This assignment is designed for you to create a lesson plan based upon Temple University’s lesson

planning framework. In this description I will outline some of the details for the assignment. However

the majority of the instructions, templates, rubrics, and other information I will attach with the order

since the documents are fairly in depth. You must follow the instructions precisely and if you have

any questions please contact me ASAP. Thank you.

The Intermediate Performance Assessment (IPA) is an exam designed to evaluate the extent to which

certification programs are successful in preparing students to meet Temple’s six teaching standards

and to ensure that students are adequately prepared for their student teaching. These directions will

detail our expectations for the IPA.

The IPA has two parts. The first part is a lesson plan(s) for 45­120 minutes of class time. This lesson

will be scored for how well it enacts Temple’s six Teaching Standards. The second part of the exam is

a series of short essays (paragraphs ­ one for each standard) in which you explain how each standard

supports your instructional decisions and the importance of the standard for student learning. You

should draw on research and/or theory to justify how your instructional decisions effectively achieve

the standard as demonstrated in your IPA Lesson Plan.

You should select a lesson or series of lessons that demonstrates that you meet all six Temple

teaching standards. You can choose to do your IPA on a lesson you actually taught, but you don’t

have to do so. If you do use a lesson you actually taught, you can use what you learned from

teaching it when you write about how your lesson enacts the standards.

First, a definitional note: By lesson we mean a segment of instruction designed to achieve a specified

goal or goals. What that definition means is that lessons don’t equal a class period or a block

(though they could). They might be half a block or two periods; it depends on the objectives and the

context. Of course, if your lesson runs more than a period, you need to be mindful of stopping at an

appropriate end point. If it runs less than a period, you have to be mindful of how you’ll use the

remaining instructional time. Second, some skills, such as those that fall within early literacy

development, do not make good choices for IPA lessons because you cannot enact all six standards.

For instance, it would be difficult to include critical and creative thinking as well as real world

connections in a phonics lesson. However, the phonics lesson could be part of a series of lessons that

enact the standards.

Series of Paragraphs

For each standard you should

• Describe the instructional decisions you made in your lesson plan that were supported by the

standard, using details from your lesson plan as evidence for your decision.

• Explain how each of those instructional decisions applies the pedagogical principal underlying the

standard by drawing on relevant research and/or theory that supports it.

We expect that each paragraph will be somewhere between one­half to one single­spaced page.

Please note: When you are explaining the underlying principles, you can draw on the reading you

have done in any of your classes and what you learned in any of your field experiences. When you

write about the research and/or theory that informs your understanding of the standards, please be

aware that what we’re looking for is a deep understanding of a few key researchers and theorists.

Dropping names isn’t enough. But it is important to refer to key research and theory that informs

your understanding.

Planning Framework

Students MUST use this approved planning framework (or some close variation of that framework) for

their lessons in methods classes, including the IPA lesson. Consult your instructor to determine the

preferred lesson planning framework. (ECE students should use the Inquiry, Teacher Facilitated, or

Teacher Directed Lesson Planning Templates.)

CONTEXT

Describe the instructional context of the lesson. Who are the students this lesson plan was designed

for? Describe student attributes such as their linguistic and cultural backgrounds; cognitive, social

and behavioral needs; grades/ages; prior school histories, and so on. Also describe how the lesson is

situated in terms of what precedes the lesson, what follows it, and if possible, how it is related to

what is being done in other classes/subjects.

DESIRED RESULTS

What are you trying to accomplish with the lesson? What do you want the students to know and be

able to do at the end of the lesson? Consider not only the standards and objectives addressed by the

lesson, but also the big ideas or concepts you want the students to understand about the topic by

the end of the lesson.

EVIDENCE

How will you know whether the desired outcomes were achieved? Describe how you will assess the

specific objectives and understandings listed above. How you will determine if the students have

gained understanding about the big ideas/concepts? How will you know if they are able to perform

the skills taught in your lesson? How will you hold the students individually accountable for their

learning?

LEARNING PLAN

Rationale ­ What about prior sessions with the students and your knowledge of students in general

prompted you to select the objectives and develop the ideas in this lesson plan as you did? Be

specific and make sure that you think about the needs of your special education and linguistically

diverse students. Consider what theory is driving your instructional decisions as well as how you plan

to incorporate the Temple teaching standards into your lesson.

Materials ­ List the materials needed for this lesson, including technology. Where appropriate, attach

all materials to the lesson. Please cite your sources where applicable.

Procedures ­ You should explain as specifically as possible all of the major episodes of the lesson and

estimate how long each will take. Make sure to include an introduction to the lesson and an

opportunity for practice. Be very specific about the details of the lesson plan, such that someone who

did not observe the class could imagine how it went or someone, in your absence, could use the plan

to teach it the way you intended. For example, if you want to discuss something, how will you facilitate the discussion? What will you say? What difficulties might you expect the students to have,

especially your special education and linguistically diverse students, and how will you respond? How

will your plan meet the diverse learning needs of all students? Make sure that you include assessments

that provide evidence of what students know and can do and indicate how your procedures might be

affected by what you learn.

DIFFERENTIATION

Explain how you addressed the needs of the range of students you identified in the context.

REFLECTION

A. Explain how you are prepared to adjust the lesson depending on your analysis of the evidence that

you collected or highlight the ways you have made your teaching contingent on what you learn as

you teach if you’ve indicated that in your procedures. Explain how the evidence that you collect

might be part of systematic data collection that would help you think about something more than the

effectiveness of this particular lesson.

B. Reflect on how the lesson went. What did the students learn and what is your evidence? What

went well and why do you think so? What would you change if you were to teach the lesson again?

Why? Consider how theory might explain some of the things you observed. Explain how the

formative and/or summative assessments for the lesson influenced your instruction during this lesson

and/or how the results may impact future lessons.

 

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