Edtpa Literacy Lesson #1: TH TH

EdTPA Literacy Lesson #1
Grade Level: 3rd Number of Students: 18 Instructional Location: Rosa Taylor Elementary Date: March 4th- March 6th
Lesson Goals
Central Focus of Lesson: Students will be able to refer to fictional stories to describe the elements of a text and how they build upon
each other.
Standard(s) Addressed: ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Lesson Objectives and Demands

Content Objectives: Students will be able to describe the elements of a fictional story using a story map graphic organizer.
Key Vocabulary in Lesson: setting, characters, problem/conflict, theme, and solution
Language Objectives: The students will be expected to utilize the Key Vocabulary through discourse, as the content vocabulary words
will be discussed as a class.
Lesson Considerations
Materials: pencils, hand template, fiction book: A Bad Case of The Stripes, fiction book: The Ant Bully, and story map
Prior Academic Learning and Prerequisite Skills: Students will need to know how to read and write.
Misconceptions: Stories only consist of a beginning, middle, and end.
Pre-Assessment: I will pre-assess the students by giving them an assessment that involves them reading the story, Destiny’s Gift, and
identifying the characters, conflict, setting, problem, solution, and theme. Additionally, the students will describe the exposition, rising
action, climax, falling action, and resolution.
Lesson Plan Details:
Lesson Introduction - “Before”:

1. To begin this lesson, I will display a PowerPoint. On the first slide, it will say the word characteristics. I will allow the students to
give ideas of what this word means. I will tell the students that characteristic is a feature or quality that someone/something
identifies themselves with. Show images of characters; such as, he Minions or the Grinch and allow students to describe the
characteristics of each. The next slide, will have the word setting. Allow the students to share their ideas and definitions of the
word setting. Present images of the beach and winter and allow students to describe the setting of each.
2. Tell the students the objective, “By the end of the lesson, the students will be able to describe the elements of a fictional story
using a story map graphic organizer,” and allow them to repeat it. Inform the students that this lesson will focus on describing the
story elements in a fictional story. (6 minutes)
Learning Activities - “During”: (40 minutes)
1. Hand each student a template of a hand and allow them to write the words: characters, setting, theme, problem, and solution, on
each finger.
2. Discuss the definition of key terms with students. The characters are the important people, animals, or creatures that the story
talks about. The setting is where and when the story takes place. The problem is the issue or conflict that is presented in the story.
The solution is how the story is being fixed and solved. The theme of a story is what the story helps teach us as a reader. (5
minutes)
3. Display a story map on the Smart Board and read the story, The Bad Case of the Stripes. As a class complete the story map,
describing the characters, setting, theme, problem, and solution. (15 minutes)
4. For independent practice, hand copies of the story map and the fiction book, The Ant Bully. Allow students to complete the graphic
organizer independently. Navigate the room to assist any students. (20 minutes)
Closure - “After”: (10 minutes)
As a review and closing, review the learning objective, story elements, and allow students to share their story map graphic organizer.
Point out the places in which students accurately recorded information in the graphic organizer.
Assessment: The evidence that I will collect from my students that shows if they have mastered the criteria is the story map graphic
organizer that was used during independent practice, serving as a formative assessment.
Evaluation Criteria: Students who complete the graphic organizer correctly using complete sentencescites evidence, and uses at least
3 vocabulary words shows mastery of the skill. Students who correctly fills out the entire graphic organizer, meets the criteria. Students
who does not accurately complete the graphic organizer does not meet the criteria.
Next Step: The next step for this lesson is for the students to complete a plot chart on a fictional story.
Extension: Students will pair with a partner and discuss the information in the story map.
Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1: Alignment with Objectives:
To assess students learning goals, I would use an informal This assessment aligns to my stated objective because it allows me to
assessment by monitoring the students, taking anecdotal notes see if the students mastered or meets the objective. The objective that
to keep record of the students understanding in relevance to the this assessment will be assessing is that the students will be able to
standard and learning objective. describe the elements of a fictional story using a story map graphic
organizer.
Evidence of Student Understanding:
This assessment strategy provides evidence of student understanding
of the concepts being taught as I will walk around the room and
observe/monitor the students discussions and work, taking anecdotal
notes to keep record of the students’ progress.
Student Feedback: I will provide feedback to students orally, telling

them what I saw and/or heard and what aspects of this lesson they are
good at and what they need to work on.
Assessment Strategy #2: Alignment with Objectives: This assessment aligns to my stated
To assess students learning goals, I would use a formal objective because the students are using a text to describe the story
assessment where the students will individually complete a elements with the use of the story map. The objective that this
story map using the story, The Ant Bully. assessment will be assessing is that the students will be able to
describe the elements of a fictional story using a story map graphic
organizer.
This assessment strategy provides evidence of students
understanding of the concepts being taught by allow me to see what is
exactly written for each element of the story map by each student.
Student Feedback: I will provide written feedback to students on this
assessment.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets: My plans linked to student’s prior academic learning and
personal/cultural/community assets to new learning by presenting characters and setting on the Smartboard that they are familiar to.
Grouping Strategies: Students will divided into ability groups based on scores from the district’s bi-monthly Star 360 data.
Planned Supports/Differentiation I will assist and/or provide additional time for my 504 student. To challenge the above average
student more fluent readers would read a higher level book. If students finish early, have students pair up with another student in the
class and discuss elements on story map.
Supporting Literacy Development

Essential Literacy Strategies: The specific strategy used to comprehend and compose text within this lesson is completing a graphic
organizer.
Requisite Skills: The requisite literacy skills that students will develop and practice while learning the identified literacy strategy is
reading, writing, listening, and speaking.
Reading/Writing Connections: My lessons helps students make reading and writing connections by allowing students to read the text
and write the evidence in the story map.
Supporting Literacy Development through Language

Identify a Language Function: The language function that is prevalent in this lesson is for the students to be able to describe.
Key Learning Task: A key activity that provided opportunities for students to practice the identified function is by reading the text,
Skeleton key and allowing students to describe each element on the story map.
Additional Language Demands: The associated language demands in this lesson in through syntax (writing/reading).
Language Supports: To help students successfully understand and use the language function, vocabulary, and syntax demands, I used
the plot map as my main strategy to guide this lesson. The teaching strategy that I am using is to first explain the concept, model it, and
allow guided and individual practice.
Acknowledgements
Sources:
https://www.slideshare.net/samahhindi1/story-mapgraphicorganizer
Shannon, D. (1998). A Bad Case of the Stripes
Nickle, J. (1999). The Ant Bully. New York: Scholastic Press.
Lesson Goals
each other.
Standard(s) Addressed:
ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on earlier sections.

Content Objectives:
By the end of the lesson, the students will be able to describe the elements of a fictional story using a plot map graphic organizer.
Key Vocabulary in Lesson: Exposition, setting, characters, climax, problem , resolution, and plot
Language Objectives: The students will be expected to utilize the Key Vocabulary through discourse, as the content vocabulary
words will be discussed as a class.
Materials: Pencils, fiction book: Enemy Pie by Derek Munson, plot map graphic organizer, fiction book: The True story of the 3 Little
Pigs by Lane Smith, and Skeleton Key Reading Passage
Prior Academic Learning and Prerequisite Skills: Students will need to know how to read and write.

Lesson Introduction - “Before”: (8 minutes)
3. Using the think-pair-share technique, ask students to independently think about what the beginning, middle, and end of the day
will look like in the classroom. Allow students to pair with an elbow partner and discuss. Then, allow students to share with the
class.
4. Tell the students the objective, “I can describe the elements of a fictional story using a plot map graphic organizer,” and allow
them to repeat it. Inform the students that this lesson will focus on describing the story elements in a fiction story using a graphic
organizer, the plot map.
5. Call students to the carpet area by groups/ rows and display a copy of the plot map on an anchor chart, with key notes filled in.
Compare the experience between riding on a rollercoaster and reading a book, in relation to the plot map. For example, “Close
your eyes and imagine you are riding on a roller coaster. When riding on a roller coaster it starts off slowly in the beginning, and
as you go up, it becomes more interesting. When reaching the very top, it is very exciting. The roller coaster then slows down and
eventually stops. This is much similar to reading a story. At the beginning (exposition) of a story, you meet the characters and
setting. As you continue reading, the problem arise (rising action) and then you finally reach the part that you have been waiting
for (climax), this is where the problem occur. The problem slowly becomes solved (falling action), and the story ends (resolution).”
6. Discuss the definition of key terms with students. The characters are the important people, animals, or creatures the story is
about. The setting is where and when the story takes place. The exposition is the beginning of the story, where the characters are
introduced. Plot is all of the action that takes place during the story, it includes exposition, rising action, climax, falling action, and
resolution. The characters face problems in the story that need to be solved. The resolution is at the end of the story, where the
reader finds out how the problem is solved. (5 minutes)
7. Display a blank plot chart on anchor chart paper and tell the students that you will be modeling on how to complete the story map
graphic organizer. Read aloud Enemy Pie by Derek Munson and model completing the plot map by discussing and writing what
happened during the exposition, rising action, climax, falling action and resolution in the story. (10 minutes)
8. For guided practice, the students will be divided into groups of three/four and will be given a specific element that they will have to
complete as a group. Groups will be given a copy of the fiction book, The True Story of the 3 Little Pigs by Lane Smith, and each
group will be given an element on the plot map graphic organizer. For example, one group will have exposition and another group
will have rising action, and so on. Circulate and provide feedback to groups. Allow students to present their element on the story
map and the teacher will fill in a blank plot map on SmartBoard as students present. (15 minutes)
9. For independent practice, distribute a copy of the plot map organizer and the Skeleton Key reading passage to each student.
Allow student to complete the story plot graphic organizer, by finding evidence within the text. (20 minutes)
Closure - “After”: (8 minutes) As a review and closing, review the learning objective, story elements, and allow students to share their
plot map graphic organizer. Point out the places in which students accurately recorded information in the graphic organizer.
Assessment: The evidence that I will collect from my students that shows if they have mastered the criteria is the plot map graphic
organizer that was used during independent practice, serving as a formative assessment.
Evaluation Criteria: Students who complete the graphic organizer correctly using complete sentences, cites evidence, and uses at least
3 vocabulary words shows mastery of the skill. Students who correctly fills out the entire graphic organizer, meets the criteria. Students
who does not accurately complete the graphic organizer does not meet the criteria.
Next Step: The logical next step for students after this lesson is to choose a book from the classroom library and complete a plot map,
as they will have to create a comic strip from that plot map on the next day’s lesson.
Extension: If time permits, I would extend this lesson by challenging students to complete the graphic organizer based on a day at
school in which a problem arose.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 1 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives: This assessment aligns to my
To assess students learning goals, I would use an informal stated objective because it allows me to see if the students
assessment by monitoring the students, taking anecdotal notes mastered or meets the objective. The objective that this
to keep record of the students understanding in relevance to the assessment will be assessing is that the students will be able to
standard and learning objective. describe the elements of a fictional story using a plot map
graphic organizer.
This assessment strategy provides evidence of student
understanding of the concepts being taught as I will walk around
the room and observe/monitor the students discussions and
work, taking anecdotal notes to keep record of the students’
progress.
Student Feedback: I will provide feedback to students orally,
telling them what I saw and/or heard and what aspects of this
lesson they are good at and what they need to work on.
To assess students learning goals, I would use a formal stated objective because the students are using a text to
assessment where the students will individually complete a plot describe the story elements with the use of the story plot map.
map by reading the Skeleton Key and filling in the story The objective that this assessment will be assessing is that the
elements on the graphic organizer. students will be able to describe the elements of a fictional story
using a plot map graphic organizer.
Evidence of Student Understanding: This assessment
strategy provides evidence of students understanding of the
concepts being taught by allow me to see what is exactly written
for each element of the plot map by each student.
Student Feedback:
I will provide written feedback to students on this assessment.
Note: Add more assessment strategy boxes here if needed.

personal/cultural/community assets to new learning by relating the journey of reading a story to riding on a roller coaster. Many of
my students could define characters and setting and enjoyed riding on roller coasters.
Grouping Strategies: Students will divided into ability groups based on scores from the district’s bi-monthly Star 360 data.
Planned Supports/Differentiation: I will assist and/or provide additional time for my 504 student. To challenge the above average
student more fluent readers would read a higher level book. If students finish early, have students pair up with another student in
the class and discuss elements on the plot map.

Essential Literacy Strategies: The specific strategy used to comprehend and compose text within this lesson is completing a
graphic organizer.
reading, writing, listening, and speaking.
Reading/Writing Connections: My lessons helps students make reading and writing connections by allowing students to read the
text and write the evidence in the plot map.

Key Learning Task:A key activity that provided opportunities for students to practice the identified function is by reading the text,
Skeleton key and allowing students to describe each element on the plot map.
Additional Language Demands: The associated language demands in this lesson in through syntax (writing/reading).
Language Supports: To help students successfully understand and use the language function, vocabulary, and syntax demands,
I used the plot map as my main strategy to guide this lesson. The teaching strategy that I am using is to first explain the concept,
model it, and allow guided and individual practice.
Acknowledgements
Sources:
https://www.superteacherworksheets.com/reading-comp/4th-skeleton-key_WBDFZ.pdf
https://www.printablediagram.com/plot-diagram-graphic-organizer-templates/
Munson, D., & King, T. C. (2015). Enemy Pie. Toronto: CNIB.
Scieszka, J., Smith, L., & Viking Press,. (1989).The True Story of the Three Little Pigs
Lesson Goals
each other.
Standard(s) Addressed:
ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on earlier sections.

Content Objectives: Students will be able to create a comic strip that describes the elements of a fictional story, through illustrations
and captions.
Key Vocabulary in Lesson: Exposition, setting, characters, climax, problem, resolution, and plot
Language Objectives: The students will be expected to utilize the key vocabulary through discourse, as the content vocabulary words
will be discussed as a class.
Materials:
Pencils, Charlie Brown comic strip, Comic strip template, Book of their choice, Plot map template
Prior Academic Learning and Prerequisite Skills: Students will need to know how to read, write, and draw basic figures. Students
will need to know the parts of a story.

Lesson Introduction - “Before”: (10 minutes)
1. To beginning this lesson, the teacher will display an example of a comic strip on the SmartBoard; such as, Charlie Brown, to
show the students what a comic strip looks like and what it consists of. As a class, allow the students to identify and describe
these elements presented in this comic strip.
2. Tell the students the objective, “I can describe the elements of a fictional story represented in a comic strip,” and allow them to
repeat it. Inform the students that this lesson will focus on describing the story elements in a fictional story through the use of
illustrations presented on a comic strip.
3. The teacher will inform the students that they will be creating comic strips of their own using a five-paneled comic book strip, to
represent the book that they are reading. The teacher will pass out a rubric to the students and explain.
1. Discuss the definition of key terms with students. The characters are the important people, animals, or creatures the story is
about. The setting is where and when the story takes place. The exposition is the beginning of the story, where the characters are
introduced. Plot is all of the action that takes place during the story, it includes exposition, rising action, climax, falling action, and
resolution. The characters face problems in the story that need to be solved. The resolution is at the end of the story, where the
reader finds out how the problem is solved.
2. Allow students to choose a book from the classroom library or one that they have already read, but can refer back to. Hand out the
plot map to the students and allow them to complete the plot map graphic organizer by writing what happened during the
exposition, rising action, climax, falling action and resolution in the story, on their specific book. Circulate the room to monitor and
assist the students. (20 minutes)
3. As the students have completed their plot map, hand out the 5 paneled-comic strip template. Inform the students that each
box/panel represents the elements of a plot. The first box should be an illustration of the exposition, the second box should be an
illustration that snapshots the rising action, and so on. Tell the students to label each box/panel an element of the plot. Allow
students to draw illustrations, captions, and color their comic strip. If students need more time, allow them to finish it up for
homework.(30 minutes)
Closure - “After”: (10 minutes)
As a closing, review the story elements and allow students to share their comic strip.
Assessment: The evidence that I will collect from my students that shows if they have mastered the criteria is the comic strip that was
used during independent practice, serving as a formative assessment.
Evaluation Criteria: Students who complete the comic strip correctly using illustrations, captions, and labels of elements, shows
mastery of the skill. Students who correctly completes the comic strip, meets the criteria. Students who does not accurately complete the
comic strip does not meet the criteria.
Next Step: The logical next steps for students after this lesson is to discuss the elements of theme and point of view.
Extension: If time permits, I would extend this lesson by challenging students to complete a comic strip based on a day at school in
which a problem arose.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 1 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: To assess students learning goals, I Alignment with Objectives: This assessment aligns to my
would use an informal assessment by monitoring the students, stated objective because it allows me to see if the students
taking anecdotal notes to keep record of the students mastered or meets the objective. The objective that this
understanding in relevance to the standard and learning assessment will be assessing is that the students will be able to
objective. describe the elements of a fictional story represented in a comic
strip.
strategy provides evidence of student understanding of the
concepts being taught as I will walk around the room and
observe/monitor the students discussions and work, taking
anecdotal notes to keep record of the students’ progress.
Student Feedback: I will provide feedback to students orally,
telling them what I saw and/or heard and what aspects of this
lesson they are good at and what they may need to work on.
To assess students learning goals, I would use an informal stated objective because the students are using a text to
assessment where the students will individually complete a describe the story elements with the use of the story plot map
comic strip from a book of their choice, reflecting the elements and comic strip. The objective that this assessment will be
of a story. The plot map will assist me in viewing the students; assessing is that the students will be able to describe the
understanding. elements of a fictional story represented in a comic strip.
strategy provides evidence of students understanding of the
concepts being taught by allowing me to see what is exactly is
being illustrated in their comic strip, as it relates to the story. I
can use the assistance of the plot map to see if the comic strip
aligns with the elements of a story.
Student Feedback:
I will provide written feedback to students on this assessment.
Note: Add more assessment strategy boxes here if needed.

personal/cultural/community assets to new learning by showing how the elements of a story can even be presented through
illustrations and comic strips.
Grouping Strategies: There was no grouping for this lesson.
Planned Supports/Differentiation I will assist and/or provide additional time for my 504 student. To challenge the above average
student More fluent writers who are ready for a challenge might enjoy making a real comic book and linking several scenes into a
story that makes sense, then stapling them together to make a book. If students finish early, have students pair up with another
student in the class and trade plot map and comic strip to compare if the story elements match up.

Essential Literacy Strategies: The specific strategy used to comprehend and compose text within this lesson is
creating/illustrating a comic strip.
reading and representing.
Reading/Writing Connections: My lessons helps students make reading and writing connections by allowing students to read the
text and write the story elements onto the plot map.

Key Learning Task: A key activity that provided opportunities for students to practice the identified function is by allowing students
to read a story and each element on the plot map through the use of illustrations and captions.
Additional Language Demands: The associated language demands in this lesson in through discourse
(presenting/representing).
Language Supports: To help students successfully understand and use the language function, vocabulary, and syntax demands,
I used the comic strip as my main strategy to guide this lesson. The teaching strategy that I am using is to first show examples,
explain the concept, and allow individual practice.
Acknowledgements
Sources: https://www.playbuzz.com/isabellaglenn10/17-peanuts-comic-strips-that-will-improve-literally-any-bad-day

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EdTPA Literacy Lesson #1

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Introduction - “Before”:

Lesson Plan Appendix and Commentary Section

Student Feedback: I will provide feedback to students orally, telling

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Plan Appendix and Commentary Section

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Plan Appendix and Commentary Section

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

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