Student Teaching edTPA Lesson Plan Template

Central Focus: Students will be able to identify text structures of

Subject: Text Structure
different passages.

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, Date submitted: March 13, 2017 Date taught: March 14, 2017
problem/solution) of events, ideas, concepts, or
information in two or more texts.

Daily Lesson Objective: Given a worksheet students will meet todays objective by identifying four out of six text
structures correctly.

21st Century Skills: Academic Language Demand (Language Function and

Learning and Innovation Skills- Students will use
critical thinking skills when determining the text
structure being used. Students will be doing this
throughout the guided practice and the independent
practice.
Life and Career Skills- social skills
In the guided practice students will be working with
one another to determine the text structure, this will
give students the opportunity to work with each
other and develop the social skills they will need.
Prior Knowledge: Students will need to understand the context of what they are reading.
Vocabulary):
Confirm, self-correct: Students will be confirming and self-
correcting as they tread through the text and decide which text
structure is being used.
Context, understand
Students will be reading, writing, and listening throughout the
guided, and independent practices and the teacher input piece of
the lesson. Students will also be speaking in the guided practice.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
Okay class remember yesterday we were talking about text structures? The
teacher will allow students to reflect on what they discussed in class yesterday
and have students discuss with their table partners what they can remember.
Can anyone tell me one of the six text structures we went over? Today we
are going to review the different types and talk about key words to look for
when determining the text structure of a passage.
Today we are going to review the different types of text structures and discuss
key words to look for when we are identifying the text structure. At the end of
the lesson you are going to use what we have discussed to determine the text
structure of various passages.

3. Teacher Input
I will start by reviewing the PowerPoint on text structures. I will go through
each and discuss which key words and tips to look for when reading a
passage to identify which text structure is being used. Then I will show a
passage and read it aloud to the classroom. The passage reads: Football and
baseball are two of the most popular sports in the country. They have many
things in common. For one, they are both team sports, and they both require
players to advance to an end or home point on the playing field. However,
football requires players to carry the ball to the end zone, whereas in baseball,
it is the defending team that controls the ball while it is in play. Hmmhow
can I identify the text? Lets think back to the tips we went over. What is the
author doing in this paragraph? Well I know he is talking about football and
baseball. Hes talking about how they are the same and how they are
different. So I do have a hunch, I think it is compare & contrast. Lets see what

4. Guided Practice
key words or phrases are present to identify the text structureit uses the
word both a lot. It says that they have many things in common but it also
shows differences. To be sure I can see if it fits in the graphic organizer and it
does! Im sure that the text structure of this paragraph is compare & contrast.
Now that you have seen me identify the text structure I want you to read the
next passage and turn and talk to your table partners and discuss which text
structure you think is being used. I will give the students time to talk with their
table and discuss which text structure they think is being used. I will call all the
groups together and ask multiple groups what they think. I will allow students
to respectfully agree and disagree. I will ask students why they chose that
specific text structure and what key words they found in the lesson.

5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
For the independent practice students will be given a worksheet with six
varying passages. Each passage will be using a different text structure and
students are to identify each. They will be asked to fill out a graphic organizer
for each, this is helpful for the students because they will be able to refer back
to these graphic organizer in the future. This is also one of the identifying tips,
if you have a hunch and are able to use the graphic organizer then there is a
good chance that you are correct. Students are to work independently. As
students are working the teacher will be walking around and checking on each
students progress.
For the assessment students will be given a worksheet with six varying passages. Each
passage will be using a different text structure and students are to identify each. They will
be asked to fill out a graphic organizer for each. Students are to work individually. The
assessment is the same as the independent practice. Students must identify at least four
out of the six text structures correctly to meet todays daily lesson objective.
After taking up the assessment, I will allow the students to turn and talk with
their table about the different text structures. I will have them talk specifically
about one of the passages, tell which text structure they chose for that
passage and what key words or phrases were used to determine it.

8. Assessment Results of 27 out of the 29 students achieved mastery for the outlined criteria.
all objectives/skills:

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

The classroom that I am in has a high number of gifted
students, so I was able to pick passages that were a
little more challenging for them.
If students are having a hard time during the guided practice
the teacher can add more examples for practice. If multiple
students are having a hard time learning the teacher may need
to revisit the teacher input section and find another way to
teach the strategy. If the students are still struggling allow them
to take the assessment but use it as a way to see where
students are getting confused and revisit the way the lesson
was taught and conduct small groups depending on the level
each student is on with understanding the concept.

Materials/Technology:
Projector/PowerPoint for the teacher input and guided practice
31 copies of the worksheet and passages
Marker for white board
Reflection on lesson:

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