Template designed by Sturm (2016)

edTPA-Style Technology Lesson Plan (Modified for EDU 276)

Name(s): Jessica Putcher and Ashley Pennington Date: 2/9/17
Lesson Title: Charlottes Web Subject: English
Age or Grade Level: 4th Grade Number of Students: 20 Length of Lesson: 60 Minutes
Central Focus The main focus of this lesson is to be able to draw information from the text and
make connections using the parameters given by the teacher.
Essential Strategy Jigsaw

Prior Academic Students must be able to read and comprehend literature, including stories,
Knowledge dramas, and poetry.
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson?

Common Core State CCSS.ELA-LITERACY.RL.4.1

Standards or New York
State Standards Refer to details and examples in a text when explaining what the text says
Include # and text explicitly and when drawing inferences from the text.

http://www.corestandards.org/ CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text;

summarize the text.
CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on

specific details in the text (e.g., a character's thoughts, words, or actions).

Learning Objectives
Instructional Materials
What do you need in order to
teach this lesson? Be sure to
provide citations to anything that
you did not create.
Assessments
Describe how you plan to monitor
student learning (formally and/or
informally)
Technology
Describe how technology is used
on both teaching and learning.
Students will be able to connect text to real world experiences as well as find
key details and differences within the text.
Charlotte's Web novel
Word Web
Pen
Dry Erase Marker
Eraser
The teacher will monitor student learning by visiting each group and scaffolding
as necessary. The teacher will make note of each groups progress throughout the
unit. The lesson is very informal, we will talk to each groups on what they
discovered.
Students will go through each level of the game and identify the given prompt.
https://www.scholastic.com/charlottesweb/perfectword.htm
Word Web Doc:
https://docs.google.com/drawings/d/1vkBomWcWgKKeHrPhKvEeTRBTBKHT
3umoTsnsBjD-glc/edit

Introduction to Lesson
Write short descriptions
here
Description of What Teacher and Students Do:
What does it mean to you to be a friend? Discuss the topic of friendship to get
the students thinking and effectively communicating. Also, create a class word
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 Template designed by Sturm (2016)
web using adjectives that describe friend and what being a friend really means.

[Example:
Introduction to Key
Vocabulary Words]
Questions for teacher to ask: How did you feel? Were the people around you
kind and welcoming or mean and unfriendly? How did that affect your attitude?
Why can it be scary to meet new people and make new friends? Why is it
important to welcome others when they are in a new situation?
Adjective, adverb, noun, verb, preposition, subject,...etc.

Students will be conversing with teacher and peers to begin the lesson. Based
on their chosen activity, they will engage with peers.

Instructional Activity
Write short descriptions
here
Description of What Teacher and Students Do:
To begin the lesson the teacher will gather the students on the carpet for a mini
lesson. During the mini lesson the teacher will ask the students what it means to
be a friend. The students should come up with enough words to start a word web.
Explain to the students that they will be making their own word webs when its
time. After the class gets a good start on the word web and there are no questions,
the students can split up into their pre-assigned groups and begin working on their
group project. The students have the option to use a computer, a tablet, or a laptop
for access to any work they may need to do online.

Extension/Closure Activity
Description of What Teacher and Students Do:
Write short descriptions We could give another copy of the spider web for students to record their thoughts
here as they read. These thoughts would include the theme, emotions, motifs, parts of
speech. Each web will have its own topic for students to fill out as they read.

Appendix

Word Web Link

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 Template designed by Sturm (2016)

EDU 276 Lesson Plan Commentary

Ashley Pennington, Jessica Putcher

EDU 276
Instructor: Carrie Davenport
Due date: 2-9-17

Central Focus
The main focus of this lesson is to be able to draw information from the text and make connections
using the parameters given by the teacher.

Essential Strategy
Essential strategies are strategies that can help students to learn effectively. Some examples
include: close reading, visualization, questioning the author, comparing & contrasting, the stages of
writing (planning, drafting, revising, editing, publishing), making predictions, summarizing,
sequencing, and word study.

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a. We used a reading workshop. For the lesson, students are in groups
describing and connecting the text with their lives. In a reading workshop, students
are learning reading strategies and and gaining comprehension.
b. This lesson incorporates both reading and writing. We would read chapters
from the book as a class every day and make connections to our lives. The student
would keep a journal of what they want to add to our web and discuss the general
themes of the book. We will go over questions that arise and have open discussions.

Instructional Methods
Instructional methods are ways of teaching content, not to be confused with essential strategies.
Some examples include: think alouds, modeling, read alouds, direct instruction, shared writing,
guided reading, think-pair-share, class discussion, cooperative learning (like jigsaw), reciprocal
teaching, or simulations.
a. We used multiple strategies including think pair share, class discussion,
guided reading, read alouds.
b. Scholastic.com for one of the workshop groups, handouts and Charlottes Web
novel.

Technology Incorporation
We included the website scholastic.com to encorporate technology into the lesson. In our classroom,
we would have a smart board where we could follow along and write responses and thoughts we
have while discussing the book. Students will be encouraged to come up to the board to write their
responses and thoughts. The smart board allows for collaboration, allows the students to be more
involved in the learning process and gives them practice and building confidence in using
technology.

Supporting Student Learning

This lesson is appropriate because technology is very versatile and allows for creativity in the
classroom. Students will be able to work in small groups and collaboratively with teacher and peers.
The teacher will move around the classroom and has the opportunity to work with individual students
or pairs if needed.

Assessment
The teacher will move around the the room and make sure that students are active participants and
staying on task. The spider web will show how much they retain and connect the story to their lives.

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 Template designed by Sturm (2016)

References

Charlotte's Web: Pick the Perfect Word. (n.d.). Retrieved February 07, 2017, from
https://www.scholastic.com/charlottesweb/perfectword.htm

White, E. B., & Williams, G. (1952). Charlotte's web. New York: Harper & Brothers.