Student Teaching edTPA Lesson Plan Template

Subject: Reading Central Focus: Complete a close read of a biography

Essential Standard/Common Core Objective:

CCSS.ELA-Literacy.RI.5.3 Explain the

relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, Date submitted: April 12, 2018 Date taught: February 19,
scientific, or technical text based on specific 2018
information in the text.

Daily Lesson Objective:

Students will be able to use key details from a short biography to prove that a historical figure is a hero. They will work in
groups of 3-4 and will be required to earn a 16 out of 20 to receive mastery.
21st Century Skills:
Collaboration- Learning and Innovation Skills- Academic Language Demand (Language Function and
Students will use critical thinking skills when using Vocabulary):
reading comprehension to write a summary. This is -biography
a procedure that students will be doing throughout -hero
the guided practice and independent practice. -diplomat
Life and Career Skills- Social skills in needed in the -refugee
guided practice when students work together to -visa
understand the text given. This allows students to
work together and develop their social skills.
Prior Knowledge:
Students will need to know how to interpret the text that they are reading. Students will need to have prior knowledge of
the characteristics of a hero

Activity Description of Activities and Setting Time

Students will brainstorm a list of characteristics of a hero. Teacher says “First. 5 min
I’d like you to think of 4 characteristics of a hero. Once you have those, you
will get into pairs to narrow your total list of 8 down to the 2 most essential.

The teacher will ask students to share out their ideas and write these on the
smartboard. Teacher says, “who do you think of when you hear the word
hero?”
Students will discuss this with their partner.

Teacher says, “Do you think heroes can be ordinary people who do amazing
1. Focus and Review things?”

Students will discuss this in their groups to discuss and then pick students at
each table to call on and share something that a peer said.

Teacher says “Many times heroes can be people like Dr. Martin Luther King
or military troops because they fight for a noble cause or just simply do what’s
right. Today we are going to read a few texts about a person who did
something similar, and you will be left with the task of deciding if there is
enough information to prove this man is a hero.”
(there will be a picture of everyday heroes posted on the board)
 Today we are going to do a close read with the biography “Passage to 1 min
2. Statement of Objective Freedom” by Ken Mochizuki. When we are finished the lesson you will
for Student collaborate with 2-3 of your classmates and form a summary on a poster
board.
Teacher shows students a picture of Lithuania and Japan and their location in 35 min
relation to the US so that students understand where the person from the story
is.
Teacher then says, “You will run into a few words throughout today’s reading
that may give you some difficulty, but they are essential to understanding the
story. In order to understand those words, you will be using a graphic
organizer to collect clues to the meaning of each of them. You will talk with
your table partners to see who may have heard these words before.”

“I will give you a Passage to Freedom vocab foldable. We will stop reading
when we find these words and collect evidence of the meanings. While
reading, we will write down the clues we find on the top flap. We’ll stop
along the way to discuss possible meanings and record these on the bottom
flap.”

Teacher gives students their close read tasks. They are:

1. Read the first three paragraphs of the text silently and make notes to
describe the narrator’s father. You will write these thoughts on sticky
3. Teacher Input notes. After 4-5 minutes we will discuss the traits and evidence you
recorded on the sticky notes.
2. Read p. 168-170 and use stickie’s to mark interactive notes of Aha!
Moments. You can write a little note on the stickies to explain the
mark you used. You have about 7 minutes
3. Read pages 170-173 silently. You will read to identify the most
important information in these pages. You have about 8 minutes
4. Now we will read aloud pages 174-176 and I will model thinking
about reading strategies and possible thoughts of Sugihara’s heroic
traits.

Students will have to write a summary of the story and how Mr. Sugihara
exhibits characteristics of a hero.
Teacher says “I am going to summarize the first three paragraphs to show you
how you should do it on your own. I will first go back to the beginning of the
story to show you where I am gathering my evidence to support my summary”

10 min
Students will use the Character Trait Chart to gather the annotations that the
students recorded throughout the reading. Since the text is in the anthology,
the students will have all their information in their reading notebooks. Also,
the use of graphic organizers helps the students see the connections between
the information they record.
4. Guided Practice
Teacher says, “Turn back to the beginning of the biography. Refer to your
sticky notes for places where you found characteristics that proved Mr.
Sugihara was a hero. It’s okay to find new evidence while doing this.”

Teacher leads by finding the first piece of evidence and recording the
information on the chart with the students’, so they have the expectations
 before starting this on their own. She will list the character, trait she is
thinking and the page number where she found the evidence.

Students will complete their chart and complete a “Give One Get One”
activity. This allows students to have a focused discussion of the traits and
evidence they found and to share something with one another.
10 min
Students will write a summary of the biography that they will share with their
5. Independent Practice
group to make a collaborative summary.

6. Assessment Methods of
all objectives/skills:
The teacher will give out the poster board that will assess the students. They will complete
this summary with their group and only use 20 words.
Rubric:
1 Point for each word- total 20 words in all

5 min
Students will complete a collaborative $2.00 Summary of the biography. The
idea is to use only 20 words (.10 per word) to create a summary. Students will
work on a large sheet of paper to write their own summary together using the
7. Closure
summaries they wrote by themselves. They will choose the best parts of all of
them to create one group $2.00 summary. Students will share out the
collaborative summary.

8. Assessment Results of
all objectives/skills: Attached to the lesson plan

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

Students that have difficulties hearing and are visually If students struggle through guided practice the teacher will add
impaired will be placed at the front of the classroom to additional examples to provide a better understanding. If it
better see the board and hear the instruction being seems to be several students that are not understanding, the
given. Students that are English language learners can teacher will revisit the teacher input section and find another
have a dictionary that corresponds to their native way to teach the word parts strategy.
language and English. Gifted learners would be asked Before any assessment is given, the teacher will see if students
to write a longer summary and given a reading are struggling. This allows the teacher to have a small group
comprehension activity so they will not become bored lesson for the students that continue to struggle with the lesson.
if they finish their independent work. The teacher can use the assessment to assess the struggling
students and see where they are still getting confused. The
teacher can revisit the lesson taught and have small groups
based on their level of understanding.
Materials/Technology:
Teacher and student copies of “Passage to Freedom”
Poster board
Markers
Sticky notes
Reading notebooks
Construction paper
Pencils
https://betterlesson.com/lesson/552009/hero-or-not-close-reading-of-biography-to-support-an-argument

Reflection on lesson:
This lesson was very fun to do when we reached the end of it. A close read and be very long and intense because you have
to make sure that students are staying on task. I spent a lot of the time walking around making sure the students were
 reading independently. The students enjoyed when I read aloud. I stopped after each paragraph and asked a question to
make students are following along. The lesson did seem to work because students understood the story and finding the
characteristics of the main character that makes him a hero. I was pleased how engaged the students were and how eager
they were to answer the questions.
There were not manty instructional changes that I would make because the students followed the directions with the close
read without a problem. Close reads are hard because you cannot see if students are actually gaining the knowledge from
what they are reading. You have to wait to do a turn and talk or wait to see the results of the exit ticket. I learned a lot
from teaching this lesson and I know in the future I can gauge my own students a lot better to see what activities will
work best for my class. This lesson helped me see that everyone’s teaching style is differently. This class seemed to love
group work and turn and talks. This observation helps me see that students need to get up and move around just as much
as they need to do independent reading.
The cooperating teacher chose this lesson because it went along with what they were doing for their ELA class. She was
pleased with how the lesson went and helped me gain class control at the end of the lesson when students were working
together on their exit ticket. One thing that I would do different is find something a little more engaging when choosing
my own lesson. I do not want students to lose interest midway through the lesson. My favorite part of the lesson is when
the students worked together to complete their summary. They seemed very excited and everyone was eager to present.

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