K-6 Teacher Education edTPA Lesson Plan
Vital Information
Author
Grade Level
Standard(s)
List the full standard with its number.
Student Learning Objective(s)
List all objectives for the lesson.
Objectives must be measurable, observable,
and based on lesson content.
Description of what the students already know about the topic and their gaps in knowledge.
Prior Academic Knowledge and
Conceptions
What prior knowledge, skills, and concepts
must students already know to be successful
with this lesson?
Common Errors
What are common errors or misunderstandings
of students related to the central focus of this
lesson?
How will you address them for this group of
students?
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch _15___ Minutes
How will you start the lesson to engage and
motivate students in learning? State the
objective in student terms.
[Type text]
HT Subject(s) Reading
st
1 grade Central Focus Drawing Conclusions
[RL 1.1] Ask and answer questions about key details in a text.
[RL 1.4] Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
By the end of the lesson, the students will accurately draw conclusions and recognize words
that portray feelings and senses through various situations.
Justification for Goals and Objectives
(Optional at professors discretion)
-The students are familiar with asking and answering questions.
-The students understand feelings and have learned about the five senses.
-The students are familiar with discussing text aloud and turning to talk with their partners.
-The students know how to look for evidence in the text.
-The students may struggle with text-to-self connections.
-The teacher will model connections by discussing feelings and senses aloud.
-The teacher will ask the students to turn on their mind movies so they will visualize the text
in their minds.
-The students may struggle with stopping to ask and answer questions while reading a story.
-The teacher will model questions and thinking aloud while reading and inform the students we
will be stopping throughout the story for discussion.
Instructional Strategies and Learning Tasks
-The teacher will provide 9 brown bags filled with mystery items.
-The mystery bags will have three clues sentences attached to the outside of the bag.
-The students will work with their shoulder partners to read the clues and draw conclusions on
what is in the bag.

Instruction _30___ Minutes
List the steps for your instruction, based on the
student learning objective and assessment.
-After the students have drawn a conclusion, each group will present their mystery bags at the
front of the classroom. They will open the mystery bag to determine whether or not they were
correct.
-The mystery bag items will include a pencil, ruler, fork, eraser, straw, scissors, paper, apple,
and a candle.
Monday (Whole Group):
-The students will bring their books to the carpet.
-The teacher will provide an anchor chart on drawing conclusions.
-The teacher will define drawing conclusions as using what we already know to figure out what
is not said in the text.
-The teacher will discuss how to look for clues like we did with our mystery bags to draw a
conclusion.
-The students will look through the story to draw conclusions on what the story is about.
-The students will discuss their findings with a shoulder partner then ask their partner a
question they may have about the text.
-The students will follow along in their text while the teacher reads Mamas Birthday Present to
access new text.
-The teacher will stop to allow the students to make predictions in the text.
-The students will be given 5 star sticky notes to place where the students identify words that
describe feelings.
-The teacher will monitor the students and clarify any misconceptions as they choose where to
place their sticky notes.
-The students will be released to work in their reading centers. These centers include reading
with a partner, reading to self, and drawing conclusions by writing about a picture displayed on
the promethean board.
-The teacher will work with students in small groups.
Tuesday (Whole Group):
-The students will take out their reading books and remain at their desks.
-The teacher will review what was taught on Monday to refresh students memories and allow
an overview to any students who were absent the previous day.
-The teacher will model questioning by asking the students to look at the picture of the
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presents. How are these presents like a surprise?
-The students will read Mamas Birthday Present for fluency and comprehension in a second
read.
-The teacher will walk around to monitor the class.
-The students will whisper read to the teacher if she places her hand next to their book in order
to check for fluency and make sure the students are reading the text.
-After the second read, the teacher will ask the following higher order questions:
What kind of person do you think Francisco is? What clues in the story tell you that?
Have you ever wanted to do something nice for your family on their birthday?
Why is Francisco having a hard time thinking of a gift for Mama? What evidence can you find
that tells you that?
How do you think Mama feels about her son, Francisco?
-The teacher will walk around the room in close proximity as well as ask and answer questions
while the students read alone.

-The students will be released to work in their reading centers. These centers include reading
with a partner, reading to self, and drawing conclusions by writing about a picture displayed on
the promethean board.
-The teacher will work with students in small groups.

Wednesday (Whole Group):

-The teacher will read Swimmy by Leo Lionni.
-The teacher will model thinking aloud while reading the text.
-The students will make predictions on what may happen while reading the text.
-The teacher will ask the following higher order questions:
How do you think Swimmy feels?
Have you ever felt that way?
How would you describe Swimmys character?
Even though Swimmy was scared and lonely, what did he do?
If you think of a good idea that your friends like, how does that make you feel?
How did Swimmy feel at the end of the story? How do you know?
-The students will locate text evidence that helps answer questions about key details.

-The students will be released to work in their reading centers. These centers include reading
with a partner, reading to self, and drawing conclusions by writing about a picture displayed on
the promethean board.
3

Closure __10___ Minutes
How will you end the lesson? Restate the
objective and make life connections.
Differentiation/Planned Support
How will you provide students access to
learning based on individual and group needs?
How will you support students with gaps in the
prior knowledge that is necessary to be
successful in this lesson?
-The teacher will work with students in small groups.
Thursday (Whole Group):
-The students will complete a summative reading quiz to assess their learning.
The students will play a game by drawing conclusions from several sentences provided by the
teacher. The students will discuss how the main character may feel in the sentences.
Groups of students with similar needs:
-Students with similar needs will be placed in leveled small groups.
-The students will each read a book in their instructional level from the schools Guided
Reading Program.
-Students may reread the text if they finish before their peers.
Monday (Small Groups):
Awesome Ocelots (Level J):
-The teacher will discuss clues that can be found in the text.
-The students will look at the first page of the text to discuss speech bubbles.
-The teacher will tell the students that speech bubbles should be read from top to bottom.
-The students will whisper read Hippo and Rabbits Eat by Jeff Mack.
-The teacher will monitor the students reading and clarify any misconceptions.
-The students will read louder if the teacher places her hand next to their book.
-The teacher will ask the following higher order questions:
What was funny about the end of the story?
Do you think Hippo and Rabbit are friends? What evidence can you find that shows you?
How does Rabbit feel about Hippos breakfast?
Can you think of any questions you would like to share with our group about this story?
Smart Animatronics (Level I):
-The students will whisper read Chapter 1 of Hi! Fly Guy by Tedd Arnold.
-The students will be instructed to read louder if the teacher places her hand next to their book.
-The primary focus is to develop comprehension and fluency.
-The students will ask and answer questions about the key details.
-The students will look back in the text to provide evidence about how the characters may feel
in the story.
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Amazing Superheroes (Level G):
-The teacher will discuss clues that can be found within a text.
-The students will look at the first page of the text and discuss what a speech bubble is.
-The teacher will model using distinct voices to for the characters in the story.
-The teacher will tell the students that the speech bubble on top is the first bubble to read.
-The students will whisper read Hippo and Rabbits Bugs short story by Jeff Mack.
-The students will be instructed to read louder if the teacher places her hand next to their book.
-The students will discuss the words that are not written in speech bubbles.
-The students will look back at the text to find evidence and discuss words that show how
Hippo and Rabbit felt.
-The students will ask and answer questions about the story.

Tuesday (Small Groups):

Awesome Ocelots (Level J):
-The students will read Hippo and Rabbit Swing by Jeff Mack.
-First, the teacher will demonstrate appropriate rate with correct intonation and phrasing by
reading one page. (I do)
-The students will follow along with their fingers.
-Next, the students will echo-read a portion of the text. (We do)
-Last, the students will read the rest of the story on their own. (You do)
-The students will draw conclusions from the text.
-The teacher will ask the following higher order questions:
Lets look back at pages 14-15. Does Hippo know how a swing works? How do you know?
How does Hippo feel about the swing? Where can you find evidence of that?
-The teacher will ask the students to show their understanding by using thumbs up, down, or in
between.

Smart Animatronics (Level I):

-The students will read Chapter 2 of Hi! Fly Guy by Tedd Arnold.
-The teacher will demonstrate fluent reading by reading at an appropriate rate with correct
intonation and phrasing.
-The students will follow along with their fingers.
-First, the teacher will demonstrate appropriate rate with correct intonation and phrasing by
reading one page. (I do)
-The students will follow along with their fingers.
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-Next, the students will echo-read a portion of the text. (We do)
-Last, the students will read the rest of the story on their own. (You do)
-The students will make predictions, draw conclusions, and discuss feelings within the text.
-The teacher will monitor and clarify when needed.
-The teacher will ask the students to show their understanding by using thumbs up, down, or in
between.

Amazing Superheroes (Level G):

-The students will read Hippo and Rabbits Balloons by Jeff Mack.
-The teacher will demonstrate fluent reading by reading at an appropriate rate with correct
intonation and phrasing. (I do)
-The students will follow along with their fingers.
-Next, the students will echo-read a portion of the text. (We do)
-Last, the students will read the rest of the story on their own. (You do)
-The teacher will ask the following higher order questions:
How do you think Hippo feels when Rabbit continues to blow up the balloon?
Has the sound of a balloon popping ever scared you?
What happened to Rabbits balloon at the end of the story? What evidence can you find that
makes you believe that?
Can you think of any questions you would like to share with our group about this story?
-The teacher will ask the students to show their understanding by using thumbs up, down, or in
between.

Wednesday (Small Groups):

Awesome Ocelots (Level J):
-The students will whisper read Hippo and Rabbits Sleep by Jeff Mack.
-The students will read louder when the teacher places her hand next to their book.
-The teacher will monitor the students as they read and clarify any misconceptions if needed.
-The students will be asked to provide evidence to show how the characters in the story feel.
-The teacher will ask the students to think of a question to ask the group about feelings or key
details in the text.

Smart Animatronics (Level I):

-The students will whisper read the final chapter of Hi! Fly Guy by Tedd Arnold.
-The teacher will monitor the students reading and clarify any misconceptions.
-The students will look back in the text and find key words that identify feelings.
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What Ifs
What might not go as planned and how can
you be ready to make adjustment?
Resources and Materials
What materials are needed for this lesson?
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment to this
Description of the Assessment
Describe the tools/procedures that will be used
to evaluate whether students met the learning
objective.
-The teacher will ask the following higher order questions:
How do Buzz and Fly Guy feel about each other at the end of the story? Why do you think
that?
Why do you think Buzz wants the judges to think that Fly is a good pet?
Tell me about a time when you wanted something good to happen to one of your friends.
Can you think of any questions you would like to share with our group about this story?
Amazing Superheroes (Level G):
-The students will whisper read Hippo and Rabbits Bath by Jeff Mack.
-The teacher will monitor the students reading and clarify any misconceptions.
How did Rabbit convince Hippo to take a bath?
Have you ever wanted to skip your bath when your parents asked you take one?
Look back at the text features. Can you find any evidence that shows how Hippo is feeling?
What is funny about the last line in the story?
What do you think happened after the story?
Was Hippo able to keep all of his toys in the bath?
Individual students:
The students who may struggle with gaps in the prior knowledge, have IEPs, or struggle in
reading will be given additional assistance during intervention time to review the text and draw
conclusions from the text. They will be encouraged to ask questions about the text as well as
look back in the text for evidence.
If time is an issue, the teacher will adjust the amount of higher order questions asked.
If the students are struggling with their assigned guided reading texts, the teacher will provide a
new text.
Brown bags, pencil, ruler, fork, eraser, straw, scissors, paper, apple, candle, anchor chart,
markers, Reading Street books, books, promethean board, three pictures for students to use to
draw conclusions, Google slides, sticky notes, Guided Reading Books
Assessments
document.
Monday: The students will place sticky notes in the text to show their understanding of
feelings within the text. The teacher will assess their learning by monitoring the placements of
the sticky notes.
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Modifications to the Assessment
How can you modify the assessment for
students with identified learning needs?
Evaluation Criteria
How will you evaluate your assessment?
Tuesday: The teacher will assess the students learning through discussion and response in
whole group as well as performance in small group instruction. The teacher will ask the
students their level of understanding by thumbs up (got it!), thumbs down (I dont get it), or in
between (I almost have it!).
Wednesday: The students will complete a summative assessment quiz by drawing conclusions
and recognizing words that portray feelings and senses through various situations.
-The student with a paraprofessional will have one-on-one assistance with assessments.
-The teacher will use the FM system properly to accommodate a students needs in the
classroom.
-The students will be given extra time if needed.
-The teacher will read directions aloud and assist with difficult words as needed.
-Sensory seats will be in place during assessments.
Students must correctly identify at least three of the four feelings portrayed in the fresh read.
Students must accurately draw a conclusion at least four out of the five through various
situations.