edTPA Lesson Plan Template
Teacher Candidate Name: Fairy Apolo
Grade & Subject Area: Kindergarten and English
Date for Planned Lesson:
Lesson Title
MN/CC State Standard(s)
- direct quote from MN
standards
documents
- if only focusing on one part
of a given standard, underline
the part being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this
Lesson
- concisely says what students
will be able to know and do
- start with appropriate
language function (active
verb)
Academic Language (AL)
a. Domain-specific Acad
vocabulary
b. General Academic
vocabulary
(words used in school
across many subject areas)
Foundations and Routines
MN Standard: Foundational Skills 0.3.0.2: Demonstrate
understanding of spoken words, syllables, and sounds (phonemes):
(a) Recognize and produce rhyming words. (b) Count, pronounce,
blend, and segment syllables in spoken words. (c) Blend and
segment onsets and rimes of single-syllable spoken words. (d)
Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or
CVC) words. (This does not include CVCs ending with /l/, /r/, or
/x/.) (e) Add or substitute individual sounds (phonemes) in simple,
one- syllable words to make new words.
MN Standard: Speaking, Viewing . Listening and Media literacy
0.8.1.: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
Students will be able to recognize and write their letter. Students
will be able to recognize rhyme and segmenting compound words.
Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small
and larger groups
Producing rhyme, segmenting compound words, turn and talk
using a sentence frame. Recognize and write upper-and lowercase
T,t,U,u.
a. Domain-specific academic vocabulary : constructive, Rhyme,
Segmenting compound words.
b. General academic vocabulary : Recognize
c. Sentence Frame : I thought Kindergarten would
be____________.
c. Syntax Sentence Frame: d. In Lesson Part 2 Assessment (below), students will be asked to
Example sentence that give the answer to the second part of the word.
students can use to
accomplish target
d. Point in lesson where
students will be given
opportunity to use
Academic Vocabulary
(Note: It
is important that this
appear in TPA videotape
segments
Needed Students who are in ELL or special ed will have the teacher helping
modifications/supports them individually when needed.
a. Identify how some form of
additional support will be
provided for some aspect
of the lesson for given
student(s)
- visual, graphic, interactive
- reduced text, rewritten text,
fill-in the blank notes,
word banks
- graphic organizers, sentence
frames
Resources & materials pencil, Letter T and U paper.
needed

Lesson Part Activity description / teacher does Students do

Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build
prior background
knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Teacher will say “today our learning target Students will repeat
for this lesson is producing rhymes, after the teacher “the
segmenting compound words, learning word that rhymes
how to turn and talk, and learning the with look is book”.
letting T and U.”
Teacher will tell students “think of two
words that rhyme.”
Teacher will tell them one word and then
give them a clue for the other word.
Teacher will say “ I know a word that
rhymes with look and is something you
read. What is my word? the word is
‘book’”.
Assessment: Teacher will say “seat rhymes Students will listen to
with what and the clue is things with ten the teacher and they
toes. Rug rhymes with what and the clue is will say feet rhyme
insect.” with seat. bug
rhymes with rug.
Phase 2 Teacher Input / Teacher will show and demonstrate the The student will
Inquiry - Explain segmenting compound words. listen as the teacher
procedures Teacher will say “ I am going to take away demonstrates.
- Demonstration the task the first part of the skateboard.” the teacher
- Teacher think aloud will have the word in hand and break it
apart. Teacher will then say “tell me the
second part of the word. The second part is
board.”
Phase 2 Assessment Assessment: Teacher will have the students Students will say the
Explain the plan to check say the following words. Pausing briefly following words and
for understanding of between parts. Then have students say only do as the teacher
steps / procedures the second part of each word: Flagpole, demonstrates.
demonstrated in this eyebrow, baseball, mailbox.
phase

Phase 3 Guided Practice Teacher will read “It’s Time For School, Student will listen
- Paired/collaborative Stinky Face” by Lisa McCourt.
work
- Teacher(s) may roam &
assist

Phase 3 Assessment Assessment: Teacher will say “now let’s Students will turn
Explain the plan to check practice, turn and talk with your partner. and talk and use the
for ability to apply use this sentence frame: I thought frame “I thought
demonstrated Kindergarten would be________. Kindergarten would
steps/procedures during remember to have constructive be_____.
guided practice conversations.

Phase 4 Independent Teacher will move to letter formation. Students will copy
practice Teacher will display the letter Tt and the teacher writing T
- Individual student work explain that the name T is upper T and the and U.
name of t is lowercase t. Teacher will
describe the movement of the letter Tt.
Teacher will say “an uppercase T is pull
down, lift, straight right across the top. A
lowercase t is pulled down, straight right
across in the middle.
Teacher will repeat for uppercase U and
lowercase u.
Teacher will say “an uppercase U is pull
down, curve forward, push up. A
Lowercase U is pulled down.
Phase 4 Assessment Assessment: Teacher will hand out tracing Students will write
Explain plan to check for letters for students to do individually. their letter T and U
ability to apply on their own.
demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Assessment: Teacher will ask students to Students will be able
Closure a) Restate learning locate the letter Tt and Uu in the big book. to locate the Tt and
target Uu in the big book.
b) Explain a planned
opportunity for
students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Assessment
Steps
Attach a class roster (first
names only) with space
to indicate for each
student the needed next
steps of instruction.