Student Teaching edTPA Lesson Plan Template

Subject: Reading Central Focus: Characters- comparing, contrasting

Essential Standard/Common Core Objective:

CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters,
settings, or events in a story or drama, drawing on Date submitted: Date taught: 3/15/2017
specific details in the text (e.g., how characters
interact).

Daily Lesson Objective: TSWBAT, individually, complete a compare and contrast venn-diagram on two main characters
of their novel; by using character traits, favorite activities, and family life of the two characters. To achieve mastery, the
students must supply at minimum four similarities, and four differences per character.

21st Century Skills: analysis, synthesizing Academic Language Demand (Language Function and
information, critical thinking. Vocabulary):

Prior Knowledge:
Character traits, compare, contrast, venn diagram, Night of The Twisters by Ivy Ruckman pages 1-37

Activity Description of Activities and Setting Time

Yesterday we read chapter seven oclock in Night of the Twisters by Ivy 1 minute
Ruckman. We concentrated on the relationship of Dan and his little brother,
Ryan. Today we are going to focus on two characters, by looking at their
1. Focus and Review
similarities and their differences. Who can tell me some main characters we
have encountered thus far?

2. Statement of Objective
for Student
2 minutes
Today, we are going to be talking about Dan and Arthur, and drawing
similarities and differences between them. We will be analyzing them based
off their different character traits, their families, and their favorite activities.
We are going to complete a graphic organizer together, and then you will be
completing a venn diagram comparing the similarities and differences of Dan
and Arthur.

3. Teacher Input
Prior to the lesson, I will have created two graphic organizers on large chart
paper. One graphic organizer will be about Arthur, and I will have it 13
completed. It will contain his character traits, favorite activities, and family. I minutes
will begin by modeling to the class what I have done, and how I chose these
particular character traits I have listed for Arthur, using textual evidence.

Lets look at the character graphic organizer I have created for Arthur. One of
the character traits I have listed for Arthur is that he is studious. Who can tell
me what studious means? Thats right, Arthur spends a lot of time reading and
studying. I know this from when Dan described Arthur on how much he loved
to read different informational texts. I will then go over all the different
character traits I have listed, and asking Why do you think I listed helpful as
 a character trait for Arthur? Can someone give me an example in the book of
where Arthur was being helpful? to dig deeper, and have the students be
engaged in my instructional process. Once we have gone over all the character
traits, we will move to the favorite activities, and family. I will mimic the
same process of going through what I have wrote, as I did for the character
traits.

15
I will have an uncompleted graphic organizer on Dan, that is the same format minutes
for the graphic organizer I used for Arthur. As a class, we will complete the
graphic organizer.

Now, we are going to create a graphic organizer on Dan. Who can tell me
some character traits of Dan? When a student gives me a character trait, I
4. Guided Practice
will have them provide textual evidence of why that character fits Dan. Why
do you think Dan is *character trait*? We will list as many character traits as
we can. We will then list Dans favorite activities, followed by his Family.

Lets think of some of Dans favorite activities

Who all of Dans family has been mentioned in the book so far?

15
For individual practice and assessment, the students will complete a venn minutes
diagram comparing and contrasting Dan and Arthurs character traits, favorite
activities, and family life. This will allow the students to transfer what we
learned from the graphic organizers, and build on their knowledge by
comparing and contrasting.

5. Independent Practice You are now going to use the knowledge you just gained, and complete a
venn diagram on Dan and Arthur. You are to include at least four similarities,
and four differences. You will be comparing and contrasting their character
traits, favorite activities, and family life. This is be done individually, and you
may use your book a resource.

Formative: Through class discussion and us completing/reviewing the graphic organizers, I

can see what the students know during the lesson. I will be asking questions and having the
students dig deeper. They will have to use textual evidence. Why do you think I listed
6. Assessment Methods of helpful as a character trait for Arthur? Can someone give me an example in the book of
all objectives/skills: where Arthur was being helpful?
Summative: The students will have to individually complete a compare and contrast venn
diagram on the character traits, favorite activities, and family life of Dan and Arthur. They
must list at least four similarities, and four differences in order to master the objective.
3 minutes
Once the students have completed their venn diagram, they are to make
predictions on what they think is going to happen in the next chapter of the
7. Closure
book. They will write their predictions on a sticky note, and providing time,
they will share their prediction with the class.
 11 out of 13 met the objective
2 out of 13 did not meet the objective

8. Assessment Results of
all objectives/skills:
The students that met the objective include 4 or more similarities and differences for the
characters. Some students even listed up to 7.
The students that did not meet the objective, only did not meet it because they supplied too
few amount of similarities and differences. What they did include was correct, however,
they did not supply enough.

Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:

Large font of graphic organizer presented during class
to ensure students from around the room could read
them. Allow time for every student to answer during
the classroom discussions. Peer support during
discussion where they can phone a friend.
The students are seated in separate groups for the lesson.
During discussion, they may speak to each other, during the
assessment they may not. During the assessment, I will call a
small group to the back table with me if they need futher
assistance with the assignment.

Materials/Technology: Large poster paper, markers, pencils, venn diagram hand outs, Night of The Twisters by Ivy
Ruckman.
Reflection on lesson:
This lesson was extremely successful, and a lesson I would want to teach again. The students were engaged, and had great
assessment results. I asked several critical thinking questions throughout our discussion to get the students to dig
deeper. The students had outstanding participation during the group graphic organizer, and supplied evidence for their
answers. I was confident during this lesson, and it was one of the best I have taught. Time management was great, there
was just enough time to finish everything, and did not have to rush.

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______