Planning My Learning Segment for edTPA: Task One Overview

[@bravelizard494]

I made a 66 watching Mamaw Yeats!!!! Do as she says!!!! You will do great!!!

[@MamawYates]

Great score!!! Happy teaching!!

[@sarahpanza3476]

this was a great video, you seem like an amazing educator thank you!

[@MamawYates]

That is very kind of you to say. Thank you!

[@deniseb2014]

Dear Ms. Yates, thank you for this video. I would like to create a lesson plan on Eco-Justice, will this be possible? Thank you for any advice you have.

[@MamawYates]

I'm sorry that I missed this question. I get so many! But if it is helpful to you or to anyone else, that does not sound like it would work for any of the handbooks.

[@karlakarinacastanedadevald3988]

Hi there professor by any chance do you do consultations with students who are working on the edTPA?

[@MamawYates]

Yes. You can use this to schedule. calendly.com/mamawyates

[@darthdrea5917]

hello Terryl :) I was just wondering if I need more than 3 lesson plans. i’m doing mine in PE and my credentialing program says I need to do 3 HOURS worth and since ent classes are 52 minutes would that mean I have to do more than 3 lessons or would the edtpa be okay with just the 3? Thank you

[@MamawYates]

Middle and Secondary are required to have 3 hours of instruction. You can get a condition code if the scorer thinks there is less than 3 hours of instruction reflected in your lesson plans. It wouldn't hurt to make 4th lesson plan just to be on the safe side.

[@obbajobba]

Hello Mrs. Yates, not sure if you’ll see this. I’ve planned and recorded my lessons and am currently working through the prompts. I had my high school history students analyze a series of graphs to support arguments regarding Allied powers contribution in WW2. Will I be deducted a large amount of points for having students only analyze graphs? Is textual analysis a requirement of some kind?

[@MamawYates]

From your description, I believe this will be fine because they are analyzing in order to build arguments about Allied powers in WW2. That seems like it's all there. It does not have to be text that they are analyzing.

[@crystalrico6808]

Hi there, my central learning focus is students will apply phonetic knowledge by identifying and reading high frequency words, I'm having a hard time coming up with the essential literacy strategy. I know skills would include print concepts and decoding. Any ideas?

[@MamawYates]

Decoding will not work. The focus must be on comprehension or composition

[@amygordon4840]

I'm loving your graphic organizers presented in the video. Is there somewhere I could access them to work with?

[@MamawYates]

I don't have them on TPT or anything

[@amygordon4840]

@@MamawYates Ok, thank you anyhow!

[@tracythompson1400]

@@amygordon4840 I made them and will share with you

[@tracythompson1400]

@@MamawYates I made them and will share them with you if you would like.

[@MamawYates]

@@tracythompson1400 that would be wonderful

[@claudiacardenas9150]

Hi Terryl. Is it okay if I have my lessons split into two days? For example, my first lesson is split up into two days, but covers the same learning objective. The same is true for my other two lessons. In total, I have 3 lessons that go over a span of 6 days. But I’m not sure if that’s okay. However, I did justify this in the context for learning by saying “because students in my class perform at or below grade level, it is sometimes necessary to split a lesson into two or more days”

[@MamawYates]

For the purpose of edTPA, a lesson is defined as one day. Sometimes people work several days on one (or a few) objectives. That is called a learning segment You must only have 3-5 days of lesson material. You will get a condition code if you submit too many days of lesson plans.

[@claudiacardenas9150]

Okay thank you! So this brings me to another question: I have three learning objectives (going to revise my plans in a way that has each day cover a different learning objective). One learning objective focuses on how to draw the image of a figure after a reflection. The second learning objective focuses on how to draw the image of a figure after a rotation, and the third focuses on a translation. My central focus is for students to understand how points and their images are related under symmetry transformations (includes reflections, rotations, and translations). So each lesson/learning objective that focuses on a type of symmetry transformation is going to build understanding towards the central focus, which leads to the purpose of developing a basic understanding of congruence (shapes that don’t change in shape or size after a transformation is applied). I’m not sure about all this now because each lesson does cover a different type of symmetry transformation. Each lesson is created in a way where students explore “a piece” of the central focus, or in other words, the relationship between points and their images on a symmetry transformation (e.g. a reflected pentagon in Lesson 1, a rotated triangle in Lesson 2) and then use what they know about the respective relationship to draw the image under the respective symmetry transformation. To me, my lessons are building towards understanding of the central focus, but I’m not sure if the way I structured my learning segment (including my central focus/learning objectives) is permissible? (There was a small section in the Understanding Rubric Level Progressions that mentioned something about a nonlinear sequence of lesson plans but I’m not sure if that justifies my planning). I know this was quite long but your response is greatly appreciated as this would help me understand if I need to do a whole new learning segment or if I can continue working on my current one. Thank you in advance!

[@MamawYates]

@@claudiacardenas9150 I cannot tell if you are teaching Math or Art, although I am assuming you are Math. If you are Art, your learning segment must contain: developing art, interpreting art, and relating art to context. If you are Math, your lessons need to include: conceptual understanding, procedural fluency, and mathematical reasoning and/or problem-solving skills. These are what I call your SSE and your objectives must reflect them. If you can explain to the scorer how your objectives address the SSE and how your lessons build on one another, then you are okay. If you cannot explain it, then that will be a problem.

[@ieshaboone434]

Hello I have to submit my edtpa could you please assist me?

[@MamawYates]

I'm sorry. I do not work with students privately.

[@ieshaboone434]

Thanks. Do you know of anyone else that would be able to assist me?

[@MamawYates]

@@ieshaboone434 I'm afraid not. I'm sorry.