settings (warmups vs assignment)
Potential misconceptions and your plan to address it: Hydrogen is on the left side, but it is a
non-metal. Remind them water is nonmetal and hydrogen is contained in that to remember.
(E7) (How might you differentiate materials and resources for learners with various needs?)
Content can be changed to provide students with flexible options to meet their needs. Instead of
paper and pencil with the worksheet, a physical type of assessment can be used if students have
a visual disability. Reading guids, pencil grips, word proccessors, alternate keyboard, text to
speech, apps, voice amplification system.
Add 3 procedures
2. The time for specific activities would be increased or decreased based on the learner’s
attention span or time needed to understand
3. Visual aid and hands on activies of the same material would be provided for a different input
(E11)
for the learner