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edTPA Lesson Plan Template

edTPA Lesson Plan Template Subject: Fourth Grade Language Arts/Reading Central Focus: Taking on a character fromCCSS.ELA-LITERACY.RL.4.6 : Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Date submitted: Date taught: 3/17/15 10:15 AM CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Daily Lesson Objective: 5 points (must have all three parts) Performance- The students will be able to pick a character from the story “A long walk to water” and write an opinion piece like they are this character. They will be able to write how they would feel as that specific person, and why they would feel this way. This writing will be taken up, and checked to be sure they chose a character from the story and chose logical feelings from the chapter. Conditions- I will read the chapter out loud to students and we will discuss it as we read both as a class and in partners. They will have a chance to ask any questions at this time before they complete the assignment. Criteria— It should not take the students more than twenty minutes to write at least a paragraph from this characters point of view. This should be plausible and go along with the chapter that we read the same day, they should also use specific facts from the text and site these. 21 Century Skills: Academic Language Demand (Language Function and  Reason Effectively Vocabulary):  Develop, implement and communicate new  Listening - and understanding the story being  ideas to others effectively. Demonstrate originality and inventiveness in work and understand the real world limits to adopting ideas.  read to them Writing - taking on the point of view of a character and writing their opinion from this point of view.  Interpret information and draw conclusions based on the best analysis.  Speaking - talking to both their classmates and myself about the opinions they decide on. Prior Knowledge: Students will need to understand how to listen to and comprehend a story without physically reading the story. They will also need to understand how to pick a specific character from the book to write about. Activity Description 1. Focus and Review  Before I begin reading chapter nine I will ask the students to Salva’s position, can some of you share that with the class?” 10 points recap what we read about in chapter eight.  “What did we read about yesterday?” “Where did we leave  off?” “Right now Salva is heading down the river, and all he knows  is there water will be scarce for a long time and they are going to a desert.” “You all should have written about how you would feel in " id="pdf-obj-0-4" src="pdf-obj-0-4.jpg">

Subject: Fourth Grade Language Arts/Reading

Central Focus: Taking on a character from a story and writing from their point of view.

Essential Standard/Common Core Objective:

 

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Date submitted: Date taught: 3/17/15 10:15 AM

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Daily Lesson Objective:

 

5 points (must have all three parts)

Performance- The students will be able to pick a character from the story “A long walk to water” and write an opinion piece like they are this character. They will be able to write how they would feel as that specific person, and why they would feel this way. This writing will be taken up, and checked to be sure they chose a character from the story and chose logical feelings from the chapter. Conditions- I will read the chapter out loud to students and we will discuss it as we read both as a class and in partners. They will have a chance to ask any questions at this time before they complete the assignment. Criteria— It should not take the students more than twenty minutes to write at least a paragraph from this characters point of view. This should be plausible and go along with the chapter that we read the same day, they should also use specific facts from the text and site these.

21 st Century Skills:

Academic Language Demand (Language Function and

Reason Effectively

Vocabulary):

Develop, implement and communicate new

Listening- and understanding the story being

ideas to others effectively. Demonstrate originality and inventiveness in work and understand the real world limits to adopting ideas.

read to them Writing- taking on the point of view of a character and writing their opinion from this point of view.

Interpret information and draw conclusions based on the best analysis.

Speaking- talking to both their classmates and myself about the opinions they decide on.

Prior Knowledge:

 

Students will need to understand how to listen to and comprehend a story without physically reading the story. They will also need to understand how to pick a specific character from the book to write about.

Activity

 

Description

1. Focus and Review

Before I begin reading chapter nine I will ask the students to

Salva’s position, can some of you share that with the class?”

10 points

recap what we read about in chapter eight.

“What did we read about yesterday?” “Where did we leave

off?” “Right now Salva is heading down the river, and all he knows

is there water will be scarce for a long time and they are going to a desert.” “You all should have written about how you would feel in

 

I will then let three to five people share what they wrote, and

 

begin reading the chapter.

  • 2. Statement of Objective

I will be able to take on a character from the book and write from this

will read together.

for Student

person’s point of view. I will do this by writing at least a paragraph on how I

  • 10 points

would feel as this character, and state specific facts from the chapter that we

 

I will now begin reading chapter ten of A Long Walk to Water to the students.

I will stop periodically through the chapter and have them answer

questions and collaborate with their partners. I will begin with Nya’s section.

“How would you feel if strange men came to your house to talk to

someone in your family?” “What do you think those men wanted, or what they were talking

  • 3. Teacher Input

about with the chief?”

  • 10 points

I will then model the strategy by acting like Nya’s character and

stating how I would feel in this situation “I would be very scared if I were Nya and strange men came to my

house.” “It seems like they may have been discussing the water, because

Nya’s sister got so sick not so long ago from the water; maybe they are trying to find a solution to the problem.” “Now lets read about Salva.”

 

I will now begin Salva’s section of this chapter.

As I am reading I will continue to ask the students questions,

and have them turn to their partners to discuss the book. “Has anyone ever been to a desert, or seen pictures of it

  • 4. Guided Practice

somewhere?”

“What did you think of it? And how would you feel if you had to

  • 10 points

walk through one barefoot?” “Have you ever stubbed your toe?”

“Now imagine that times ten, that is probably how Salva felt when his entire toe nail came off.”

“Can you imagine how painful that would be?”

 

“Write down how you think he feels right now in your

notebook.” I will then ask for some of the students to talk to their partners

about how they would feel, and share with the class if they wish to. “What do you think Salva’s uncle is doing when he keeps

telling him to walk to the rocks, or the bushes?” “Have you ever set yourself goals like this to finish a specific

  • 5. Independent Practice

task? Maybe homework?”

  • 10 points

“What do you think is keeping Salva going?”

activity.

“What do you think those people are doing in the desert?”

They will turn to their partner and discuss this for a moment

and then share with the class. “What would be your first thought if you were Salva?”

“Would you give the men your water? Or save it to save your

own life?” Now that we have finished that chapter we will move on to the

 

Students will now have the chance to pick a specific character

from the book, Nya or Salva and write from that characters point of view. They will sit at their desks and write at least a paragraph for this assignment.

  • 6. Assessment Methods of

They will use specific events that we talked about in class to

all objectives/skills:

write about.

  • 10 points

They should be very descriptive when explaining their feelings.

 

As the students are working on this I will be walking around the

room and conferencing with the student who seem to be struggling. I will also look over those who are finished to be sure they

completed the task correctly and appropriately.

 
 

After the students have finished their writings and I have taken up their papers, we will meet again on the carpet. We will discuss again what it

 
  • 7. Closure

means to take on the point of view of someone in a story. “When we are

appreciate what we have.

  • 10 points

acting like one of the characters in a story we take on their feelings, and it is our job to try to understand these feelings. This is not always easy to do,

especially when these characters are so different from us, but it can make us

 

This section is not completed unless the lesson plan has been implemented.

Overall, I felt like this lesson was a success; besides a few errors it went well. Some of the students were a little confused with the assignment they were given, when I realized this I redirected and re-explained what they were supposed to be doing. This experience showed me that this is not an uncommon thing, students can become easily confused and it is not strange

  • 8. Assessment Results of

to have to re-teach them. After this, all of the students wrote very

their own to do it.

all objectives/skills:

meaningful and deep things on their index cards. They completely

  • 10 points

exceeded my expectations, by going back over things that they have learned

since they began reading this book. This shows me that they were all truly paying attention and listening while both their teacher and I was reading to them. They also seemed to understand how to put themselves in someone else’s shoes and try to understand how that person is feeling. If I were to do this lesson again, I would have the students take more notes while they were reading, and allow them to use this in the assignment. I will also be sure that all of the students understand the assignment before I send them off on

Targeted Students Modifications/Accommodations

Student/Small Group Modifications/Accommodations

If students have any hearing or seeing disabilities I will have them sit closer to the front. If students have any problem staying focused or on task I will be checking occasionally to be sure they are doing what they should be doing at all times. For any ESL students I will have the text translated to them, or if possible give it to them in their native language. If any students finish early they will have the chance to read silently at their desks.

If students still seem to be confused after this lesson, I will pull them into a small group and work individually with each. I will do a short reteach of the lesson and give them a chance to re-write this narrative.

Materials/Technology:

A Long Walk to Water by: Linda Sue Park.

 

Paper to write down their narratives.

Pencils/Pens

Notebooks

CT signature:

Date:

US signature: ___________________

Date:

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