edTPA Lesson Plan Format

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Student Name: Margaret Lowitzer
Grade and Topic: 4th grade ELA Length of Lesson: Homework and 1.5 hours in class

CENTRAL FOCUS:
 Students will learn to write in different ways that they can use later in life. One of these
ways is a supported opinion, or argumentative essay.

 Students should already know how to form paragraphs and type on a computer.

STANDARDS ADDRESSED:
4th grade Writing Standards: 1. Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure
in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.
ISTE Standard:
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with
learners of other cultures
d. Contribute to project teams to produce original works or solve problems

LESSON OBJECTIVE(S):
 After reading a book and watching the film adaptation of it, students will write a critique
of what was done well, or not done well, when the book was brought to the screen. After
writing they will upload their work to a website.

 Student will read the book and watch the film on their own time at home. This
assignment is similar to a book report and writing will be done in class.
MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE
ASSESSMENTS:
 There will be a brainstorming worksheet done so that students are kept on the right track
before they turn in their final work.

 The main assessment will be quality of writing seeing as the objective addresses writing
with opinion.

 Students who are not capable of typing and/or putting their thoughts on to paper will be
given a partner to help them achieve those things.

MATERIALS:
 Student provided: book, film

 Teacher provided: a library they can pick books from, laptops for typing and uploading
work.

BACKGROUND and RATIONALE:

 This lesson serves to teach the basics of opinionated writing through critique of someone
else’s work.

 It’s building writing skills. As these children get older they will be expected to critique
great literary works and so this basic critique sets a foundation.

 Since this is an assignment that can be advanced through the child’s own initiative, I am
only planning for assistance to those children who may not be able to type.

 Considering if the “slang” they may use in their writing is something they hear from their
household. Appreciating those different points of view in how they view the movie as
well.

PROCEDURES AND TIMELINE:

 Introduction: Introduce each of the book choices and allow the students to pick them
out. Remind them to be reading and viewing the film over the next week. On the day
every one should be ready to write introduce the assignment by telling all the students
they’ve been hired to a newspaper and their first assignment is to review a movie based
on a book.

 Procedures:

o 5 minutes – computers will be distributed amongst the students

o 20 minutes – students will read articles on how movie adaptations should be

critiqued and then go through a prewrite/brain storming process.
 o 15 minutes – after prewriting we can discuss as a class. I will ask if they have
included certain things in their prewrite and give them a time to ask me questions
after which they will begin writing.

o 30 minutes – as they begin writing I will walk up and down the aisles ensuring
students are on the right path; if they aren’t I can direct them at this point. The rest
of the time will be spent on the students writing their reviews.

o 10 minutes – students will print their 1-2 page critique and turn it in to the
teacher.

 Closure: As a class, we will come back together to discuss what the purpose of the
assignment was.

ASSESSMENT EVIDENCE:
 The paper will be graded on a rubric.

 To ensure that students understand the opinionated writing is after the assignment, we
will read examples of fact vs. opinion and discuss what is what and why they are.

MODIFICATIONS:
 Students who did not grasp the idea of writing a supported opinion will be asked to edit
their paper under my guidance, or the guidance of a student who has a firm understanding
of the skill.