Student Teaching edTPA Lesson Plan Template

Subject: Reading Central Focus: Social Issues and how students can be heroes to a
cause they feel strong in acting against.
Essential Standard/Common Core Objective:
Date submitted: March 21, 2018
CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view
Date taught: March 21, 2018
influences how events are described.

Daily Lesson Objective:

Given a website, mentor text, and the students’ background information on social issues, students will analyze people’s
efforts in combating social issues present in the world today. They will complete a notecard based off the information
they learn in the presentations later in class with 80% accuracy.

21st Century Skills:

Academic Language Demand (Language Function and
Vocabulary):
Collaboration
Words students should know – brainstorm, research, social issues
Critical Thinking
Language Function:
Communication
Discourse: Exit ticket
Syntax: Turn and talk
Creativity and Innovation

Prior Knowledge:
Background knowledge of social issues
Books read previously dealing with social issues

Activity Description of Activities and Setting Time

Welcome class and ask them to come to the carpet.

“Today we are going to continue to learn about social issues that occur in the
world today.”

1. Focus and Review “Turn and talk to a partner next to you…what are some social issues you
know about or have read recently in class?”

Ask for a few partners to share out the issues they discussed. Ask them to start
brainstorming different social issues throughout this lesson.

“Today we’re going to describe how a narrator’s or speaker’s point of view

2. Statement of Objective influences how events are described in a story. You’re going to create projects
for Student to show how you can take a stand against certain social issues. You must get 4
out of 5 parts of the project correct.”
Today were going to talk about social issues in text

3. Teacher Input Authors perspective on that topic

Step further, what is our perspective on the topic

 When I say authors perspective, what does that mean?

Why would it be important for us to know the AP?

Read students mentor text - One Plastic Bag: Isatou Ceesay And The
Recycling Women Of The Gambia (8 minutes)

https://www.youtube.com/watch?v=gHskUChyKgs

“In Njau, we see the ways plastic bags were thrown on the ground
when they broke littering the streets as mosquito-infested waters
pooled in them and animals’ lives were threatened. Ask students to
consider these actions from a social justice perspective. Specifically,
you can support students to think about the lack of local resources in
Njau for trash disposal and compare it with resources in your students’
local community. Do they, for example, have local recycling centers
and grocery store collection of used plastic bags? What should the
global response be to help parts of the world with fewer internal
resources?”

Think about authors perspective.

WHILE I’m reading - The author put this here…why did they do? That makes
4. Guided Practice
me think…the social issue is…because…

Guiding questions after book is read:

What social issue is in the book? POLLUTION

What could you as a 5th grader do to fix this social issue? Recycling Centers,
Waste Pickup, etc

Kids can be heroes too…

Show students website: Kids are Heroes – Taking Action

www.kidsareheroes.org

Read a few of the stories as examples as students jot down ideas in their
notebooks of what social issue they may want to take action against.

What could they do to fix that social issue?

“You’ve been reading your social issues book…5 minutes brainstorming ways
you can be a hero as a 5th grader to fix the social issues in your books –
bullying, foster care, etc.”

5. Independent Practice “What could you do as a 5th grader to fix the issue of foster care in the United
States?”

Timer – “123 eyes on me”

 Students will then get with their reading groups or the other people who are
reading the same book as them. They will talk about the ideas they
brainstormed and come to a consensus on one idea to take a stand against. 5
minutes

“You should have come to a consensus…”

Students will research their choice of social issue on their Chromebooks and
will create a presentation of the action they will take as “Kid Heroes” against
a certain social issue.

2/3 people per group…

Students will create with a partner or group one of the following:
 Poster
 Google Slides Presentation
 Public Service Announcement/Skit

WRITE that the students must identify:

 The social issue each group chose

 The action the group is taking against the issue
 Why it is important to take the stand

The students must clearly identify what social issue they chose, be specific in
the action they are taking against the social issue, and why it is important to
take the stand.

25-30 minutes to complete

Formal – Notecards from Closure activity, projects students create

6. Assessment Methods of
all objectives/skills: Informal – Walking around observing work, participation in the lesson, engagement in
activities
The groups will then pair up and share the project with one other group.

Google Slides share with Mrs. Baran.

Pass out a notecard to each student. This notecard will be used to write about
the group they presented with:
 The social issue the group chose
 The action the group is taking against the issue
7. Closure
 Why it is important to take the stand

If the group is unsure of the answer to one of these questions, the presenting
group will be prepared to answer the question fully.

Students will be called to the carpet and we will wrap up the lesson by talking
about how what we were learning relates to the world today.

8. Assessment Results of Each group received a 100% on their project. 25 out of 25 students received a full score on
all objectives/skills: their notecards as well.
 Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:

1-1 reading of the book during small group breakouts Small groups formed based on reading level (reading groups)
Larger paper instead of notecard
More choices for presentations or an alternate Students/groups who are struggling to complete the project can
assignment go to the website we used earlier in class to look for ideas

Students who are succeeding can walk around to help students

who have not finished
Materials/Technology: Mentor text, computer, Chromebooks, halfsheet/noteboooks, poster paper, materials for skits,
notecards
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______