TASK 2

Kelsey Ross
Student Teaching edTPA Lesson Plan
Subject: Literacy

Central Focus: Using Schema to understand unfamiliar text

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate

understanding of a text, referring explicitly
to the text as the basis for the answers.
CCSS.ELA-LITERACY.W.3.8

Date submitted:

Date taught:

Recall information from experiences or

gather information from print and digital
sources; take brief notes on sources and
sort evidence into provided categories.
Daily Lesson Objective:
Students will be able to use their schemas to understand what they know about the text and what they want to know more
about and then write and discuss about these topics with three out of four points passing.
21st Century Skills:
English, Reading, Language Arts- This lesson was
tied around literacy. Students were reading on their
own individual reading levels, which allowed for
better accommodation. Students were also using
good writing skills to develop ideas and use later for
sharing those ideas and concepts.

Critical Thinking- Students had to use critical

thinking skills to comprehend what they already
knew about the topic or what their schema was. This
schema allowed for a deeper understanding of
unfamiliar text and allowed the students to use their
skills and knowledge to find out what they didnt
know about their novels and what they wanted to
find out more about.

Academic Language Demand (Language Function and

Vocabulary):
Students will be able to explain and discuss their schemas of what
they know about their novels and what they want to know more
about.
Vocabulary:
Schema
Discourse:
Student will be writing about their individual schemas and
discussing them with a partner.

Communication-Student communicated through

writing and discussion on their schema on their
topics and were able to not only discuss, but also
listen to their partners. This is promoting the
dynamics of good communication skills.

Social Skills- Students will practice communicating

academic language and sharing their schemas with a
partner and with class. This facilitates social skills
Prior Knowledge: This lesson is about building our schemas around text. Students will know what the word schema

means and use their prior knowledge about their individual books to build what they know and ask themselves what they
want to know more about.

Activity
1. Focus and Review
2. Statement of Objective
for Student

Description of Activities and Setting

I know some of you have heard this word before-schema. Schema means
what we know about a topic. I know from our reptile book that reptiles are
coldblooded. If I want to build my schema, I would ask myself questions of
what I dont know. I want to know more about what retiles eat.
Today we are going to be building our schemas to reinforce what we know
about our individual novels and what we want to know more about. Then we
will be sharing our schemas with a partner.

Time
1 min

X
10 mins

3. Teacher Input

I will use the Smartboard to model the strategy. On the Smartboard I will have
the worksheet of the independent practice. I will give the example of a reptile
book to model using and building my schemas. Scholars, today I will be
using this book of reptiles to show you how to use and build your schemas.
(Writing on the left hand of the prompt on the worksheet on Smartboard) I
know that reptiles are coldblooded and there are many types of reptiles such
as snakes, turtles, and lizards. However, I dont know what reptiles eat so
thats a question that I would ask myself that I would like to look up later to
build my schema. (I write this example on the left hand of the worksheet on
the Smartboard under the prompt)

4. Guided Practice

I would like you guys to turn and talk and ask your partner what it is that you
already know about reptiles and what you want to know more about. Then, I
want your partner to answer the same questions. Students will have a
sentence frame on the board where they can look to as a reference of the
academic talking guide I know____ about reptiles.I would like to know
_____ about reptiles. As students turn and talk in discussion, I will walk
around the classroom and listen to students ask they discuss the prompt. After
about five minutes of discussion I will ask students to share. I will say, I
loved our conversations that we had about building our schemas of reptiles.
Would anyone like to share what they and their partner discussed? Then I
will call on three students to share what their partners and they discussed.

5 mins

5. Independent Practice

For independent practice, students will each be reading a book that they have
started to read during independent reading time. These books are on their own
reading and skill level. Today I want you to go back into your books that you
read during independent reading time and ask yourselves What is it that I
already know about this topic. Write three sentences of what you know. Then
I want you to ask yourselves What do I want to know more about? Then
write about this on your worksheet. When you are done writing we will share
our schemas later on.

20 mins

6. Assessment Methods of
all objectives/skills:

For closure we will be sharing our schemas with a partner. I will call students
down to the carpet and I will model with a student how to share my schemas
and practice a discussion. I will give students a worksheet to help guide the
academic language of sharing their schemas. After modeling with a student
how I want to share their schemas, they will find a partner and practice this
skill of sharing their schemas.

10 mins

7. Closure

8. Assessment Results of
all objectives/skills:

The assessment of the skill had a 80% passing rate with 20% of students who did not pass
the criteria. The students who did not pass the criteria had difficulty writing three complete
sentences on what they knew and what they wanted to know more about. These student
might have needed a longer time or more sentence frames to help guide their learning.

Targeted Students Modifications/Accommodations

Student/Small Group Modifications/Accommodations

Students who are ELL with partner with either teacher

or desk partner to clarify questions. Teacher will use
sentence frames to prompt student to facilitate learning
and thinking process.

Students who are struggling readers/writers will be pulled into

a small group with the teacher. The teacher will go over the
prompt and facilitate learning by discussing with the students.
What is it that you know about this topic? What are your
context clues? If you could know more about this novel, what
would you want to know more about and why?

Student who has IEP with be given a checklist of what

to do and how to complete the assignment.

Students who finish early will be partnered with other

students who have finished to move onto discussing
their findings.
Materials/Technology: Reptile book, Smartboard, worksheet, students individual novels, pencil
Reflection on lesson: I believe that this lesson went very successful overall. I believe that the strengths of my lesson were
that it involved all language demands of writing (worksheet), reading (individual reading time), speaking (sharing their
schemas), and listening (partner discussion and teacher input). This made for a well-rounded lesson that involved higher
level thinking and processing skills. I believe my closure was very strong for this lesson and allowed student to practice
their academic discussions in a correct and meaningful way. As for the weaknesses for this lesson, I believe that I could
have modeled in a more meaningful way. I did not use full sentences due to time that I wanted them to spend in
independent practice. I believe that if I modeled the skill better that I could have clarified this better for my students who
did not pass the criteria. Next time, I will make sure that I model completely what I want my student to achieve. This is
important because it allows for students to get an idea on the lesson and be able to understand better. Also, next time I will
give more sentence frames for my students who struggled with writing and reading. These students needed more support
and so I should have given them the support that they need.

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______