Edtpa Lesson Plan Guide
Edtpa Lesson Plan Guide
Edtpa Lesson Plan Guide
Combine and apply a variety of locomotor skills during dynamic fitness, sport, and rhythmic activities;
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
3. SMART At the end of the lesson students will be able to create a workout that allows them to achieve
Objective(s): (C3) individual fitness goals.
Essential Question: How will they use what they know about muscle strength and endurance to achieve their fitness
goals.
4. Central Focus The purpose of this lesson is to build upon the student’s previous basic locomotor skills. The
(C4) students will learn how to perform a series of locomotor skills to achieve certain tasks and
How will this lesson link fitness goals. This lesson will also serve as a building block on developing sport specific and
with other lessons in the rhythmic skills. Students will need to know these sport specific and fitness skills in order to live
unit? a healthy lifestyle.
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):
Graphic organizers. Charts. Outline
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Verbal and visual demonstration. Verbal ques and correction.
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Learning vocabulary in both written text and oral speech
understand, use, and
practice the concepts and
language they need to 2. Indirect learning of vocabulary, for example, using vocabulary words in numerous different
learn within the contexts
discipline
Discourse strategies - (GO TO Page)
Site the researcher’s -Write: Outlining
name as you refer to the
strategy. -Talk: Small Group learning
2. Technology
Personal dictionaries
Summative:
Research Project. Performance Tasks.
Be sure to include: WE DO – The students will practice as individuals and in groups the skills demonstrated.
How will students learn I will give constructive feedback and corrections.
and use academic
language?
YOU DO – The students will create graphic organizers comparing different skills and
locomotors needed to achieve them
Three higher order
thinking questions.
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):
Marzano Strategy
o Second Language learners / Cultural Diversity: I will use Tomlinson’s differentiation
strategy of Flexible grouping in order to make sure everyone can learn and work at a
reasonable pace.
10. Resources and Pen, pencil, chromebook/laptop, gym clothes, gym equipment, access to internet
materials needed (C9)
(E7) (How might you differentiate materials and resources for learners with various needs?)
Walker wheelchair. Hearing aid. Pencil grip.
Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Visuals and auditory aids
strategies and planned
supports, will you employ to 2. allow to give answers orally
meet the needs of each
student that has identified
3. provide notes/outlines
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. lessen number of required performed skills
(E11)
Strategies for ELLs (strategies that support language acquisition)
1. Repeated instruction
2. written instruction
3. Slower reading