Student Teaching Edtpa Lesson Plan Template

Student Teaching edTPA Lesson Plan Template
Lauren Franklin, Blair Flatt, August Howerton, Anna Combs

Subject: Central Focus:
Non-fiction Students will be introduced to the concept of
nonfiction texts
Essential Standard/Common Core Date submitted: Date taught: 10/26/2017

Objective:
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of
a text and explain how they are
supported by key details; summarize
the text.
Daily Lesson Objective:

Students will work as a group to find the main idea of a non-fiction and find 3 key details to
support the main idea. Students will write the main idea and key details in a chart in their
journal. Students are expected to earn 8/10 points. 3 points for finding the two main ideas, 2
points for each key detail, and 1 point for correctly drawing the graphic organizer.
21 Century Skills:
st
Academic Language Demand (Language Function
Written communication skills, and Vocabulary): Main idea, key details
information literacy
Prior Knowledge:
Students need to know the concept of main idea and key details. Students should also know
how to quote a text.
Activity Description of Activities and

Time
Setting
1. Focus and Review Over the past couple of weeks, 2-5 minutes
you have been talking about
fiction literature. Can anyone tell
me what makes a book fiction?
Ask a few students and list their
responses on the board. These
are all the things that make up
fiction text.
2. Statement of Objective Today we are talk about what 30 Seconds

for Student nonfiction is and how we can
find the main idea and key
details of the text.
3. Teacher Input Today we are going to take a 10-15 minutes
look at nonfiction. Nonfiction is a
text that is true and gives us
information about a topic.
Nonfiction also has key
components that makes it
nonfiction. There are
photographs, a glossary in the
back that gives definitions, a
table of contents, and there
could even be some tables or
graphs. Lets look at this text. It
is called What is Water Worth?
I can look over the pages in this
text. I see that there is a table of
contents. I can also see that
there are subheadings for each
section. As I look through the
pages I also see tables and
graphs. So far this looks like a
nonfiction book to me, and as
we read, we will learn about the
value of water.
4. Guided Practice In your groups I want you to 25-30 minutes

read What is Water Worth? on
razkids. As you read I want you
to be thinking about what the
main idea of this text would be
and then I also want you to try
and find a few key details that
support your main idea. We will
then come back as a class and
discuss what you came up
with. Allow students to get into
groups of 3 or 4 and read the
text. Give the students about
15-20 minutes to read. As
students are reading go around
and ask What main idea have
you came up with so far? Have
you found any key details that
support this? How do you know
this is nonfiction? Then let
students wrap up and come
back as a class. Can any of
you tell me what main idea you
can up with? Have a few
students respond and then
choose one that will work with
the chart. This is a chart that
can organize our information.
We have the main idea at the
top and then key details
stemming off of it. Can anyone
share some key details that
support this main idea? Have
students respond and write
down a few in the chart. This
chart will let you see the main
idea and the key details you
found to support it.
5. Independent Practice In your groups you are going to 25 minutes

read a nonfiction book called
So you want to go to Mars? on
razkids. Your job is to find 3
reasons why this book is
nonfiction. Then you will read
the book with your group. After
you read, you will find at least 2
main ideas and then 3 key
details that support your main
ideas. Make sure you use the
chart and this can be done in
your journal
6. Assessment Methods of Students are expected to earn 8/10 points. 3 points

all objectives/skills: for finding the two main ideas, 2 points for each key
detail, and 1 point for correctly drawing the graphic
organizer.
7. Closure The lesson and 3-5 minutes

activity/assessment are over so
we will come back together as a
class to talk about the topic
learned. Two students are
chosen by the teacher to share
out their work.
8. Assessment Results of There were five groups.

all objectives/skills: Group 1: 6/10
Group 2: 8/10
Group 3: 6/10
Group 4: 8/10
Group 5: 6/10
Targeted Students Student/Small Group
Modifications/Accommodations Modifications/Accommodations
ELLs- Finding different main ideas may During guided practice, once students are working
be hard for ELLS. To make this easier I with their groups, the teacher will walk around and
would ask for them to just read one listen to reading skills. The teacher and sit with a
subheading of the book and find the group and work on different reading strategies and
main idea of that section. comprehension
Materials/Technology: computers for students, paper and pencil, nonfiction books on

computers
Reflection on lesson: The lesson overall went well. I believe that the students learning a new
topic of nonfiction made it a little easier. I felt like I was starting fresh with the students, rather
than jumping into the middle of a unit. Students using their computers worked very well. They
also all worked well in groups. Things that couldve went better was focusing more on the
nonfiction chart. I felt like I did not explain it enough and thats maybe why some students
became confused and kept raising their hands for help. I also feel like maybe introducing
nonfiction and focusing on main idea and key details was a lot for one lesson. In the future, I
would split up this lesson into two different ones. I would start off with a lesson about the
characteristics of nonfiction and then the next day talk about main idea and key details. I
would use the white board and go over how I would write in the chart and give an example
from a different book that we were not using in the day. This change will help students
understand how to organize their information and let them understand what the main idea and
key details are. I also feel like it would give them a better organizational skill.
CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______

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Student Teaching edTPA Lesson Plan Template

Lauren Franklin, Blair Flatt, August Howerton, Anna Combs

Essential Standard/Common Core Date submitted: Date taught: 10/26/2017

Daily Lesson Objective:

Activity Description of Activities and

2. Statement of Objective Today we are talk about what 30 Seconds

4. Guided Practice In your groups I want you to 25-30 minutes

5. Independent Practice In your groups you are going to 25 minutes

6. Assessment Methods of Students are expected to earn 8/10 points. 3 points

7. Closure The lesson and 3-5 minutes

8. Assessment Results of There were five groups.

Materials/Technology: computers for students, paper and pencil, nonfiction books on

CT signature: __________________ Date: US signature:

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