edTPA Lesson Plan Template

Subject: 3rd grade Reading Central Focus:

Poetry
Essential Standard/Common Core Objective:

RL 3.5: Refer to parts of poems when writing or Date submitted: Date taught: 2/ 27/2017
speaking about a text, using terms such as stanza;
describe how each successive part builds on earlier
sections.
Daily Lesson Objective:

Performance- Students will understand that a poem is organized into different sections called stanzas. Students will also
be able to refer back to specific stanzas to answer explicit questions about a poem.
Conditions- Students will work as a class and with partners to analyze text and answer explicit questions.
Criteria Students will have to receive 5 out of 6 correct answers to achieve mastery of this lesson.

21st Century Skills:

Use systems thinking, collaborate with others,
assess and evaluate information.
Academic Language Demand (Language Function and
Vocabulary):
Language Function: Analyze text to find answers to
questions in a specific spot of text.
Language Demand: Use newly introduced vocabulary to
identify parts of a poem.

Prior Knowledge:
Know what main idea is, be able to recognize a main character.

Activity Description

Last week we read biographies about many famous African American men
and women that made an impact in the world. Can someone remind me
what a biography is? Well today we are going to focus on a completely new
genre that you may or may not have read before. Sometimes this genre
describes nature, sometimes it describes a funny story and sometimes it
1. Focus and Review
describes animals. We even read a biography about a famous woman who
was known around the world for this type of writing. Can someone guess
what this new genre is? Its poetry! Now, I want you to turn and tell a partner
two things you already know about poems. (Create an anchor chart with the
students answers making sure they hit the words stanza and rhyme and
describe the terms they bring up).
2. Statement of Objective Today, you are going to be able to understand that a poem is organized into
for Student different sections called stanzas. Youll also be able to refer back to specific
stanzas to answer explicit questions about a poem.
3. Teacher Input We are going to look at a poem called A Penguins Life. Now one thing
about poems is that most of them have a topic that you can determine
from the title. Now, thinking about our title A Penguins Life can someone
tell me what they think this poem will be about? (student answer) Yeah
its probably about a penguin and what its life is like. The next thing you
need to know about poems is that each stanza, or section of the text, has
a main idea that builds on each other. First we are just going to read the
first part of A Penguins Life then we will go back and dig a little deeper.
(read A Penguins Life) So, lets go back and look at the first stanza. The
best way to find the main idea of each stanza is to ask yourself, What?
 So what? When we look at the first stanza what is the what? Well it talks
a lot about a penguin so Im going to say the penguin is the what. Now
you want to ask yourself, so what about the penguin? (insert what the
poems first stanza says about the penguin.) Can someone put those two
together to tell me what that stanza was about? Now lets go on to the
next stanza. (continue using the two questions, What? And so what? to
figure out main idea of the individual stanzas. Briefly describe how the
stanzas build off of each other.) Sometimes, you will see questions asking
you about specific stanzas of a poem so you will need to go back and
count the stanzas to know what is being talked about in the area the
question is talking about. When you write out the numbers beside the
stanzas it will help keep you organized when you are answering
questions. (Have the class count out all the stanzas and lines of the
stanzas weve gone over so far.)
Now, I want us to do the next few pages as a class. (Read next stanza) Can
someone tell me what the what of this stanza is? Now somebody else tell
4. Guided Practice
me so what about the (what)? So what do we think this stanza is about? (I
will jot down the main idea of each stanza on the side of the flipchart.
Continue this process for the rest of the stanzas in the poem.)
I am going to put you in partners and with your partner you are going to read
a poem called Little by Little. Before you read I want you to number the
stanzas. Then after you read you are going to have 6 questions to answer
5. Independent Practice
about what you read where you will have to refer back to a specific stanza to
find the answer. Once you finish bring your papers up to me and I will tell
you what to do after that when you come see me. (student will read while the
rest of the class finishes).

6. Assessment Methods of Students will be informally assessed on their ability to number the stanzas
all objectives/skills: and will have to get 5 out of 6 questions correct to achieve mastery of this
lesson.

(Everyone on carpet) Can someone tell me what a poem is divided into?

7. Closure What are the two questions we use when we are trying to discover the main
idea of a stanza? What is one way we can keep ourselves organized when
answering questions about a certain stanza in a poem?
This section is not completed unless the lesson plan has been
implemented.
Measure how well students were able to achieve the performance/criteria
8. Assessment Results of
from the daily lesson objective.
all objectives/skills: What percentage of your students achieved mastery (as outlined in your criteria)?
Based on student performance, what strengths do students exhibit in regards to the
expected performance (as outlined in the daily lesson objective)?
For students who did not achieve mastery, what kinds of errors did they make?

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

I will pair students with different learning abilities together.
If one is struggling then the other partner could help the
struggling one and the one that might not fully understand
could maybe ask a question the more advanced student
might not have thought to ask therefore, deepening both
of their understanding.
During intervention the students who seem to be
exceling in this topic will be given more advanced poem
to try out the strategies they learned on.
The group that is struggling with the lesson will be
pulled aside and will review the questions from the lesson
and the teacher will review the steps to identify the main
idea of the stanza.
Materials/Technology:
Flipchart, Anchor chart, class set of both A Penguins Life and Little by Little, class set of the question
worksheet.

CT signature: ________________________ Date: ______ US signature: ___________________Date: ____