Miss Alexis Smith’s Practice edTPA Lesson Plans for Monday, November 26th, 2018

Standard: ELAGSE7RL10: By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

Essential Questions (EQ): As the President of the United States, what three laws would you
implement first? What are the benefits of marrying who you want and marrying who your
parents choose? What are the pros and cons of music being nonexistent?

Learning Targets: Students can explain choices made on their interest surveys. Students can
demonstrate an accurate depiction of roles in The Giver. Students can develop impromptu
dialogue as an accurate depiction of what is said in The Giver.

Materials: The materials needed for this lesson plan are as follows:

o Google Slides presentation with instructions and information on The Giver (attached)
o Interest surveys/pre-assessments (printed; one per student; attached)
o Pencils and pens for students who may need them
o Projector
o Slips of paper with memories (at least five; attached)
o Slips of paper with roles (one per student; attached)
o Small bucket for slips of paper with roles
o YouTube

Language Functions: The vocabulary needed to cover this lesson plan are as follows:

o Dystopia
o Utopia

Hook (≅ 5 mins.): Miss Smith will have the first slide of the Google Slides presentation
projected on the SmartBoard. Students will be asked to consider the question, “What are the
benefits of marrying who you want and marrying who your parents choose?” while watching a
short four-minute clip of a scene from the show Parental Control. After students watch the video,
Miss Smith will ask students to share their answers to the question and their reactions to the
video.

Activity #1, Application, and Assessment (≅ 20 mins.): Miss Smith will have two students
pass out interest surveys/pre-assessments pertaining to The Giver. The survey/pre-assessment
will have students answer questions on utopia, dystopia, and memories. Students will also be
asked to create a list of five-to-ten laws they would have in their societies.

Although Miss Smith will have yet to inform students about The Giver, students will have
practice with the themes and settings in The Giver via the survey/pre-assessment.
As aforementioned, students will take an interest survey/pre-assessment to introduce them to The
Giver. After students have completed the interest survey/pre-assessment, Miss Smith will ask a
few students to share their answers on the opinionated sections.

*Brain Break (≅ 30 secs.): Miss Smith will allow students to take a break between
activities so students will not be overwhelmed.

Activity #2, Application, and Assessment (≅ 20 mins.): Miss Smith will have students draw a
piece of paper from the small bucket. On these slips of paper will be different roles represented
in The Giver. Miss Smith will have the second slide of the Google Slides presentation projected
on the SmartBoard. This slide will contain a class system to represent the roles students have.

With said roles, Miss Smith will have students act out their roles in an improvisational manner.
Although Miss Smith will have yet to inform students about The Giver, students will have
practice with the roles in The Giver via this activity.

Miss Smith will hold a brief discussion asking students how they felt during the activity. Miss
Smith will then ask students if they were living in a utopia or a dystopia.

Closing and Assessment (≅ 10 mins.): Miss Smith will have the remaining slide(s) of the
Google Slides presentation projected on the SmartBoard. These slides will contain information
about The Giver, and Miss Smith will give students a preview of the next day’s lesson.

As an informal assessment, Miss Smith will ask students to raise their hands to show whether all
their questions on the pre-assessment are answered. She will then ask students to raise their
hands if they are aware of what a utopia and dystopia are.
Miss Alexis Smith’s Practice edTPA Lesson Plans for Tuesday, November 27th, 2018
Standards: ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text; ELAGSE7RL2: Determine a
theme and/or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text; ELAGSE7RL3: Analyze how particular elements of a
story or drama interact (e.g., how settings shape the characters or plot); ELAGSE7RL6: Analyze
how an author develops and contrasts the points of view of different characters or narrators in a
text; ELAGSE7RL10: By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Essential Questions (EQ): How would you define a rebel? How would you feel if you found out
today that you are adopted?

Learning Targets: Students can recall roles played from the previous lesson on the roles in The
Giver. Students can analyze the first few chapters of The Giver. Students can organize notes in a
graphic organizer about The Giver.

Materials: The materials needed for this lesson plan are as follows:

o Choice board of different project options (one per student; attached)

o Chromebooks (ideally one per student)
o Google Slides presentation with instructions (attached)
o Graphic organizer for The Giver notes (one per student; attached)
o Paper and pencils/pens for students who may need them
o Projector
o The Giver (PDF; one per student)
o Wheel Decide wheel with student names
o YouTube

Language Functions: The vocabulary needed to cover this lesson plan are as follows:

o Distraught
o Jeer
o Palpable

Hook (≅ 5 mins.): Miss Smith will have the first slide of the Google Slides presentation
projected on the SmartBoard. This slide will contain the YouTube video of the trailer for The
Giver movie. Students will be asked to consider the question, “How would you feel if you found
out today that you are adopted?” while watching the trailer. Miss Smith will have a few students
share their answers to the question and their reactions to the trailer.

Activity #1, Application, and Assessment (≅ 25 mins.): Students will use their Chromebooks
to open the PDF file of The Giver. Using the Wheel Decide wheel, students will be chosen at
random to read The Giver.
Before students begin reading, Miss Smith will ask them to consider the settings, theme, and
characters while they read. Also, while reading, when the vocabulary words are reached in the
text, Miss Smith will ask if students know the definition of the words. She will then write the
terms and definitions on the SmartBoard for students to reference.

At random points in the reading, Miss Smith will ask students comprehension questions to
ensure they are grasping the reading.

*Brain Break (≅ 30 secs.): Miss Smith will allow students to take a break to redirect
their focus on reading.

Activity #2, Application, and Assessment (≅ 20 mins.): Miss Smith will ask students to form
groups based on the groups projected on the second slide of the Google Slides presentation.

After students have formed groups, Miss Smith will ask two students to pass out the graphic
organizers that will be used for notes on the first few chapters of The Giver. Students must write
down the theme, setting, characters, how the setting effects the characters, a summary of the first
few chapters.

The graphic organizer will be used as an assessment to ensure students thoroughly comprehend
the text. While students are in groups, Miss Smith will visit different groups and ask
comprehension questions to ensure they comprehend the text. Miss Smith will also require
students to include the day’s vocabulary in their summaries. This will assess that students fully
understand the context of which the words are used in the text.

Closing (≅ 5 mins.): Miss Smith will have two students pass out a handout of a choice board of
a project on The Giver. Students will have the following choices to choose from:

1.) Create your own utopia/dystopia. Include the laws and restrictions you wish to
implement in your community and a caste system. Be sure to name your community
and provide a map of your community.
2.) Although there is no music allowed in The Community, create a soundtrack for the
chapters we have read thus far. The songs must be the clean versions. Provide a brief
summary of each song to explain why you chose the song to represent the chapter.
3.) Create a capsule of items you would not want The Elders to take away from you. This
can be a time capsule that you leave behind for another person to enjoy in The
Community in the future. Provide a brief write-up explanation of why you chose to
include the said items.
4.) Create a career test for people in The Community to take in order to determine which
career they will be given. Will you make this test accurate or rigged? Will certain
members of The Community choose their careers? Include a brief write-up in
response to these questions. Be sure to elaborate.

Miss Smith will ask students to circle the project they find most interesting, and they will return
the handouts to Miss Smith. Miss Smith will make it known that they will have opportunities to
work on their projects during the week. Miss Smith will then ask students to go home and ask
their parents/guardians which career they would want them to pursue.
Miss Alexis Smith’s Practice edTPA Lesson Plans for Wednesday, November 28th, 2018
Standards: ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g.,
how settings shape the characters or plot); ELAGSE7RL6: Analyze how an author develops and
contrasts the points of view of different characters or narrators in a text; ELAGSE7RL10: By the
end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.

Essential Questions (EQ): What career would you like to pursue? What career do your parents
want you to pursue?

Learning Targets: Students can apply knowledge of The Giver to their projects. Students can
organize notes in a graphic organizer about The Giver. Students can construct unique projects on
The Giver.

Materials: The materials needed for this lesson plan are as follows:

o Analytic rubric for performance projects (one per student; attached)

o Audio recording of The Giver
o Chromebooks (ideally one per student)
o Graphic organizer for The Giver notes (one per student; attached)
o Paper and pencils/pens for students who may need them
o Projector
o The Giver (PDF; one per student)
o YouTube

Language Functions: The vocabulary needed to cover this lesson plan are as follows:

o Defiant
o Sympathetic
o Wheedle

Hook (≅ 5 mins.): Miss Smith will ask students to share their parents’/guardians’ responses to
the question asked on Tuesday: What career do your parents/guardians want you to pursue? Miss
Smith will then ask students to reconsider this question during the day’s reading of The Giver.

Activity #1, Application, and Assessment (≅ 15 mins.): Students will use their Chromebooks
to open the PDF file of The Giver. Using the projector, Miss Smith will pull up the audio
recording of The Giver. Miss Smith will ask a couple students to pass out another graphic
organizer for the day’s reading. While reading along with the audio recording, students may
write notes on their graphic organizers.

As aforementioned, before reading, Miss Smith will ask students to reconsider the question,
“What career do your parents/guardians want you to pursue?” This will help students to develop
a more personal relationship with the text. Also, while reading, when the vocabulary words are
reached in the text, Miss Smith will ask if students know the definition of the words. She will
then write the terms and definitions on the SmartBoard for students to reference.

At random points in the reading, Miss Smith will ask students comprehension questions to
ensure they are grasping the reading. Miss Smith will also walk around to check students’ notes
on their graphic organizers to ensure they are comprehending the material.

*Brain Break (≅ 30 secs.): Miss Smith will allow students to take a break to redirect
their focus on reading.

Activity #2, Application, and Assessment (≅ 30 mins.): Miss Smith will ask two students to
pass out the analytic rubrics for their performance projects on The Giver. Miss Smith will briefly
go over the rubric with students. Afterward, Miss Smith will pass back the choice board of
performance project options, so students will know which project they wanted to work on.
Students will then begin working on their projects.

Miss Smith will ask students to include everything the analytic rubric requires of them for their
projects.

While students work, Miss Smith will visit each student to make sure they are applying the
knowledge they have of The Giver and the requirements of the rubric. Miss Smith will ask
students prompting questions to cause them to think on a more elaborative level in terms of the
project.

Closing (≅ 5 mins.): Miss Smith will advise students to work on their projects for homework,
and she will notify students that they will have time to finish their projects on Friday.
Miss Alexis Smith’s Practice edTPA Lesson Plans for Thursday, November 29th, 2018
Standards: ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g.,
how settings shape the characters or plot); ELAGSE7RL6: Analyze how an author develops and
contrasts the points of view of different characters or narrators in a text; ELAGSE7RL10: By the
end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.

Essential Questions (EQ): As Jonas, how would you describe your life in The Community?

Learning Targets: Students can apply knowledge of The Giver to their projects. Students can
organize notes in a graphic organizer about The Giver. Students can construct unique projects on
The Giver.

Materials: The materials needed for this lesson plan are as follows:

o Analytic rubric for performance projects (one per student; attached)

o Audio recording of The Giver
o Chromebooks (ideally one per student)
o Graphic organizer for The Giver notes (one per student; attached)
o Paper and pencils/pens for students who may need them
o Projector
o The Giver (PDF; one per student)
o YouTube

Language Functions: The vocabulary needed to cover this lesson plan are as follows:

o Emblem
o Exuberant
o Interdependence

Hook (≅ 5 mins.): Before reading, Miss Smith will demonstrate the proper way to take notes
since students are struggling with recording important information from The Giver onto their
graphic organizers. To gage students’ attention during this note-taking process, Miss Smith will
ask them to voluntarily share information about Fortnite with her. Miss Smith will write down
the information she finds valuable. After she finishes note-taking, she will ask students to take
notes on The Giver similar to how she did with Fortnite.

Activity #1, Application, and Assessment (≅ 20 mins.): Students will use their Chromebooks
to open the PDF file of The Giver. Using the projector, Miss Smith will pull up the audio
recording of The Giver. Miss Smith will ask a couple students to pass out another graphic
organizer for the day’s reading. While reading along with the audio recording, students may
write notes on their graphic organizers.
Also, while reading, when the vocabulary words are reached in the text, Miss Smith will ask if
students know the definition of the words. She will then write the terms and definitions on the
SmartBoard for students to reference.

At random points in the reading, Miss Smith will ask students comprehension questions to
ensure they are grasping the reading. Miss Smith will also walk around to check students’ notes
on their graphic organizers to ensure they are comprehending the material.

*Brain Break (≅ 30 secs.): Miss Smith will allow students to take a break to relieve
them of stress.

Activity #2, Application, and Assessment (≅ 25 mins.): Students will resume working on their
performance projects.

Students will be expected to include all elements on the analytic rubric and information of The
Giver on their projects.

While students work, Miss Smith will visit each student to make sure they are applying the
knowledge they have of The Giver and the requirements of the rubric. Miss Smith will ask
students prompting questions to cause them to think on a more elaborative level in terms of the
project.

Closing (≅ 2 mins.): Miss Smith will inform students that they will take a post-assessment over
their comprehension of The Giver as well as some of the vocabulary on Friday. Miss Smith will
pass back students’ graded pre-assessments for students to study.
Miss Alexis Smith’s Practice edTPA Lesson Plans for Friday, November 30th, 2018
Standards: ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text; ELAGSE7RL2: Determine a
theme and/or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text; ELAGSE7RL3: Analyze how particular elements of a
story or drama interact (e.g., how settings shape the characters or plot); ELAGSE7RL6: Analyze
how an author develops and contrasts the points of view of different characters or narrators in a
text; ELAGSE7RL10: By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Essential Questions (EQ): Think of a community you identify with. What is an emblem that
accurately describes your community?

Learning Targets: Students can apply knowledge of The Giver to their projects. Studens can
apply their knowledge of The Giver on an assessment. Students can construct unique projects on
The Giver.

Materials: The materials needed for this lesson plan are as follows:

o Pencils/pens for students who may need them

o Post-assessments (one per student; attached)

Language Functions: The vocabulary needed to cover this lesson plan are as follows:

o Dystopia
o Emblem
o Utopia

Hook (≅ 2 mins.): Miss Smith will perform a Pump It Up exercise with students to pump them
up for the post-assessment they will take. This will help students to feel less nervous and more
awake.

Activity #1, Application, and Assessment (≅ 20 mins.): Miss Smith will ask two students to
pass out the post-assessments to their peers. Students will be allowed to take the pre-assessment
once everyone has a test.

Students will apply their knowledge of The Giver and the vocabulary reviewed on the test.

Miss Smith will collect these post-assessments for a grade to compare where students were (pre-
assessment) and where they are now.

*Brain Break (≅ 30 secs.): Miss Smith will allow students to take a break to relieve
them of stress.
Activity #2, Application, and Assessment (≅ 30 mins.): For the duration of class, Miss Smith
will allow students to apply the finishing touches on their performance projects.

Students will continue applying their knowledge of The Giver and the requirements of the rubric
to their performance projects.

Miss Smith will collect students’ projects for a grade to see how well they understand The Giver.

Closing (≅ 2 mins.): Because it is Miss Smith’s last day with her students, she will allow some
time at the end of class for goodbyes.