Name_Edna Ramirez____________________________ Class

Section_________________

EdTPA Lesson Plan Template

Grade & Subject: Central Focus: Students will focus on verbs in the present
2nd Grade and past tense. Students will change the endings of stories.
Essential Standard/Common Core Objective:
● Decode
CCSS.ELA-LITERACY.RF.2.3.D
words with common prefixes and
suffixes.
● CCSS.ELA-LITERACY.L.2.1.D Form and use
the past tense of frequently occurring Date submitted: Date taught: March 20, 2018
irregular verbs (e.g., sat, hid, told).
● CCSS.ELA-LITERACY.W.2.5 With guidance
and support from adults and peers,
focus on a topic and strengthen writing
as needed by revising and editing.
Daily Lesson Objective:
● Students will be able to change the form of a verb to indicate whether something is happening in the
present or has happened in the past.
● Students will answer “What if?” questions to change the ending of a story

21st Century Skills:

● Creativity:
○ Use a wide range of idea
creation techniques (such as
brainstorming)
○ View failure as an opportunity to Academic Language Demand (Language Function and
learn; understand that creativity Vocabulary):
● Language Function: Student will model how to change the
and innovation is a long-term,
form of a verb and then retell a story with a different
cyclical process of small ending
successes and frequent mistakes ● Vocabulary: verbs, to be verbs, action verbs, present
● Collaboration: tense, past tense
○ Assume shared responsibility for
collaborative work, and value
the individual contributions
made by each team member

Prior Knowledge:
● know what a verb is
● two kinds of verbs (action and to be verbs)

Activity Description of Activities and Setting Time

Teacher will remind students they have learned about verbs. The teacher will 10-15
then ask students to recall the two kinds of verbs they have learned (action and minutes
1. Focus and Review to be verbs).
I will then tell the students we are going to orally review some verbs by playing
a game.

Revised 1/8/16
 Students will be divided into four groups. Tell the students you will read a
sentence/phrase to one group and ask them to tell you the verb in the sentence.
All the other groups should think of the answer as well, in case the a group is
called upon gives the wrong answer. The group with the most points wins.
● We stopped at the gas station.
● I ate a huge portion.
● They looked at the dictionary
● I have a cold
● She wrote a letter on stationery.
● He is the apple of my eye.
● Actions speak louder than words.
● pay you taxes
● more phrases and sentences will be provided
Students will change verb forms to determine if it is past, present or future
2. Statement of Objective
tense.
for Student
Answer “what if questions?” to create a new ending to a story.
Changing Action Verb Tense

Explanation of Concept: We can change the form of a verb to indicate whether

something is happening now, happened in the past, or will happen in the future.
Model Strategy: Give an example of a single verb in three tenses
● I walk (present tense)
● I walked (past tense)
● I will walk (future tense)
3. Teacher Input
EOC: Today we will focus on verbs in the present and past tense. The past
tense means something has already happened and is over and done.Present tense
means something is currently taking place.
Model Strategy: Give oral example to students
● I paint today (present)
● Yesterday, I painted (past)

● Have students turn to Worksheet 17.1

● Tell students that most verbs change to the past tense by adding -
ed to the end of a word
4. Guided Practice
● Guide students through the completion of Worksheet 17.1 as a
class, calling attention to the form of each verb, either the present
tense or the past tense.
Writing a Different Ending
Tell the students that today they will learn how to change the ending of a
story. They should listen carefully as you read a familiar story.
5. Independent Practice Read a chapter of your choice in Sir Gus.
Students will begin by brainstorming “What if?” questions that might
help them think of a different way the story might end.
Students will fill out Worksheet 17.2 on their own.
6. Assessment Methods
Students will be graded on completion of their Planning Sheet: New Story Ending
of
all objectives/skills:
(Worksheet 17.2) and completion of writing a new ending.

As a closure, the teacher will briefly review everything the students have
learned during the Skills lesson.
7. Closure Go over differentiating between past and present tense verbs.
Asking yourself What If questions to create a new ending.

Revised 1/8/16
 Students all completed Worksheet 17.2: Planning Sheet. Students created about 2 what if
questions. Individually, students worked on a new ending for a Sir Gus chapter.
8. Assessment Results of
Students received 2 points for the questions they came up with and 3 points for their new
all objectives/skills:
story ending.

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

● For student with visual impairments the
teacher will read aloud phrases and
sentences and stories from the lesson
●

Materials/Technology:
● white board
● dry erase markers
● Unit 5 Sir Gus Reader
● Unit 5 Workbook

Reflection on lesson:
This lesson was given to me by my clinical teacher. Instead of calling it ELA, Veritas calls it “Skills”. Usually, it’s a
two in one lesson. I was given all the material needed for this lesson, my part was writing it in edTPA form. Skills
takes about 1.5 hours. The first part is teaching and demonstrating and going over basic reading or writing skills.
The second parts goes with the readings the class is on. I was to make the first part (changing verb forms) into a
game for the class. It was an experience for me because it was my first time doing a game for a lesson and the class
really enjoyed, as did I.

Revised 1/8/16