edTPA Lesson Plan Template

Subject: Comprehension/ Central Message

Central Focus:
1 points
Review context clues and focus on central message.

Essential Standard/Common Core Objective:

1 point

RL.3.2- Recount stories, including fables, folktales,

and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it
is conveyed through key details in the text.

Date submitted: 11-4-16

Date taught: 10-26-16

Daily Lesson Objective:

5 points (must have all three parts)
Performance- Students will be completing the worksheet and exit ticket that will be graded.
Conditions- Independently.
Criteria Students must score an 80% or higher to show mastery.

21st Century Skills:

1 point
Creative thinking.
Collaboration.
Communication.

Academic Language Demand (Language Function and

Vocabulary):
2 points
Central message, details, moral.

Prior Knowledge:
Can pull information out from the text to answer questions or help figure out what a word means.

Activity

Description

1. Focus and Review

10 points

I will begin the class by going over with the students what they have done so
far with context clues and talk about central message in the book and how to
find it as they continue to read their books.

2. Statement of Objective
for Student
10 points

Today you will reviewing context clues and learn how to find the central
message in books.

3. Teacher Input
10 points
4. Guided Practice
10 points
5. Independent Practice
10 points

During this time, I will have a discussion as a whole class to show students
what is expected from them, like going over the directions. I will also
Show the students what they will be working on. I will have an example
question ready to use to show the students how to go back in the book
after reading the question to find the answers and how to start the
sentence.
During this time, I will help students create starter sentences for their
answers and how the students could use their creative thinking and
knowledge from the books to answer their questions.
After guided practice the students will return to their own seats and wait
patiently while I pass out the worksheets and printed out books for them to
use. Students will be completing the worksheet using complete sentences
and details from the book to back up their answers.

6. Assessment Methods of
all objectives/skills:
10 points

Students will be given a worksheet to fill out about certain events in

the book. They will need to use context clues to answer the
questions. This worksheet will show students understanding in this
topic. The students will also do an exit ticket after we review stating
what the central message of the book was, this is for me to see who
was paying attention to the lesson and the review or who needs more
help.

7. Closure
10 points

Students and I will wrap up the lesson by having a moment of reflection. I

will ask students to reflect on what they have learned in the lesson of the day
and to share it with the class. I will also ask students to explain their thinking
process as they arrived to their responses. I will end the lesson by sharing
the correct central message and a quick review of what the correct answers
were to the worksheet they had filled out.

8. Assessment Results of
all objectives/skills:
10 points

Out of the 25 students in the classroom 19 students showed mastery by scoring

between 80%-90%. Four students received a percent below 60%, these students are
IEP and are usually pulled out during these lessons. The last student scored a 70%,
once we did a small group pull back the student understood the topic.

Targeted Students Modifications/Accommodations

4 points

Student/Small Group Modifications/Accommodations

4 points

Students who are ELLs will receive assistance from me or

another student, if needed. If the student is still struggling
to understand what is expected, I will send them with
their worksheet, directions, and the book to their ELL
teacher for further assistance. Once the students are done
with the assessment, the student(s) will return to class to
turn in their worksheet. Students with learning disabilities
will receive extra support during the GP to ensure
understanding of the strategy and the instructions.
Students with physical disabilities will be seated in spaces
that do not require them to go out of their way during
their learning process, and that ensure equal interaction
and engagement as the rest of the students are receiving.
Students who are hearing impaired will be seated close to
the board. I will be sure to stay close to these students as I
teach. Students who are visually impaired will conduct
their IP verbally rather than written, and I will personally
read for these students so that they receive the context
clues from me. I will familiarize myself with the assistive
technology that some students may potentially use
Materials/Technology:
1 point

During the GP, individuals who need additional

instruction/remediation will be placed together with other
individuals who can help strengthen their abilities/skills. I
can take the last few minutes of the guided practice to
have these individuals who need remediation come
together so that I can provide them with more instruction.
I can give these students a few more examples to work on
as extra practice. If more than just one small group of
students are struggling, I will conduct a whole-class
instruction session so that students can practice more as I
guide them.

Book
Worksheet
Pencils
Sticky notes (one for each student)

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