edTPA Lesson Plan Template

Central Focus:
1 points
Students will demonstrate understanding of key details
in a text.

Subject:
Reading
Essential Standard/Common Core Objective:
1 point
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
Daily Lesson Objective:
5 points (must have all three parts)

Date submitted:

Date taught: March 23, 2016

Performance- Students will be able to describe who the story is about, what the story is about, where the
story had taken place, when the story took place, and why this story is important. They will be doing this by
writing notes answering who, what, when, where, and why. We will be reading a story on the smart board
about Jackie Robinson.
Conditions- Students will be given a worksheet (example attached to lesson). This worksheet outlines who,
what, when, where, and why. The students will fill these worksheets out as we read about Jackie Robinson.
Afterwards students will create a baseball card with this information.
Criteria Students will create a baseball card. But before completing the baseball card I will give students a
worksheet to fill out while we are reading. The worksheet will cover who, what, when, where and why.
Afterwards I will check students worksheets before they complete their baseball card. Students will be
required to get 4 points out of 5 points correct. Each topic [who, what, when, where and why] is 1 point. Once
students have the correct information I will have them transfer information on the back of the baseball card
they are creating.
Adapted from: O'Bannon, B. (2002). Planning for instruction: Writing objectives. Retrieved from http://itc.utk.edu/~bobannon/writing_objectives.html

21st Century Skills:

1 point
We will use a smart board to read a passage about
the first package, Jackie Robinson. We will
underline key facts in the passage as a class.

Academic Language Demand (Language Function and

Vocabulary):
2 points
Recall: Students recall information they read about
Summarize: Students write key facts they learned on a
baseball card

Prior Knowledge:
Students should have an idea about what we are looking for when answering who, what, when, where and
why. Students should also know what baseball is.

Activity

Description

1. Focus and Review

10 points

2. Statement of Objective
for Student
10 points

3. Teacher Input
10 points

4. Guided Practice
10 points

5. Independent Practice
10 points

Good morning class! Today we are going to learn about Jackie

Robinson and Babe Ruth, two famous baseball players. Has anyone
here ever heard of Jackie Robinson or Babe Ruth? Awesome! We are
first going to read about Babe Ruth and while we are reading we are
going to practice looking for key facts that answer who, what, when,
where and why! Afterwards you are going to read about Jackie
Robinson on your own and underline key facts that answer who,
what, when, where and why.
Today we are going to really focus on answering who this story is
about, what this story is about, when this story took place, where this
story takes place, and why this story is important!
So today we are going to read all about Jackie Robinson and Babe
Ruth. We are going to read about Jackie Robinson together first
and I want you to listen quietly and just focus what this passage is
about. The second time I want you to keep in mind: who this story
is about, what this story is about, when this story took place,
where this story took place and why this story took place.
As I am reading the story I will stop and check in with students
understanding by asking questions about key terms. While I am
reading the second time I will have students jot down notes in who,
what, when, where and why. After the second time we read, I will
have students tell me key parts that I should underline that they
included in their story. I will also underline what I felt was important.
So today we are going to practice how to summarize who this story is
about, what this story is about, when their story took place, where
this story took place, and why this story is important. I am going to
read this story first time and while I am reading I am just going to
underline parts that I find important.
**Underline key facts**
Now see how I read and underline key facts as I read? I am going to
read it a second time and this time you are going to underline what
you think is important and remember keep in mind you want to
underline facts about who, what, when, where, and why!
Read the second time and make sure students are underlining.
Ok class now I want you to overlook all that you have underlined.
Now we are going to fill out our who, what, when, where and why
bubbles.
Give students some time.
Ok class can someone tell me who this story is about? What this
story is about? When this story took place? Where this story took
place? Why is this story so important?
Now that we have all practiced how to find who, what, when, where
and why in a story we are going to read about another baseball
player but this time you are going to work on your own! You all are
going to read about Babe Ruth. Has anyone ever heard of Babe
Ruth? You are all going to read all about him. Now I want you to fill
out your own who, what, when, where and why bubbles about Babe
Ruth. When you finish reading you can complete your own baseball
card! On the back you will write about who you just read about, what
this person did, when this story took place, where this story took
place, and why you think this person is important.

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

7. Closure
10 points

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

After students are finished with their bubbles and baseball cards I will
collect them and require they get 4 out of 5 correct or higher in order
to pass. Each topic [who, what, when, where and why] is worth 1
point. I will be looking for this on their bubble sheet where they
answered these questions.
Ok boys and girls would anyone like to share their baseball card and
what all they put on the back?
Awesome job yall.
Can someone tell me what the main idea of what we just did in this
lesson? What is the important thing you learned today?
Can you apply this to everything you read? Should you?
Good job!
This section is not completed unless the lesson plan has been
implemented.
In the Required Materials section, consider:
What items and supplies will be needed by both the instructor and
the students in order to accomplish the stated learning objectives?
What equipment will I need in order to utilize as many learning
modalities as possible? (visual, audio, tactile, kinesthetic, etc.)
How can I use materials creatively? What can I borrow from other
teachers?
Keep in mind that modeling and the use of hands-on materials are especially
effective in demonstrating concepts and skills to students. Look for ways to
make the learning goals concrete, tangible, and relevant to students.
The Required Materials section will not be presented to students directly, but
rather is written for the teacher's own reference and as a checklist before
starting the lesson.
Lewis, B. (2010). Lesson Plan Step #7 - Required Materials and Equipment. Retrieved from
http://k6educators.about.com/od/lessonplanheadquarters/g/reqd_materials.htm

Targeted Students Modifications/Accommodations

4 points

Student/Small Group Modifications/Accommodations

4 points

Students who are ELL will work with me so that way If students are struggling during their independent
I can assist them while they are reading. Also
work I will allow them to quietly ask their neighbor a
students who are physically disabled will be seated
question.
near the door in case of emergencies.
Materials/Technology:
1 point
Smart Board
Reading passage for Jackie Robinson [20]
Reading passage for Babe Ruth [20]
Who, what, when, where and why bubble sheet [20]
Baseball card cutout
Pencils [20]
CT signature: ________________________ Date: ______ US signature: ___________________Date: ____