Escolar Documentos
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(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.
Background Information
CCSS-ELA
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into categories.
CCSS.ELA
CCSS.ELA-Literacy.SL.3.1a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
CCSS.ELA
CCSS.ELA.Literacy.SL.3.1d
Explain their own ideas and understanding in light of the discussion.
1. SWBAT describe characters by comparing and contrasting their actions and experiences.
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2. SWBAT analyze and evaluate characters' actions and traits, using details from the text.
Language Objectives:
f. Assessment Strategies:
g. Student Voice:
a. Introduction:
I will start the lesson by gathering students on the back carpet. I will pick my two "scouts" and let them know
that they will be my "scouts" for the whole lesson and that they will honor someone at the end of the lesson.
Then, I will go into my anchor chart. My anchor chart will be a replica of the worksheet students will be
handed once they go back to their seats. I will fill in the anchor chart for the first character of the story. This
way, students will know exactly what they are supposed to do on their own worksheet. Once I feel as if I
have modeled my expectations successfully, students will hear the signal word ("evidence") and go back to
their desks for further instruction.
b. Questions:
1. What does it mean to compare characters in the story?
2. What does it mean to contrast characters in the story?
3. Who is character #1? #2?
4. What did the character(s) bring back? Why?
5. Why is it important to fill in the 'why' section?
c. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles (Why are you doing
what you are doing?)
Introduction: Classroom discussion is important for students. This is
Invite teams back to carpet according to Vygotsky's theory of the Importance of
Pick "scouts" Language. By having a classroom discussion the
Ask students about their schema students can activate prior knowledge they have and
learn from other classmates. They will learn new terms
Reiterate the purpose of the lesson
and new meanings which will help them during their
Fill out anchor chart for character #1 (Ask for lesson.
support from students)
Model an emphasis on the "why" statement
Remind "scouts" that they will hold off on
selecting students until the end of the lesson
Use signal word "evidence" to transition
students back to their desks
Under Document Camera: By modeling a second time under the document
Wait for students to show me "SLANT" camera, I'm providing students another chance to learn
through observation. According to Bandura and his
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Go into the instructions for the activity theory of Observational Learning, some students learn
worksheet (graphic organizer) best from a teacher's modeling of problem solving,
Model character #2 (Ask for support from thinking strategies, etc.
students)
Ask for questions
Hand out activity worksheet and have students
work independently
Remind students to "ask three, then me" and
give them the options of completing the rest of
the worksheet if they finish early and then to
read to self if they complete the whole
worksheet
Pull a small group of students to work with
while the whole class is working independently
Closing: The group discussion once again relates to Vygotsky's
Invite students back to the carpet theory of language. It is important for students to break
Fill out the chart for character #3 (With help down what they just learned and share it with other
from students) students. It is also important to celebrate all of their
Model the compare/contrast section at the thinking. As the teacher I can hear what the students
bottom of the worksheet are sharing and see if they are on the right track with
their learning.
Give instructions for students to go back to
their seats and finish the worksheet (exit slip to
move onto next activity)
"Scouts" will be given the opportunity to share
and honor their classmates
Students will be sent back to their desks using
the signal word
I will circulate to ensure each student is on task
and completing the activity worksheet
d. Closure:
To close the lesson, students will be invited back to the carpet to discuss their thinking about the final
character on the chart they completed back at their seats. Once we fill their thinking in on the anchor chart,
we will go over the compare and contrast section on the bottom of their worksheet. I will model how to do
this and then students will need to go back to their seats to complete it before they head into the next lesson.
Prior to heading back to their seats my "scouts" will honor two classmates and we will celebrate them.
e. Independent Practice:
Students will have to write a compare/contrast paragraph about two characters from the legend using the
activity worksheet they completed in my lesson. This will be a time for them to show off what they learned!
g. Acknowledgements:
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Jennifer Jordan
Journey's Reading Curriculum Lesson 13 (Analyze the text)