EdTPA General Lesson Plan Template

Lesson Plan 1

Grade Level: 4th Number of Students: 22 Instructional Location: Rosa Taylor 2-104 Date: November 5, 2018

Lesson Goals
Central Focus of Lesson:
Students will describe the overall structure chronological or sequence of information in a text or part of a text.

Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or
information in a text or part of a text.

Lesson Objectives and Demands

Content Objectives:
I can describe the order of events in a chronologically or sequential order in which they occurred the in the text.

Key Vocabulary in Lesson:

Sequence / chronologically
Visualizing
Transition Words
Graphic organizer
Text structure

Language Objectives: Students will be expected to utilize the Key Vocabulary through syntax to fill out a graphic organizer and
discourse by describing the information of a text in sequence or chronology order.

Lesson Considerations
Materials:
 Pencils
 Sequence foldable Graphic Organizer
 Journeys Student reader
  Anchor Chart
 Interactive notebook anchor chart
 Flow chart: Sequence of Events

Prior Academic Learning and Prerequisite Skills:

Students will need to know how to read, write, the purpose of graphic organizers, and the basic knowledge of sequence of events
vocabulary (first, second,).

Misconceptions: Sequential order is frequently confused with chronological order.

Pre-Assessment: I pre-assessed the students giving them a formal assessment of Sequence of Events. (10 questions that
include open ending questions and multiple choice questions.

Lesson Plan Details: Write a detailed outline via steps (NOT in a paragraph form) of your class session including instructional strategies,
learning tasks, key questions, key transitions, management techniques and strategies, student supports, assessment strategies, and
conclusion.
Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will
do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines.

Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning.
You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.

Lesson Introduction - “Before”:

1. Teacher will introduce the anchor chart of Sequence and chronology order.
2. The teacher will go over the anchor chart to explain the difference with in the two.
3. The teacher will explain signal words.
4. The students will place anchor charts in their interactive notebooks on Sequence and chronology order
5. The teacher and students will go over “example paragraph” on the students anchor chart and place it in chronological order.

Learning Activities - “During”:

1. Teacher will pass out the Sequence Flow Chart graphic organizer.
2. The Teacher and the students will turn to the informational Anchor Text “The Earth Dragon Awakes.” Teacher book page T94/
Students Journeys reading book page 350.
 3. The teacher will explain to the students, “As you read “The Earth Dragon Awakes,” Notice the sequence or chronological order in
which the events take place.
4. The teacher will explain in order to keep track of the sequence, look for details including dates and times of day as well as signal words
such as when, now, then, and again.
5. The teacher will pass out the Flow Chart Graphic organizer. The teacher will explain that we will use this graphic organizer to keep
track of the order in which event happens in the text.
6. The teacher will Read Aloud the Anchor Text “The Earth Dragon Awakes,” stopping during the read aloud to prompt students write in
their graphic organizer the sequence of the story.
Closure - “After”:
1. Review the learning target.
2. The teacher will use the Popsicle sticks with the students name on it to pull a name for the student to share their graphic organizer and
to explain the sequence or chronological order of events.
3. The teacher will go back over the anchor chart of Sequence and Chronological order of events.
Assessment: Students will complete a Flow Chart graphic organizer in which they read with an elbow partner or read aloud to the class.

Evaluation Criteria: Students who complete the graphic organizer correctly using complete sentences, show mastery of the skill. Students
who correctly fills out the entire graphic organizer, meets the criteria. Students who does not complete the graphic organizer does not meet
the criteria.

Next Step: After grasping this lesson, the students could use their knowledge of chronological or sequence order to help with problem-solving
across the curriculum, including science and social studies.
Extension: To extend this lesson, the students could read their personal library book and complete a flow chart graphic organizer and share
it with the class.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.
 Lesson 1 standard ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
 EdTPA General Lesson Plan Template
Lesson Plan 2

Grade Level: 4th Number of Students: 22 Instructional Location: Rosa Taylor 2-104 Date: November 6, 2018

Lesson Goals
Central Focus of Lesson:
Students will describe the overall structure chronological or sequence of information in a text or part of a text.

Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or
information in a text or part of a text.

Lesson Objectives and Demands

Content Objectives:
I can describe the order of events in a chronologically or sequential order in which they occurred the in the text.

Key Vocabulary in Lesson:

Sequence / chronologically
Visualizing
Transition Words
Graphic organizer
Text structure

Language Objectives: Students will be expected to utilize the Key Vocabulary through syntax to fill out a graphic organizer and
discourse by describing the information of a text in sequence or chronology order.

Lesson Considerations
Materials:
 Pencils
 “Stellaluna” , by Janel Cannon
 Anchor Chart
 Stellaluna Flow chart: Sequence of Events
 Index cards

Prior Academic Learning and Prerequisite Skills:

Students will need to know the concept of the beginning, middle and the end of the story.
Misconceptions: Sequential order is frequently confused with chronological order.
Pre-Assessment: I pre-assessed the students by giving them a formal assessment of Sequence of Events. (10 questions that
include open ending questions and multiple choice questions.

Lesson Plan Details: Write a detailed outline via steps (NOT in a paragraph form) of your class session including instructional
strategies, learning tasks, key questions, key transitions, management techniques and strategies, student supports, assessment
strategies, and conclusion.
Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you
will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines.

Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning.
You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.

Lesson Introduction - “Before”:

1. Go over the Sequence Anchor Chart
2. Allow the students to answer questions, ( Compare Chronologically and Sequential order)
3. Explain to the students that you are about to read a book. “Stellaluna”
4. Fill out the index cards. Each student gets 3 index cards. On the index cards they will write beginning, middle, end
5. While you read, they need to listen and write down 2 sentences about the beginning of the story on the beginning index card, 2
sentences about the middle of the story on the index card that has middle on it, and write 2 sentences about the ending of the
story on the index card that has end on it.
6. Explain to the students that the information that they put out on the index cards will help them complete the Stellaluna Sequence
flow chart.
Learning Activities - “During”:
1. Teacher will explain that she is about to do a read aloud with one of her favorite books “Stellaluna.”
2. Teacher will go over how to fill out the index cards while she or he is reading. ( 3 index cards, the index cards will be labeled
beginning , middle, end)
3. Teacher will read the book, stop periodically to allow the students to write notes on their index cards( about what happen in the
beginning, middle, end), make visualizations about the text and to allow any students to catch up with their sentences.
4. After reading, use their prior knowledge about theme of the story and the purpose of the story. Ask them what is the theme of this
text and the purpose of the text.
5. Pass out the “Stellaluna” flow chart.
6. Allow the students to work with an elbow partner to fill out the Stellaluna sequential flow chart.
7. Allow the groups to discuss their flow chart with the class.
Closure - “After”:
1. On the Smart Panel the teacher will pull up the Sequence cards of Stellaluna.
2. The students will direct the teacher in putting the Stellaluna digital Sequence cards in sequence order from the beginning to the
end.
3. Review learning target and review over the lesson.

Assessment: Students will complete a Stellaluna sequence flow chart and they will turn in their index cards that they wrote what
happen in the beginning, middle, and the end of the story. The students will describe the events of “Stellaluna” in sequential order to an
elbow partner.

Evaluation Criteria: Students who completed the flow chart in the correct sequential order and used complete sentences, show mastery
of the skill. Students who completed the flow chart in sequential order but didn’t write complete sentences meets the criteria. Students
who does not complete the flow chart in sequential order does not meet the criteria.

Next Step: After grasping this lesson, the students could use their knowledge of organization of information and apply it to writing a
descriptive piece.
Extension: To extend this lesson, the students could use their graphic organizer and index cards to write a summary of “Stellaluna” in
sequential order.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.
Lesson 2. ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
 EdTPA General Lesson Plan Template
Lesson Plan 3

Grade Level: 4th Number of Students: 22 Instructional Location: Rosa Taylor 2-105 Date: November 7, 2018

Lesson Goals
Central Focus of Lesson:
Students will describe the overall structure chronological or sequence of information in a text or part of a text.

Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
ELAGSE4RL7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying similarities and
differences.

Lesson Objectives and Demands

Content Objectives:
I can describe the order of events in a chronologically or sequential order in which they occurred the in the text.

Key Vocabulary in Lesson:

Sequence / chronologically
Visualizing
Transition Words
Graphic organizer
Text structure

Language Objectives: Students will be expected to utilize the Key Vocabulary through syntax to fill out a graphic organizer and
discourse by describing the information of a text in sequence or chronology order.

Lesson Considerations
Materials:
 Pencils
 The URL code to access “Molly By Golly” story.
 https://www.bing.com/videos/search?q=molly+by+golly&&view=detail&mid=5A03006E3D92A99909195A03006E3D92A99909
19&&FORM=VRDGAR
 Panel TV
 Cut out Molly, by Golly!” Place these events in sequence.
 Scissors
 Crayon
 Glue
 ELA interactive notebook

Prior Academic Learning and Prerequisite Skills:

Students will need to know the concept of the beginning, middle and the end of the story.
Misconceptions: Sequential order is frequently confused with chronological order.
Pre-Assessment: I pre-assessed the students by giving them a formal assessment of Sequence of Events. (10 questions that
include open ending questions and multiple choice questions.

Lesson Plan Details: Write a detailed outline via steps (NOT in a paragraph form) of your class session including instructional
strategies, learning tasks, key questions, key transitions, management techniques and strategies, student supports, assessment
strategies, and conclusion.
Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you
will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines.

Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning.
You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.

Lesson Introduction - “Before”:

1. Review yesterday’s lesson. Go over the difference between chronological order and sequential order.
2. The students will look in their interactive notebook at the chronological order and sequential order anchor chart
3. The Teacher will assist the students in “How to make a peanut butter sandwich” using sequential order. The students will use key
words like first, second, then.
4. The teacher will write down on the board the students responses.
5. The teacher will read exactly how the students told her to make a peanut butter sandwich
6. The teacher will stress to the students when you are using sequential order and chronological order you must make sure you use key
words and make sure the events or the recipe is in order and all the information is there.

Learning Activities - “During”:

1. Students will listen to a Read Aloud by Kid Time Story time “ Molly by Golly” on the TV. Panel
2. Students will cut and past the Cut out Molly, by Golly!” sequence events strips on a piece of construction paper.
3. Students will illustrate the sequence events strips on the construction paper.
4. Students will turn to their elbow partner and summarize “Molly by Golly” in sequential order.
Closure - “After”:
7. Review learning target.
8. Have students share their “Molly By Golly” Papers
9. Teacher will stress to the students, that in order to be good readers you have to be able to visualize the text when you read and to be
able to describe the text in chronological order and sequential order.
Assessment: Students will complete the “Molly by Golly” cut out and past sequence events strips in sequential order. Students will
describe “ Molly by Golly in sequential order with an elbow partner and if the student would like to share with the class, they will have the
chance too.

Evaluation Criteria: Students who places 7 out of 7 sequence strips in order and illustrate the strips correctly, show mastery of the skill.
Students who only misplace 2 out of 7 sequence strips and illustrate the strips correctly meets the criteria. Students who misplace 3 out
of 7 sequence strips and does not illustrate the strips correctly does not meet the criteria.
Next Step: After placing the sequence strips in order, the students can share with their elbow partner. The students will make sure they
use key words like, first, second, third and finally.
Extension: To extend this lesson, students can write a summary on “Molly by Golly” in sequential order.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.
Lesson 3, ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

Read “ Molly by Golly “ on line.

https://www.bing.com/videos/search?q=molly+by+golly&&view=detail&mid=5A03006E3D92A99909195A03006E3D92A9990919&&F
ORM=VRDGAR
“Molly by Golly” sequencing strips to place in chronological or sequential order form which event occurred in the text.