edTPA Lesson Plan Template

Erika Keys

Teacher Candidate:
Grade Level:

6th

Date:

October 14, 2014

October 15, 2014
PLAN

1. Strategy Title & Source:

Open-Mind Portrait, LITMG, p.360. Gail Tompkins.

*Parts of the lesson were taken or modified from
my host teachers structured curriculum. I will
have this lesson attached to this one.
An open-mind portrait provides students with the
opportunities to reflect on story events and
viewpoints. There are two parts the: the portrait
page (characters face on the top), and then the
thinking pages (characters thoughts and/or
pivotal points).

2. Class description &

Differentiation: Describe
the important characteristics
of the students that need to
be considered in planning &
teaching to facilitate
learning for all students.

Students' prior content

knowledge, language
development, social &
emotional developments,
special needs
Include how you
differentiate your
instruction based on this
information

The class consist of 25 students

4 students below grade level:
o 2 at two grades below level (1 with
dyslexia and 1 with ED)
o 2 at one grade below level (both have
ADHD)
1 students above grade level:
o Reads at two grades above grade-level
Text is at each students individual reading level,
so no students should struggle in understanding
Adapted from Dr. Michelle Cosmah, EDT

the material.
Differentiation for Open-Mind Portrait:
Every student will receive a copy of the
Cinderella story to refer to during our guided
practice.
Students will use their instructional level
book for their individual Open-Mind Portrait.
This will ensure the material is not too
difficult or not challenging enough for each
student.
Activities require a lot of interaction so
students with ADHD should be engaged, but
if they need a more quite environment they
can work at the moon desk.
The student with dyslexia can draw pictures
for their thought page, or have the assistant
help write down their thoughts.
Student with ED can select to work with their
table of independently depending on their
mood.
Student reading above grade-level can
create 2 thought pages for the round
character. This page will contain 2 examples
(pictures, words, sentences) of how the
character changed. This is a fun activity
3. Common Core ELA
Standards: Identify strand,
grade, number (e.g. RL4.3)
& include entire standard.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot
unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.

4. Student Learning
Objective (central focus):
ABCD

Audience: Who (the

student)

Behavior: What (standard)

Condition: How
(strategy/text)

Degree: Measureable
outcome

5. Instructional Materials,
Equipment & Technology:
List all of the texts,
materials & technology the
teacher & students will use
during the lesson, including
titles & sources (Cite
creator of materials. Where
appropriate, use "Lesson
plan or strategy adapted
from _____)

The students will describe how their silent reading

book characters respond or change as the plot
moves toward a resolution by creating an openmind portrait for two characters in their book. One
portrait will have a description of the round
character, on the cover, and the thought page
will be filled with 4 examples of how s/he is a
round character. The second portrait will have a
description of the flat character, on the cover, and
the thought page will have 2 examples of how
s/he is a flat character. The students will then
share their portraits with the class providing three
reasons for each character.
Students:
Blank Paper
Pencils
Markers
Scissors
Glue
Writing Journals
Passage from Cinderella- copy for every student
Silent Reading Book
Teacher:
Checklist for each student of what is required
Eno Board
Projector
Computer
PowerPoint
http://www.youtube.com/watch?v=Aw7Eln_xuWc

6. Function Language: What

literacy terms will you use to
help the students
understand the reading
strategy? Use terms from
the strategy & the standard
(e.g., predicting,

Describe
Plot
Resolution

Adapted from Dr. Michelle Cosmah, EDT

connections, decoding, etc.)

7. Key Vocabulary: List the

vocabulary from the
text/strategy that is at the
students instructional &
frustration level.

Flat Character- These characters are not well

described; they only have a few character traits
and only a few details about them.
Round Character- These characters have a lot of
details and traits; they are described in depth.
ENGAGE & INSTRUCT

8. Opening: Elicit students

prior knowledge about
concept & strategy in
multiple ways (not just
questions).

Remember how last week we discussed

protagonists and antagonists; can anyone tell me
what they are? Allow students to respond and
explain the difference between the two. Why do
some characters you read about, you learn more
about and others you dont? For example,
typically the protagonist you learn a lot of
information about them, but the antagonist you
dont know much about. I will allow a couple
students to respond and tell why they believe that
is. Next, I will show a short clip from Divergent.
After the clip, I will ask the students if they can
identify which character they have more about
and which one they still dont know enough about.
After they respond, I will then say, Today we are
going to learn about round and flat characters.

9. Learning Activities: Give detailed, step-by-step instructions on how

you will implement the instructional plan in the procedures below.
Describe exactly what you & the students will do during the lesson &
how you will scaffold their learning. Please use a numbered or bulleted
list.
In planning your lesson, think about:
The complete step-by-step directions & scaffolding you will provide
What kinds of questions you plan to ask

Teacher Modeling: This

should describe how you
alone will demonstrate the
entire strategy to the
students (no participation
from students)

Day One:
Teacher: Students, what are we going to learn
about today?
Students: Round and flat characters
Teacher: Thank you. Please take out a blank
piece of notebook paper with todays date and title
it Round and Flat Characters. On the projector, I
will show a 3 slide PowerPoint defining round and
flat characters. After the students record this, in
their notes, I will ask, What are round
characters? and have them respond in unison. I
will then ask, What are flat characters? and
have them respond in unison.
Teacher: Today we are going to create a
character portrait together. One portrait will be of
Cinderella and the other will be of her step-mom.
To show you how to make a character portrait you
will watch me create one.
Open-mind Portrait:
1. Choose two characters from your book.
Ideally a protagonist and antagonist.
[Katniss and President Snow]
2. Draw the characters head and neck on blank
paper and color it in. The pictures should
resemble the characters physical
appearance. [I will draw how I think Katniss
and President Snow look.]
3. Then I will cut out my drawing and thinking
pages. I will staple them together. [This
particular assignment should only require
one thinking page.]
4. Design the thinking pages. [For Katnisss
thinking page I will put the following: She
has a sister and a mother, her father is
dead, she like to hunt, she lives in district
Adapted from Dr. Michelle Cosmah, EDT

12, she is a winning tribute, and these

characteristics make her strong. For
president Snows thinking page I will put the
following: He lives in the capital and is
president, he enjoys the hunger games, he
likes white roses, and with these
characteristics we still do not know exactly
why he is the way he is.]
5. Then we share our portraits! [Students will
share their personal portraits and discuss
what they wrote and the pictures they drew.]
Guided Practice: During
this part of the lesson, the
teacher and the students
practice together. You will
assist the students, takes
turns & participate along
with the class.

Day One:
Teacher: Okay now lets create one of these
together! We are going to read a short passage
from Cinderella, and I want us to pick out one
round character and one flat character. I will read
the story out loud as the students follow along
with their personal copies. After reading, I will ask
the class what round character they want to make
a portrait of and what flat character they want to
make a portrait of. After they identify one flat and
one round character we will create these portraits
together.
Teacher: On a blank piece of paper I would like
you to draw how you pictured Cinderella in the
story. After you finish drawing her put another
blank piece of paper under her and cut her out, so
you have your thought page. On the eno board
I will draw how I envisioned Cinderella. I will give
the class 7 minutes to draw and cut out
Cinderella. Once the 7 minutes is up we will move
onto what we want to put in her thought page.
What do you know about Cinderella? I will allow
the students to respond and write down
everything they say. Great ideas class. Now lets
express these ideas on your Cinderellas thought
pages! Who wants to write these ideas or draw
pictures on the board? Two students will come up
to the board and write or draw their ideas. I will

draw one idea, as well. The class will put what we

have, on the board, on their own Cinderella
portrait. Once youre finished you can go ahead
and draw Cinderellas step-mom. Dont forget to
cut her thought pages out too. I will draw
Cinderellas step-mom, on the eno board, under
Cinderella. The class and I will repeat what we did
for Cinderella. It will not take as long since she is a
flat character.
Teacher: Thank you class for all your hard work.
Your character portraits look great. Tomorrow is a
you-do-day, so tonight think about what
characters, in your silent reading books, you want
to create a portrait for.
Independent Practice:
Release the students to
demonstrate their ability to
complete the activity alone.
Include complete directions
that explain what students
must do to complete the
activity.

Day Two:
Teacher: Does someone want to tell me what a
round character is? Students will answer. Great!
Can someone else tell me about flat characters?
Students will answer. Yes. Okay, yesterday was
an I-do we-do day, so today is a Students will
answer you-do day. So, I would like you to take
out your silent reading books and read for 15
minutes. When the timer goes off you may start
creating your two open-mind portraits. If you have
any questions please raise your hand. I will put
the directions for your portraits on the projector.
Open-mind Portrait:
1. Choose two characters from your book.
Ideally a protagonist and antagonist.
2. Draw the characters head and neck on blank
paper and color it in. The pictures should
resemble the characters physical
appearance.
3. Then I will cut out my drawing and thinking
pages. I will staple them together.

Adapted from Dr. Michelle Cosmah, EDT

4. Design the thinking pages. Thinking pages

must contain at least one page. The thinking
page, for the round character, needs to
contain at least 4 examples of what you
know about them. The thinking page, for the
flat character, must contain at least 2
examples of what you know about them.
5. Then we share our portraits! [Students will
share their personal portraits and discuss
what they wrote and the pictures they drew.]
Students will work independently, at their tables,
to create their two open-mind portraits.
Teacher: When you finish your open-mind portrait
please glue it into your reading journals to be
graded. I will be walking around the classroom to
provide assistance.
10. Closure: How will the
students demonstrate their
ability to meet the objective,
including how you will
measure & document this
ability?

Last 10 minutes of class:

At their tables, students will share their openmind portraits with one another. They will explain
how they know one character is round and how
the other is flat.
I will then collect their reading journals, to
evaluate that they met their learning objective.
ASSESS

11. Assessment Strategies

How you will document the
students ability to meet the
objective. (Degree) List

Target-Assessment Alignment Table

Objective

Degree

quizzes, rubrics, handouts,

or any additional
documentation related to
your assessment.
Formative: Measures
process/progress toward
mastery of target(s)

What must
the student
know & be
able to
demonstrate
?

In this space, describe how you

will assess (F&S) whether
students have met this objective.

Describe how
their silent
reading book
characters
respond or
change as the
plot moves
toward a
resolution.

Formative:
Checklist:
__ 2 Portrait pages
__ At least one thought
page for each character
__ 4 examples of how
one character is round.
Specific examples from
text.
__ 2 examples of how the
character is flat. Specific
examples from text.

REFLECT
Central Focus
Describe what was done (or could be done) to construct a learning
environment that supports the active and multimodal nature of
students language and literacy development.
How did the lessons this week build upon previous lessons? Provide
specific examples of how the lessons were linked in each of the
following domains: psychomotor, cognitive, and affective. How did
the links that were made help to deepen student learning? How do
you know (provide specific reasons)? What was the central focus of
the lesson(s)?
Supporting Students Development and Learning
Use principles from research and/or developmental theory to support
your explanations, where appropriate.
Adapted from Dr. Michelle Cosmah, EDT

o Explain how your understanding of the childrens development,

prior learning, and personal/cultural/community assets guided
your choice or adaptation of learning tasks and materials.
o Describe and justify why your instructional strategies and
planned supports are appropriate for the whole class and
children with similar or specific learning needs.
Monitoring Students Learning
Describe how your planned formal and informal assessments will
provide direct evidence of the active, multimodal nature of young
childrens learning of language and literacy throughout the learning
segment.
Explain how the design or adaptation of your planned assessments
allows children with specific needs to demonstrate their learning
Analyzing Teaching
Consider the variety of learners in your class who may require
different strategies/supports (e.g., children with IEPs, English language
learners, children at different points in the developmental continuum,
struggling readers, children who are underperforming or those with
gaps in academic knowledge, &/or gifted children).
o What changes would you make to better support
developmentally appropriate practices that promote language
and literacy development and take into consideration the active
and multimodal nature of students learning. (e.g., missed
opportunities)?
o Why do you think these changes would improve students
learning? Support your explanation with evidence of students
learning and principles from developmental theory &/or research
as appropriate.
Deepening Childrens Learning during Instruction
Explain how you elicited students responses to promote language &
literacy development and take into consideration the active and
multimodal nature of students learning.

 Explain how you made interdisciplinary connections through the

learning experience(s) to promote students development of language
and literacy.

Adapted from Dr. Michelle Cosmah, EDT

Adapted from Dr. Michelle Cosmah, EDT

Adapted from Dr. Michelle Cosmah, EDT

Adapted from Dr. Michelle Cosmah, EDT

Adapted from Dr. Michelle Cosmah, EDT