edTPA Lesson Plan Template

Subject: Reading Central Focus: Authors Point

Essential Standard/Common Core Objective:

RI.1.8- Identify the reasons an author gives to Date submitted: 4/12/2017 Date taught: 3/27/2017
support points in a text

Daily Lesson Objective:

Performance- The students will identify the reasons an author gives to support points in a text.
Conditions- Students will use textual evidence to identify the authors point in a text.
Criteria- The students must earn 3 points to show mastery.

21st Century Skills: Academic Language Demand (Language Function and

COMMUNICATION AND COLLABORATION: Vocabulary):
Students will work together in small groups to Analyze
identify the authors point in short passages. Argue
CRITICAL THINKING AND PROBLEM SOLVING: Predict
Students will use critical thinking skills to use Interpret
textual evidence to identify the authors point of the
text.

Prior Knowledge:
Students should have knowledge of what an author is and have an understanding of informational text.

Activity Description

Introduction and class discussion on the carpet:

Okay, so today were going to be talking about authors point. Who
can tell me what an author is? Very good. An author is the person
who writes a story. What do you think an authors point is? How do
you think we can figure out what the authors point is in a story?
1. Focus and Review
Very good, by looking at evidence in text. How do you think the
authors point affects the story? Do you think the authors point is
important to the story?

Shares Authors Point flipchart with class.

Today you will identify the authors point in a text. We will do this by
2. Statement of Objective
reading different paragraphs and identifying evidence in the text to
for Student
support our answers.

3. Teacher Input Teacher reads aloud Dragons Love Tacos by Adam Rubin
While reading stop, think aloud, and ask the following:
 What does the author believe?
What is the authors point hes trying to convey?
How does the author prove that dragons love tacos? (point
out specific textual evidence)

The teacher will ask students to work with a partner on identifying

the point of a paragraph. Each group will receive 1 out of 4 paragraph
cards to read. Each group will receive on paragraph card. Work with
your turn and talk partner to find the authors point. One partner will
write down the point of the paragraph on a white board, and the
other student will present their answer.
4. Guided Practice The teacher will walk around to observe and offer
assistance/guidance. Students will then share their responses for
each paragraph. Other groups with the same passage will have an
opportunity to agree or disagree and share their answers.
If you can hear me. Alright now were going to discuss the authors
point for each paragraph. Who would like to share for the sunscreen
paragraph? Who else has this passage? Did your group agree or
disagree (thumbs up/thumbs down)? Why?
Great job! You all did really well at using textual evidence to find out
what the authors point was for each paragraph. Now I want you to
return to your desk. I want you to practice this new skill
independently by reading the Winter Sports passage Im going to
5. Independent Practice
pass out. As your reading think about what the author is trying to
prove, and at the bottom of the sheet write the point the author is
trying to make.
The teacher will walk around to monitor progress and clarify
directions.
Formative: Teacher will check understanding of the authors point
through observations during the small group and large group
discussions.

6. Assessment Methods of Summative: Student must earn 3 points on the Winter Sports
all objectives/skills: article/worksheet to show mastery.
0 points: no answer
1 point: answer not related to authors point
2 points: incomplete answer
3 points: correct answer

Alright go ahead and finish up writing you answer. Would anyone

like to share what the authors point was for this passage? Does
7. Closure everyone agree? (thumbs up/thumbs down) If no, why? Nice job
everyone. So to go ahead and wrap up the lesson can someone tell
me one thing the learned about authors point?
 Four of the students were able to show mastery. Most students
earned a 2 out of 3 points. They were able to identify part of the
authors point. They responded by just saying that winter sports are
fun. These students didnt include that the author was also trying to
8. Assessment Results of
say that winter sports arent always easy. Those who received 0-1
all objectives/skills:
point just copied a line from the passage that didnt relate to the
authors point. These students seemed to not comprehend the
passage.

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

Students who struggle reading the passages will Students who need remediation will meet in small
have them read aloud. groups with the teacher during guided practice.

ESL students will be provided with passages in their

native language.

Students on lower reading levels and accelerated

students will be provided with a modified reading
passages.
Materials/Technology:
Authors point paragraph cards, Winter Sports article/worksheet, Dragons Love Tacos by: Adam Rubin,
authors point anchor chart, doc cam

References:
Miss. Grubes lesson plan

CT signature: ________________________ Date: ______ US signature: ___________________Date: ____