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    Fall 2018 Edtpa Lesson Plan 2

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    This lesson plan summary provides the following information in 3 sentences: The lesson focuses on having 4th grade students describe the overall structure of events, ideas, concepts, or information in a text by referring to details and examples. Students will play a story elements game and complete a worksheet to plan their own story using elements like plot, characters, setting, conflict, and resolution. The lesson concludes with students presenting their story elements and stories to the class to demonstrate their understanding of how to analyze a text and create their own narrative structure.

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    © All Rights Reserved
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    Fall 2018 Edtpa Lesson Plan 2

    Uploaded by

    api-327064630
    195 views5 pages
    This lesson plan summary provides the following information in 3 sentences: The lesson focuses on having 4th grade students describe the overall structure of events, ideas, concepts, or information in a text by referring to details and examples. Students will play a story elements game and complete a worksheet to plan their own story using elements like plot, characters, setting, conflict, and resolution. The lesson concludes with students presenting their story elements and stories to the class to demonstrate their understanding of how to analyze a text and create their own narrative structure.

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    copy of fall 2018 edtpa lesson plan 2

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    This lesson plan summary provides the following information in 3 sentences: The lesson focuses on having 4th grade students describe the overall structure of events, ideas, concepts, or information in a text by referring to details and examples. Students will play a story elements game and complete a worksheet to plan their own story using elements like plot, characters, setting, conflict, and resolution. The lesson concludes with students presenting their story elements and stories to the class to demonstrate their understanding of how to analyze a text and create their own narrative structure.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    195 views5 pages

    Fall 2018 Edtpa Lesson Plan 2

    Uploaded by

    api-327064630
    This lesson plan summary provides the following information in 3 sentences: The lesson focuses on having 4th grade students describe the overall structure of events, ideas, concepts, or information in a text by referring to details and examples. Students will play a story elements game and complete a worksheet to plan their own story using elements like plot, characters, setting, conflict, and resolution. The lesson concludes with students presenting their story elements and stories to the class to demonstrate their understanding of how to analyze a text and create their own narrative structure.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    ***Reminder: All fields must be completed prior to submission.

    Name: Najma Bennett Grade: 4th

    Lesson Intro Pt. 2/Branching Out Thoughts, Stemming to Narratives Date: October 2nd, 2018
    Title:
    CCGPS or GPS Standard(s): ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
    cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

    ELAGSE4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when
    drawing inferences from the text.

    Classroom/Lesson Context (please check the following that apply):

    __​X​__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

    __​X​__ Other (Please specify: ____​EIP,


    ESOL_​​__________________________________________________________________)

    Please specify the number of students:

    ___​11_​​_ Girls __​11_​​__Boys

    Individual Education Plan Goal(s) and Benchmarks specific to this lesson: N/A

    Learning - Focus Strategies


    Essential Question(s) 1. What helps support text?
    1-3 BIG ideas! How 2. What is a narrative?
    can these questions be
    used to guide your
    instruction?

    Central Focus/Lesson Students will describe the overall structure of events, ideas, concepts, or information in a
    Objective(s) text or part of a text.
    Objectives are
    measurable and Students will refer to details and examples in a text when explaining what the text says
    aligned with the explicitly and when drawing inferences from the text.
    standard.

    Academic Language Language Functions​​ (Identify the purpose for which the language is being used, with attention
    What is the key to goal and audience- the one verb from the standard; ex. demonstrate.) ​Refer to examples of
    language demand? organized and appropriately written text that students can analyze and identify
    What academic supporting key details that is needed in writing.
    language will you
    teach or develop?
    What are the key
    vocabulary words Language Vocabulary ​(Identify key, content specific words for this lesson: examples of
    and/or symbols? vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
    descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
    students’ comprehension.) ​The vocabulary words for the lesson are: plot, characters,
    setting, conflict, resolution, and theme.

    Academic Language Demand ​(Identify one of the following: reading, writing,


    listening/speaking, or demonstrating/performing. The demand will require more or less
    scaffolding –support- depending on the needs of the students ​throughout the lesson​.) Writing,
    becauses students will write their thoughts and ideas in the lesson’s activity.

    Materials Pencil
    What resources can be Story Element Task Card Game
    used to engage Using Story Elements: Plan a Story Worksheet
    students?
    Introduction to Divide students into 4 Teams to play a Story Elements Task Cards game.
    Lesson/
    Activating Thinking The teams have to listen to me read a passage and determine which of the following Story
    What is the ‘hook’ for Element choices does the passage describes.
    the lesson to tap into
    prior knowledge and If the team answers the question incorrectly, the question goes to the next team to answer.
    develop students’
    interests? This should
    tie directly into the
    lesson’s objective and
    standard and should
    promote higher level
    thinking. How will
    you introduce the
    content specific
    vocabulary words?
    ***Use knowledge of
    students’ academic,
    social, and cultural
    characteristics.

    Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
    sentences):
    Language Discourse ​(structures of written or oral language; how participants of the content
    area speak, write, and participate): Oral language is used when the students discuss yesterday’s
    lesson and vocabulary.

    Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs


    and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
    Stand near the student when giving directions or be their partner.

    Management Plan: Monitor the time and noise level.


    Body of Lesson/ Students work on Using Story Elements: Plan A Story worksheet independently.
    Teaching Strategies
    What will you have They will come up with their own elements and combine them to create their stories.
    the students do after
    you introduce the I will use the “I Do, We Do, You Do” method to help students that need assistance with
    lesson to learn the conjuring up ideas for their story elements to plan a narrative.
    standards? What
    questions will you ask
    to promote higher
    level thinking?

    What opportunities
    will you provide for
    students to practice
    content language/
    vocabulary? What
    language supports Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
    will you offer? sentences):

    Language Discourse ​(structures of written or oral language; how participants of the content
    area speak, write, and participate): Writing was used as the language discourse when students
    were forming their story elements and stories.

    Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs


    and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
    Repeat and explain directions to them individually.

    Management Plan: Monitor students’ work and progress on the worksheet by walking to
    each table.

    Closure/ Have students volunteer to present their elements and stories to the class.
    Summarizing
    Strategies: Review the essential questions and highlights of the lesson.
    How will the students
    summarize and/or
    share what they have
    learned to prove they
    know and understand
    the standard(s) and its
    vocabulary? Will you
    provide opportunities
    for students to apply
    new knowledge while
    making connections to Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
    prior learning? sentences):

    Language Discourse ​(structures of written or oral language; how participants of the content
    area speak, write, and participate): Students are presenting orally using language discourse as
    they discuss their story elements and stories.

    Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs


    and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
    Have the student practice presenting in a small group before presenting to the class.

    Management Plan: Time each presentation.

    Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).


    Evaluation
    Every standard listed Assessment Plan for IEP Goals and/or 504 Plans ​(This is a plan and should be written as
    above must be such; remember to identify both formative & summative assessments ​throughout the lesson​)​:
    assessed and included. Formative, the student presented with their group with assistance from their peers and
    Questions to consider extended time.
    while planning:
    How will students
    exhibit an
    understanding of the
    lesson’s objectives?
    How will you provide
    feedback? What
    evidence will you
    collect to demonstrate
    students’
    understanding/mastery Assessment Plan for Learning Objectives ​(This is a plan and should be written as such;
    of the lesson’s remember to identify both formative & summative assessments ​throughout the lesson​)​:
    objective(s) including Formative, the students presented their group assignment to summarize what they
    their usage of learned and how they used the vocabulary.
    vocabulary?
    Reflection/Analyzing Monitor the time better and have an alternative assignment on standby for those that
    Teaching finish early.
    Effectiveness

    Reflection includes
    characteristics of the
    lesson and specific
    examples on how it
    can be improved.
    Improvements are
    based on the
    effectiveness
    supported by evidence
    on how well the
    objectives were
    achieved. Specific
    examples to improve
    future lessons are
    provided.

    ***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
    (SCALE), and Columbus State University.

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