edTPA Lesson Plan

Teacher’s Name: Blake Byington Grade: 5th

Lesson Title: Body Paragraphs and Writing Centers Date: 02/07/2020

State Standard:

ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view with
reasons. ​c. Provide logically ordered reasons that are supported by facts and details

Classroom/Lesson Context (Check the Following that Apply):

Whole Group _X_ Small Group __X___

Students with IEPs __0___ Students with 504 Plans __2_ ELL Students _4_

Other (Please specify: _____________________)

Specify the Number of Students:

___5_ Girls _8__Boys

Individual Education Plan Goal(s) and Benchmarks Specific to this Lesson:

N/A

Learning Segment

Central Focus: Characteristics of Opinion Writing

Learning Objective:

The student will be able to write strong body paragraphs for opinion pieces that introduce the
topic sentence clearly and have supporting facts and details.

Academic Language (Regular Ed. Program)

Language Demands

Function​:

State

Vocabulary​:

Introduction, Evidence, Details, Paragraph, Facts, Opinion, Transitions, Point of View, Revise,
Purpose, Conclusion
 Discourse​: Oral and Written

Syntax​:

Kahoot Quiz, Vocabulary Sheets, Examples of Body Paragraphs.

Key Materials & Technology:

Students will use Chromebooks provided by the school. Kahoot Quiz, Vocabulary Sheets,
Flashcards, and Examples of Body Paragraphs.

Instructional Plan

Introduction to the lesson:

● Teacher will guide students through a Kahoot to review lessons one and two and activate
prior knowledge about Body Paragraphs
● After each slide, the teacher will review why each answer is correct
● Teacher will explain each center and divide students into groups.

Differentiation: ​Students will have visual access to the information through Google Slides.
PearDeck slides include sliding to match and typing functions for kinesthetic learners. Information
will also be presented audibly as a whole group to ensure students are hearing the information.

Management Plan: ​Students will adhere to the PBIS expectations. Positive Behavior will be
rewarded. Groups have been divided up to increase student engagement in the material. If a
student misbehaves they will receive a verbal warning then a letter or teacher conference if
behavior continues.

Body of the lesson:

● 4 Centers- students will have 30 minutes to complete each one and rotate with specific
groups.
● Vocabulary flashcards
○ Students will receive Vocabulary lists at the beginning of the day
○ Students will be allowed to do Quizlet flashcards or physical Flashcards
● Work on Conclusions
○ Students will meet with teacher to discuss final opinion writings
○ Teacher will allow students to choose their own topic or use a same topic
■ Sample topics
 ■ Do you think America should have been as focused on stopping the
spread of communism as they were in the Cold War?
■ If you could do anything to change the fifth grade schedule, what would
you change?
■ Should elementary schools host more extracurricular activities (sports
teams, band, clubs, etc.) than they currently do?
○ Teacher will guide students to writing strong Call to Actions
● Analyzing Body Paragraphs
○ Read to Others
○ Students will look at examples of student opinion writings and identify strengths
and weaknesses
○ Students will use previously discussed strategies to revise paragraphs to make
them strong
● Read to Self

Differentiation: ​Students will have visual access to the information through Google Slides.
PearDeck slides include sliding to match and typing functions for kinesthetic learners. Information
will also be presented audibly as a whole group to ensure students are hearing the information.

Management Plan: ​Students will adhere to the PBIS expectations. Positive Behavior will be
rewarded. Groups have been divided up to increase student engagement in the material. If a
student misbehaves they will receive a verbal warning then a letter or teacher conference if
behavior continues.

Conclusion/Summary:

● As the teacher reviews student examples, they will highlight all the success in their
introduction
● The teacher will ask students to restate the needs for introductory paragraphs
○ including clear statement of opinion
○ Stating a Point of View
● The teacher will review with students what point of view is
○ looking for “what the author feels about a subject.”
● The teacher will tell students that tomorrow they will learn more about using strong
evidence in body paragraphs and the importance of conclusions

Differentiation: ​Students will have visual access to the information through Google Slides.
PearDeck slides include sliding to match and typing functions for kinesthetic learners. Information
will also be presented audibly as a whole group to ensure students are hearing the information.
Management Plan:​ Students will adhere to the PBIS expectations. Positive Behavior will be
rewarded. Groups have been divided up to increase student engagement in the material. If a
student misbehaves they will receive a verbal warning then a letter or teacher conference if
behavior continues.

Assessment: ​The final task for students to complete their own introduction will be assessed at a
later time. Common mistakes and needs will be recorded to modify instruction as the unit
continues.

Assessment Plan​ : The teacher will use the county provided rubric for opinion writing. The
teacher will only look at the sections for introduction for this assignment.

Assessment Criteria: ​Does the student have a developed idea, organized thoughts, clearly
stated point of view, and effectively introduces a topic?

Supports: ​Students with 504s and IEPs will be monitored while writing to ensure they are using
their resources. The ELL student has good English-typing skills. I will proofread hers before she
turns it in.