Student Teaching edTPA Lesson Plan Template

Subject: Central Focus:

Reading, Economics Comprehension

Essential Standard/Common Core Date submitted: Date taught:3/17

Objective:
RL.2.6 Acknowledge differences in the
points of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud
2.E.1.4 Explain why people and
countries around the world trade for
goods and services.

Daily Lesson Objective:

Performance: Students will define goods and service and explain why they are traded while
identifying characters points of views through dialogue
Conditions: group, independent
Criteria: Students will be given the opportunity to earn 8 total points throughout the lesson. 8
points will be awarded formally through a worksheet. Students will need to receive 6 out of 8
points or 75% to show mastery.

21st Century Skills: Academic Language Demand (Language Function

and Vocabulary):
Communication and collaboration during
group discussion Predictions: students will be making predictions
Work independently throughout the story and about the characters point
of view.

Prior Knowledge:
Students should be aware of what a good and a service is before this lesson.
Students should have an idea of what point of view is.

Activity Description of Activities and Setting

Time

1. Focus and Review Teacher will review with students what a good and a 5-7 mins
service is Teacher will provide examples of both asking
the students to identify them

2. Statement of Today I am going to be reading Erandis Braids to you 3 mins

Objective guys. We are going to be analyzing the characters points
for Student of view. (ask/discuss point of view). Also, I want you
guys to listen to how I read. Do I want to talk monotone
 and boring like this? (voice example) or do I want to talk
like this? (speak with enthusiasm for example) As I read
I want you guys to mentally (in your head) try and
identify any goods or services.

3. Teacher Input Teacher reads Erandi Braids to class. Teacher will 10-12
pause throughout story asking HOTS questions to check mins
for comprehension and see if the class is following
along.

4. Guided Practice 15 mins

Activity for goods and services. Students will be divided
into 2 teams. A set of cards will be placed for each
group. Students will draw a card one at a time and
identify if it is a good or service. Then they will flip the
card over to see what physical activity (hop/walk
backwards) they will do to get to the other side of the
room to place their good/service card. Then they will skip
back to return to their team.

At the end myself and the CT will count each team's

correct number of cards. Teacher will then discuss the
incorrect cards.

5. Independent 15-20
Practice Students will complete worksheet of points of view with mins
2 questions at the bottom about services/trades.

6. Assessment FORMAL: For the assessment students will be given a worksheet

Methods of with Erandi and her mother from the story on the page. Students will
all have to put at least 2 items/descriptions under each name identifying
objectives/skills: points of view for a total of 4 possible points. Students will then
answer two short answer questions, 2 points each for a total of 8
points.

7. Closure Teacher will take up completed worksheet. Teacher will 10 mins

then review and reflect on the lesson with the students.
Teacher will review POV with the class by asking
examples of POV of Erandi and Mama by filling in larger
version of the worksheet using the doc cam. As the class
helps fill in the chart, teacher will ask HOTS questions to
 understand why the students think their example relates
to POV.

Teacher will then flip over and go over the questions on

the back about goods/services/trades. Teacher will ask
for volunteers to share.

8. Assessment
Results of All students met the objective
all
objectives/skills:

Targeted Students Student/Small Group

Modifications/Accommodations Modifications/Accommodations

English Language Learner: We could use Struggling readers: partner students into groups
pictures for vocabulary; and use Spanish- to complete worksheet.
English dictionary to find certain words.

Autism Spectrum: My class has a student

with Autism, he is very artistic, and prefers
learning by illustrating. He will be
illustrating how the characters change
instead of writing.

Materials/Technology: Erandis Braids, worksheet, paper, pencil, doc cam.

Reflection on lesson:
Separate document

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______