Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: If I were an astronaut GRADE: First

Common Core Standards CCSS.ELA-LITERACY.W.1.5

IEP Goal [if applicable]
Primary learning target
Primary Lesson Objective
Student-friendly learning
target
With guidance and support from adults, focus on a topic, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
N/A
N/A
When given prompt students will write a complete sentence about being an astronaut, with
100% accuracy.
What: Write about astronauts
Why: To be creative
How: I will write a complete sentence.

Pre-assessment/baseline data N/A

Primary Learning Target
Formative Assessment: Show of fingers
How will you monitor Walking around
students progress on
lesson objective?
Summative Evaluation: Students will write If I were an astronaut with out errors.
How will the student be
evaluated?
Content Analysis: 1. Think of an idea
2. Copy beginning off board
3. Complete sentence.
4. Fix errors
5. Draw picture
Considerations: Book Mae Jemison by Debbie OBrien
Resources: Writing paper
Materials: Pencils
Accommodation List of space activities
Modifications Vocab list
Indicators in bold are specific to edTPA
NAME: Jenny Spiller
Technology:
Opening/Motivation: What the teacher does
Signal for attention
Engagement and activate
interest
Connection to prior
learning
Review previous lesson
Student-friendly learning
target
Communicate behavior
expectations
Vocabulary
LESSON: If I were an astronaut GRADE: First
Give me five poster
What the student
does
1. Signal for Attention/Behavior Expectations Practice give
A. Say: Today class when I say give me five you show me me 5
a big five in the air.
I. Practice signal for attention
B. Say: lets go over what give me five means
I. Review give me five poster
2. Target/Activate Interest
A. Say: today class we will be writing about being an
astronaut
B. Say: we are doing this to be creative. Creativity is a
very special thing to have because it makes you who
you are.
C. Say: we will do this by writing, If I were an astronaut
I would
3. Prior knowledge
A. Say: You have been reading Lets Go to the Moon so
you know a little about space, can I have some
volunteers tell me what they learned about space?
I. Call on students
B. Say: good job class that is right you learned about the
moon and what the astronauts do in space.
4. Vocabulary
A. Biography
I. Say: A biography is a true story about events in
a real persons life
B. Time line
I. Say: a time line shows the order of events.
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: If I were an astronaut GRADE: First

OUTLINE of Learning sequence: Demonstration

Presentation of
information
Model and demonstrate
the new skill, strategy, or
concept
Active engagement
OUTLINE of Supervised Practice/Feedback:
Sequence of activities
Opportunities to practice
Check for understanding
Check for readiness to
work independently
Provide specific
feedback
Opportunities to
correct/revise their
work
OUTLINE of Independent Practice:
Allow students to
1. Read the book Mae Jemison by Debbie OBrien with the kids Follow along
following along. in the book
2. Point out the timeline on page 38 and discuss what happened Talk about
on those dates. timelines
3. Ask how ideas in this biography are similar to ideas in Lets Talk about a
Go to the Moon. biography
A. The biographys ideas are about Mae Jemisons life as Show fingers
an astronaut. We read about astronauts in Lets Go to
the Moon.
4. Discuss what an astronaut would do.
A. Say: I have some ideas of what I would do as an
astronaut (show list).
5. Demonstrate writing, If I were an astronaut I would
A. Write: If I were an astronaut I would float in space.
1. Discuss what they would is they were an astronaut Give ideas
A. Say: now what would you do? I am looking for about
someone sitting quietly to tell me what they would do, astronauts
if he or she were an astronaut.
I. Call on people and write their ideas on the board.
II. Go over the list of ideas you now have on the
board
2. Individual Practice Write about
Indicators in bold are specific to edTPA
NAME: Jenny Spiller
evaluate their work
Application
Closure:
Revisit student-friendly
target
Review key content
Checks for understanding
Transition
Back-up plan or additional
practice:
Plan for those who finish
early
How will you re-teach
strategy for those who
need help?
Strategies for generalization,
maintenance or next steps:
How will students
evaluate their own work?
Expressive and Receptive
LESSON: If I were an astronaut GRADE: First
A. Pass out papers being an
B. Say: Class now you will write your own sentence, you astronaut
can use the ideas on the board or make new ones.
Remember to write with your best handwriting.
1. Target
A. Say: class we wrote about astronauts today, to be creative. We did this by
writing if I were an astronaut I would statements.
2. Review/check for understanding
A. Say: class we read Mae Jemison by Debbie OBrien which is a biography, if
you know a biography is a book written by another person make a one, if a
biography is written by the person the book about make a two.
B. Say: Good job class a biography is written by someone else, so in this case the
biography was about Mae Jemison but written by Debbie OBrien.
C. Say: I am looking for someone sitting quietly in their seat with their hand
raised to read what they wrote today.
3. Transition
A. Advert the classs attention to Mrs. Abercrombie to prepare for the next
activity.
If students do not understand or cannot think of other ideas I will provide many
examples that they can copy from the board.
For those who finish early can start drawing pictures of them in space and color the
pictures.
N/A
N/A
Indicators in bold are specific to edTPA

NAME: Jenny Spiller LESSON: If I were an astronaut GRADE: First

Communication [How will

students articulate their
learning?]
What functions are
necessary for this lesson,
i.e. write, sign, listen,
read, etc?
In what form will the
students produce their
work to demonstrate
their understanding of the
objective(s)?