EdTPA Literacy Lesson #1

Grade Level: First Grade Number of Students: 14 Instructional Location: Middle Georgia Date: March 11, 2019
Lesson Goals
Central Focus of Lesson: Students will identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
Standard(s) A1ddressed:
ELAGSE1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

ELAGSE1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Lesson Objectives and Demands

Content Objectives:
Students will be able to identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Key Vocabulary in Lesson:
Appeal, Senses, Hear, See, Feel, Taste, Touch, Feelings
Language Objectives:
Students will be expected to utilize the Key Vocabulary when demonstrating mastery of the objective by syntax through reading the
story and writing as well as discourse by listening to the story be read and discussing.

Lesson Considerations
Materials:
Pencils, Oranges, “My Five Senses” Book
Prior Academic Learning and Prerequisite Skills:
The prior knowledge students will need to use and build upon to be successful in this lesson are reading and writing.
Misconceptions: A common misconception regarding senses would be that they are only basic.
Pre-Assessment: This topic was pre-assessed by reading a story to the students then having them answer four corresponding
questions. There were two questions that asked for an example from the text that appealed to a specific sense. These proved to be
difficult for the students to answer.

Lesson Plan Details:

Lesson Introduction - “Before”: Teacher will hand the students an orange and ask questions about how the orange feels, tastes,
smells, and looks. This will lead into discussion about the five senses. To activate and build on prior knowledge by asking questions such
as: “What are senses?”, “What are your five senses?”, “Which do you think you use most?”, “What parts of your body do you use for
each sense?”. Then introduce and explain this strategy so that students will understand the how and why with anchor charts giving
examples of the five senses.
Learning Activities - “During”:
1. To engage students in active meaning making of key concepts and ideas I will ask questions about the senses related to the orange
that they will be able to feel, taste, smell, see, and hear the orange.
2. I will model this strategy for my students by having a “My Five Senses” booklet to fill out along with the students so that they will be
able to see how I am expecting it to be completed.
3. There will be opportunities for guided practice as we complete the first part of the five senses booklet together.
4. Students will independently practice using the strategy and skill it targets by completing the five senses booklet.
5. The planned supports for my specific groups will be extra time and explanation for understanding.
Closure - “After”:
1. The students will share their five sense booklets with each other to share what they learned while filling out the book for the senses
pertaining to the orange.
2. I will restate the teaching point and clarify key concepts by asking what the five sense are and how we can describe them.
3. I will engage students in self-reflection by providing a writing prompt to utilize their knowledge of the five senses.
4. To extend ideas and check for understanding I will have the students answer a writing prompt that tells a story that includes all the
senses.
Assessment: I will collect the “My Five Senses” book that students completed to show they have achieved the learning objective.
Evaluation Criteria: To score a 3 on this assessment, which is the highest score, students will have to complete the book by filling in the
blank spaces, drawing a picture, and coloring the images.
To score a 2 on this assessment, students will have to complete the book by filling in the blank spaces and drawing a picture.
To score a 1 on this assessment, which is the lowest score, students will have not completed the book by filling in all the blank spaces or
drawing pictures.
Next Step: The foundation this lesson built is the understanding and knowledge of the five senses. It will be utilized as the basis for the
following lessons because students will be identifying words and phrases that appeal to the five senses through reading poetry and/or
stories.
Extension: A specific extension activity that students would be able to do to continue practicing and building meaning would be
answering a writing prompt that tells a story that includes all the senses.

Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1:
There is a “My Five Senses” book for students to fill out in
accordance with the oranges that they are given to explore.
Alignment with Objectives:
This assessment is aligned to the stated objective because it is
applying senses to an object and writing about it.
Evidence of Student Understanding:
This assessment strategy provides evidence of student
understanding of the concepts being taught by allowing them to
show words or phrases that appeal to the five senses.
Student Feedback:
I will provide feedback to students on this assessment by writing
feedback on a sticky note for them as well as talking to them
individually.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets: This is linked to student’s prior academic learning as well as personal assets to
learning to relate the five senses to things my students come in contact with each day.
Grouping Strategies: I will be working with a small group of students based on ability. The two groups are EIP serviced.
Planned Supports/Differentiation: The instructional supports I have during my lesson will be the mini anchor charts about the
senses, hands on book to fill out, and oranges to carry out the book. The multitude of hands on materials will help the students in the
groups because it gives them something to do physically. If they finish early, they will add more detail to their pictures that go along
with the writing.

Supporting Literacy Development

Essential Literacy Strategies: The strategy students will be using is a book, similar to a graphic organizer, to help them
comprehend and compost text within this lesson. They will be filling out the book during the guided lesson.
Requisite Skills: Students will develop and practice their reading, writing, and learning skills while learning the literacy strategy.
Reading/Writing Connections: This lesson helps students make reading connections by having students write about the real
experience of the orange as we delve into the senses.

Supporting Literacy Development through Language

Identify a Language Function: The language function essential for students to learn the literacy strategy within my central focus is
identify.
Key Learning Task: The key learning task from my plans that provides opportunities to practice the identified language function is
the “My Five Senses” booklet that students will be filling out.
Additional Language Demands: The students will be utilizing syntax through writing in their five senses book. They will be using the
vocabulary that is introduced through discourse as we use the orange to discuss our five senses and key phrases that relate to the
sense.
Language Supports: The instructional supports that will be used during the lesson to help students understand and successfully use
the language function, vocabulary, and discourse or syntax demands will be mini anchor charts about each of the five senses that
have words which relate to each sense, a picture pointing to the parts that each sense is (such as hands to feel), oranges to have the
hands on approach, as well as the five senses book.

Acknowledgements
Sources: My Five Senses Book by Two Creative Co-workers from Teachers Pay Teachers. Five Senses Anchor Charts by Betsy
Stout from Teachers Pay Teachers. The pre and post assessment are from RL.1.4 Fiction Reading Passages and Comprehension by
Practical Primary Teacher on Teachers Pay Teachers. Winter Time story and Sensory Poem Planning Sheet are from Sensory Poems
pdf from Whole Hearted Teaching on Teachers Pay Teachers.
 EdTPA Literacy Lesson #2

Grade Level: First Grade Number of Students: 14 Instructional Location: Middle Georgia Date: March 12, 2019
Lesson Goals
Central Focus of Lesson: Students will identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
Standard(s) A1ddressed:
ELAGSE1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

ELAGSE1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Lesson Objectives and Demands

Content Objectives:
Students will be able to identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Key Vocabulary in Lesson:
Appeal, Senses, Hear, See, Feel, Taste, Touch, Feelings
Language Objectives:
Students will be expected to utilize the Key Vocabulary when demonstrating mastery of the objective by syntax through reading the
story and writing as well as discourse by listening to the story be read and discussing.

Lesson Considerations
Materials:
Pencils, Highlighters, Winter Time Story, Anchor Charts
Prior Academic Learning and Prerequisite Skills:
The prior knowledge students will need to use and build upon to be successful in this lesson are reading and writing.
Misconceptions: A common misconception regarding senses would be that they are only basic.
Pre-Assessment: This topic was pre-assessed by reading a story to the students then having them answer four corresponding
questions. There were two questions that asked for an example from the text that appealed to a specific sense. These proved to be
difficult for the students to answer.

Lesson Plan Details:

Lesson Introduction - “Before”:
1. I will set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners by discussing how we
read things daily and writers incorporate the senses into their work.
2. I will pique interest by asking students what the five senses are and what part of the body do we utilize for each sense.
3. I will activate and build on prior knowledge and experiences related to the senses why allowing students to share a quick story about
something that pertains to all the senses (like a holiday).
4. I will introduce and explain this strategy so that students will understand the how and why by discussing the five senses, the body
parts that utilize each sense, and relating it to real life experiences.
Learning Activities - “During”:
1. I will engage students in active meaning making of key concepts and ideas by providing the story on chart paper so that it is large for
them all too look at and tell me what they notice about the story such as theme.
2. I will model this strategy for students by having the story on chart paper for the students to see it in larger print.
3. I will provide opportunities for guided practice by showing the students what we are looking for, which are the sensory words and what
is being described.
4. Students will independently practice using this strategy by reading through the story and circling the sensory words.
5. The planned supposed that will be used with my small group of students will be the anchor charts about the five senses and sensory
words.
Closure - “After”:
1. Students will share what they have learned by discussing the sensory words found in the story.
2. I will restate the teaching point and clarify key concepts by discussing the story with the students and asking important questions
about the sensory words.
3. The students will engage in self-reflection on the strategy learned today by drawing a picture of one of the senses as it pertains to the
story we read.
4. I will provide opportunities to extend ideas and check for understanding by having the students write a sentence about their picture
and describe why they picked it.
Assessment: I will collect the story and drawing from students to see that they identified words that appealed to the senses. They are
to highlight or circle the sensory words in the story.
Evaluation Criteria: To score a 3 on this assessment, which is the highest score, students will have to complete the drawing relating to
the story, label the picture, and write a sentence about the image chosen.
To score a 2 on this assessment, students will have to complete the drawing and label the picture.
To score a 1 on this assessment, which is the lowest score, students will have not completed the drawing or labeling.
Next Step: The foundation this lesson built is the understanding and knowledge of the five senses. It will be utilized as the basis for the
following lessons because students will be identifying words and phrases that appeal to the five senses through reading poetry and/or
stories.
Extension: To continue practicing and building meaning I would have the students write a story including all the senses as an extension
activity.
Lesson Plan Appendix and Commentary Section
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 is aligned to the stated objective because the
students are identifying words that appeal to the senses in the
text, drawing an image relating to the text, and writing a sentence
The assessment strategy that students will be completing is to describe the part from the story they picked.
completing a drawing that relates to the text. They will be circling Evidence of Student Understanding:
the sensory words in the story then select one sense from the This assessment strategy provides evidence of student
text to draw a picture and write a sentence to tell what part they understanding of the concepts being taught by allowing them to
selected. show words or phrases that appeal to the five senses.
Student Feedback:
I will provide feedback to students on this assessment by writing
feedback on a sticky note for them as well as talking to them
individually.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets: This is linked to student’s prior academic learning as well as personal assets to
learning to relate the five senses to things my students come in contact with each day.
Grouping Strategies: I will be working with a small group of students based on ability. The two groups are EIP serviced.
Planned Supports/Differentiation The instructional supports I have during my lesson will be the mini anchor charts about the
senses and with key words that relate to each sense.

Supporting Literacy Development

Essential Literacy Strategies: The specific literacy strategy we are working on during this lesson would be analyzing the text. They
are working on identifying words that appeal to the senses in stories and poems.
Requisite Skills: Students will develop and practice their reading, writing, listening, and viewing skills while learning the literacy
strategy.
Reading/Writing Connections: This lesson helps students make reading/writing connections by incorporating the senses to be
more detailed in their writings as well as during reading they are able to understand how the senses develops the story and produces
imagery.
Supporting Literacy Development through Language
Identify a Language Function: The language function essential for students to learn the literacy strategy within my central focus is
identify.
Key Learning Task: The key learning activity from my plans that allows the students to have opportunities to practice the identified
language function is circling or highlighting the sensory words in the story we read together.
Additional Language Demands: The students will be utilizing syntax through reading the story on the chart paper and their
individual sheet. They will be using the vocabulary that is introduced through discourse as we discuss our five senses and key
phrases that relate to the senses.
Language Supports: The instructional supports that will be used during the lesson to help students understand and successfully use
the language function, vocabulary, and discourse or syntax demands will be mini anchor charts about each of the five senses that
have words which relate to each sense, a picture pointing to the parts that each sense is (such as hands to feel), the story written on
chart paper as well as the story in each students’ hands.

Acknowledgements
Sources: My Five Senses Book by Two Creative Co-workers from Teachers Pay Teachers. Five Senses Anchor Charts by Betsy
Stout from Teachers Pay Teachers. The pre and post assessment are from RL.1.4 Fiction Reading Passages and Comprehension by
Practical Primary Teacher on Teachers Pay Teachers. Winter Time story and Sensory Poem Planning Sheet are from Sensory Poems
pdf from Whole Hearted Teaching on Teachers Pay Teachers.
 EdTPA Literacy Lesson #3:

Grade Level: First Grade Number of Students: 14 Instructional Location: Middle Georgia Date: March 13, 2019
Lesson Goals
Central Focus of Lesson: Students will identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
Standard(s) A1ddressed:
ELAGSE1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

ELAGSE1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Lesson Objectives and Demands

Content Objectives:
Students will be able to identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Key Vocabulary in Lesson:
Appeal, Senses, Hear, See, Feel, Taste, Touch, Feelings
Language Objectives:
Students will be expected to utilize the Key Vocabulary when demonstrating mastery of the objective by syntax through reading the
story and writing as well as discourse by listening to the story be read and discussing.

Lesson Considerations
Materials:
Pencils, Sensory Poem Planning Sheet, Winter Time Story, Anchor Charts
Prior Academic Learning and Prerequisite Skills:
The prior knowledge students will need to use and build upon to be successful in this lesson are reading and writing.
Misconceptions: A common misconception regarding senses would be that they are only basic.
Pre-Assessment: This topic was pre-assessed by reading a story to the students then having them answer four corresponding
questions. There were two questions that asked for an example from the text that appealed to a specific sense. These proved to be
difficult for the students to answer.
Lesson Plan Details:
Lesson Introduction - “Before”:
1. I will set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners by discussing how we
read things daily and writers incorporate the senses into their work.
2. I will pique interest by asking students what the five senses are and what part of the body do we utilize for each sense.
3. I will activate and build on prior knowledge and experiences related to the senses why allowing students to share a quick story about
something that pertains to all the senses (like a holiday).
4. I will introduce and explain this strategy so that students will understand the how and why by discussing the five senses, the body
parts that utilize each sense, and relating it to real life experiences.
Learning Activities - “During”:

I will engage students in active meaning making of key concepts and ideas by providing the story on chart paper so that it is large
for them all too look at and tell me what they notice about the story such as theme.

I will model this strategy for students by having the story on chart paper for the students to see it in larger print.

I will provide opportunities for guided practice by showing the students what we are looking for, which are the sensory words and
what is being described.

Students will independently practice using this strategy by reading through the story looking for previously highlighted sensory
words and describing what the story said for each.

The planned supposed that will be used with my small group of students will be the anchor charts about the five senses and
sensory words.
Closure - “After”:
1. Students will share what they have learned by discussing the sensory words found in the story and what the author described for
each.
2. I will restate the teaching point and clarify key concepts by discussing the story with the students and asking important questions
about the sensory words.
3. The students will engage in self-reflection on the strategy learned today by drawing a picture of one of the senses as it pertains to the
story we read.
4. I will provide opportunities to extend ideas and check for understanding by having the students write a sentence about their picture
and describe why they picked it.
Assessment: The assessment I will be collecting will be the Sensory Poem Planning Sheet. Students will have completed this after
reading the story, Winter Time.
Evaluation Criteria: To score a 3 on this assessment, which is the highest score, students will have to complete the graphic organizer
that goes with the story and draw an image for each part.
To score a 2 on this assessment, students will have completed the graphic organizer.
To score a 1 on this assessment, which is the lowest score, students will have not completed the graphic organizer.
Next Step: The foundation this lesson built is the understanding and knowledge of the five senses. It will be utilized as the basis for the
following lessons because students will be identifying words and phrases that appeal to the five senses through reading poetry and/or
stories.
Extension: The extension that would allow students to continue practicing and building meaning would be providing a more challenging
text to see if they can identify the words that appeal to the senses.

Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1:
The assessment is the Sensory Poem Planning Sheet. The
students look back at the text and write what the writer saw,
heard, smelled, tasted, and felt.
Alignment with Objectives:
This assessment is aligned to the stated objective because the
students are identifying words that appeal to the senses in the
text and writing what they interpreted from the story.
Evidence of Student Understanding:
This assessment strategy provides evidence of student
understanding of the concepts being taught by allowing them to
show words or phrases from the text that appeal to the five
senses.
Student Feedback:
I will provide feedback to students on this assessment by writing
feedback on a sticky note for them as well as talking to them
individually.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets: This is linked to student’s prior academic learning as well as personal assets to
learning to relate the five senses to things my students come in contact with each day.
Grouping Strategies: I will be working with a small group of students based on ability. The two groups are EIP serviced.
Planned Supports/Differentiation The instructional supports I have during my lesson will be the mini anchor charts about the
senses and with key words that relate to each sense.
Supporting Literacy Development
Essential Literacy Strategies: The specific literacy strategy we are working on during this lesson would be analyzing the text. They
are working on identifying words that appeal to the senses in stories and poems.
Requisite Skills: Students will develop and practice their reading, writing, listening, and viewing skills while learning the literacy
strategy.
Reading/Writing Connections: This lesson helps students make reading/writing connections by incorporating the senses to be
more detailed in their writings as well as during reading they are able to understand how the senses develops the story and produces
imagery.

Supporting Literacy Development through Language

Identify a Language Function: The language function essential for students to learn the literacy strategy within my central focus is
identify.
Key Learning Task: The key learning activity from my plans that allows the students to have opportunities to practice the identified
language function is a graphic organizer.
Additional Language Demands: The students will be utilizing syntax through reading the story on the chart paper and their
individual sheet. They will be using the vocabulary that is introduced through discourse as we discuss our five senses and key
phrases that relate to the senses.
Language Supports: The instructional supports that will be used during the lesson to help students understand and successfully use
the language function, vocabulary, and discourse or syntax demands will be mini anchor charts about each of the five senses that
have words which relate to each sense, a picture pointing to the parts that each sense is (such as hands to feel), the story written on
chart paper as well as the story in each students’ hands.

Acknowledgements
Sources: My Five Senses Book by Two Creative Co-workers from Teachers Pay Teachers. Five Senses Anchor Charts by Betsy
Stout from Teachers Pay Teachers. The pre and post assessment are from RL.1.4 Fiction Reading Passages and Comprehension by
Practical Primary Teacher on Teachers Pay Teachers. Winter Time story and Sensory Poem Planning Sheet are from Sensory Poems
pdf from Whole Hearted Teaching on Teachers Pay Teachers.