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Literacy Lesson Plan 1 (Day 1):

Name: Taylor Hoey Grade: 4th

Lesson EdTPA ELA Lesson 1 Date: 2/26/18


Title:
CCGPS or GPS Standard(s):
ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text

Classroom/Lesson Context (please check the following that apply):

__X__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s __6___ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___16__ Girls ___13__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies


Essential Question(s) What is the theme of a poem?
1-3 BIG ideas! How
can these questions be What strategies can I use to determine the theme of a poem?
used to guide your
instruction?

Central Focus/Lesson Central Focus: Students will be able to determine the theme of a poem from details in the text.
Objective(s)
Objectives are Lesson Objective: Students will be able to determine the theme of a poem by using the strategy
measurable and TRAP.
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Determine
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Theme, rhyme, rhyme scheme, line, simile, metaphor, figurative language, stanza
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Writing

Materials ClearTouch smart board, document camera, “Roar” by Katy Perry, “A Poison Tree” by William
What resources can be Blake (teacher copy and copies for each student), “Love That Boy” by Walter Dean Myers (will
used to engage be printed on exit ticket), ELA interactive notebook, Anchor chart, anchor chart handout, Exit
students? ticket

Introduction to  Begin lesson by reading aloud the lyrics to the song “Roar” by Katy Perry.
Lesson/  Before I begin reading, each student will receive their own copy of the lyrics to
Activating Thinking follow along with.
What is the ‘hook’ for  I will tell the students to listen carefully and to think about what they think this
the lesson to tap into poem means
prior knowledge and  After I finish reading aloud, I will have them write what they think this “poem”
develop students’ means, or what lesson is taught, on the back of their sheet.
interests? This should  Then, I will ask them to turn to their elbow partners to share what they wrote.
tie directly into the  We will come back together as a class to discuss the message of the song.
lesson’s objective and
 After that, I will introduce the term “theme” and begin the body of the lesson.
standard and should
promote higher level
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
thinking. How will
sentences): The set of conventions for this portion is writing. Students will write what they think
you introduce the the poem means.
content specific
vocabulary words? Language Discourse (structures of written or oral language; how participants of the content
***Use knowledge of area speak, write, and participate): The discourse in this portion of the lesson is students turning
students’ academic, to a partner to orally share their thoughts on the poem.
social, and cultural
characteristics.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
None needed.

Management Plan: I will walk around the room to monitor behavior and partner
discussions to make sure students are on track.

Body of Lesson/  Begin lesson by directing attention to anchor chart that describes theme, the steps
Teaching Strategies to find it, and some common themes of poems.
What will you have the  Students will follow along with a graphic organizer that matches anchor chart and
students do after you fill in the blanks
introduce the lesson to  After, I will check for understanding by asking the students to give me a thumbs
learn the standards? up or down for how well they are comprehending the material so far
What questions will  Then, I will model the strategies learned from the anchor by using the think-aloud
you ask to promote method with the poem “A Poison Tree” by William Blake
higher level thinking? o While doing this, I will make annotations on the poem while it is being
displayed on the smart board.
What opportunities o Although this is a think-aloud, I will have some students help with the
will you provide for annotations or ask them what words or phrases means to keep them
students to practice engaged.
content language/ o While I am thinking aloud and annotating, I will instruct the class to follow
along and annotate on their own copy of the poem.
vocabulary? What
language supports
will you offer? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): The set of conventions for this portion of the lesson is syntax because students will
writing in their graphic organizers and following along with annotations as they participate in
the think-aloud.

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
If needed, for the guided practice section the SpEd co-instructor will pull her small group
to lead them through the activity. I will repeat directions or questions as necessary.

Management Plan: While I am modeling the strategy, I will call on some students to give
input in order to keep class engaged and focused.

Closure/  After I have finished the think-aloud, I will have students read the brief poem
Summarizing “Love That Boy” by Walter Dean Myers.
Strategies: o Students will read the poem individually.
How will the students o I will instruct them to make their own annotations on their exit ticket write
summarize and/or the theme of the poem.
share what they have o I will walk around the classroom to monitor progress and behavior
learned to prove they Students will have 5-8 minutes to complete this short poem.
know and understand
the standard(s) and its
vocabulary? Will you Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
provide opportunities sentences): The set of conventions for this portion of the lesson is syntax. Students will be
for students to apply writing on their exit ticket the annotations and their determined theme of the poem.
new knowledge while
making connections to Language Discourse (structures of written or oral language; how participants of the content
prior learning? area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
I will repeat instructions as needed, and walk around to monitor progress. The Special
Education Co-teacher will also be monitoring and assisting.
Management Plan:
During this time, I will be scanning and monitoring class behavior and progress. I will deal
with behavior accordingly and assist those on the closure as much as possible without
giving them the answer.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).


Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning: I informally check for understanding during the body of the lesson by asking the students
How will students to give me a thumbs-up or down for how well they are comprehending the material at that
exhibit an point.
understanding of the
lesson’s objectives?
How will you provide The summative assessment for this lesson is the exit ticket at the end of the lesson.
feedback? What Students will have to read “Love That Boy” during the closure of the lesson and their
evidence will you assessment is to write annotations on the poem and then determine a theme on the exit
collect to demonstrate ticket.
students’
understanding/mastery
of the lesson’s
objective(s) including Assessment Plan for Learning Objectives (This is a plan and should be written as such;
their usage of remember to identify both formative & summative assessments throughout the lesson):
vocabulary?
I informally check for understanding during the body of the lesson by asking the students
to give me a thumbs up or down for how well they are comprehending the material at that
point.

The summative assessment for this lesson is the exit ticket at the end of the lesson.
Students will have to read “Love That Boy” during the closure of the lesson and their
assessment is to write annotations on the poem and then determine a theme on the exit
ticket.

Reflection/Analyzing I believe my lesson went well and I followed my written lesson plan steps almost exactly as
Teaching I planned. The students were extremely focused and did an impressive job during the
Effectiveness think-aloud. The think-aloud was more interactive than I had planned—I asked the
students what they thought certain lines meant more than I expected, but it turned out to
Reflection includes be a great growing and learning opportunity for them to talk out what each lines means in
characteristics of the “A Poison Tree.”
lesson and specific One specific improvement I would make is to make my graphic organizer larger and in a
examples on how it more accessible spot for all students to see. Because some students weren’t able to clearly
can be improved. see it, they had to move around or sit on the carpet in front of it. This caused inefficiency,
Improvements are wasted time, and unnecessary movement in the class. Because there was so much moving
based on the around and slight confusion about the chart, it made it more difficult to explain the chart
effectiveness and make it more impactful for the students, thus making the objective that day a bit
supported by evidence harder to achieve.
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Literacy Lesson Plan 2 (Day 2):

Name: Taylor Hoey Grade: 4th

Lesson EdTPA ELA Lesson 2 Date: 2/27/18


Title:
CCGPS or GPS Standard(s):
ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text

Classroom/Lesson Context (please check the following that apply):

__X__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s __X___ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__16___ Girls ___13__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies


Essential Question(s)
1-3 BIG ideas! How How can I determine the theme of a poem?
can these questions be How can I apply what I know about finding theme to determine the theme of Disney songs
used to guide your (poems)?
instruction?

Central Focus/Lesson Central Focus: Students will be able to determine the theme of a poem from details in the text.
Objective(s)
Objectives are Lesson Objective: Students will be able to determine the theme of a poem by listening to
measurable and familiar song lyrics and using the mnemonic TRAP with the help of guided practice.
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Determine
What academic
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Theme, rhyme, rhyme scheme, line, simile, metaphor, figurative language, stanza
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Demonstrating

Materials ClearTouch smart board, document camera, anchor chart, Anchor chart graphic organizer, ELA
What resources can be notebook, Disney Song lyrics handout, YouTube video of Disney songs, exit ticket.
used to engage
students?
Introduction to  Lesson will begin with a review of the strategies learned from yesterday
Lesson/  I will refer to the anchor chart and go through each step, asking students along the
Activating Thinking way to give me more in-depth reasoning as to why each step is important.
What is the ‘hook’ for  I will ask for examples of themes of poetry and what was the theme of the poem we
the lesson to tap into read yesterday (“A Poison Tree”).
prior knowledge and
develop students’
interests? This should Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
tie directly into the sentences):
lesson’s objective and
standard and should Language Discourse (structures of written or oral language; how participants of the content
promote higher level area speak, write, and participate): The language demand for this portion of the lesson is
thinking. How will discourse. Students will participate by orally answering questions that review content learned in
you introduce the the previous lesson.
content specific
vocabulary words? Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
***Use knowledge of and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
students’ academic, None needed for lesson introduction.
social, and cultural
characteristics. Management Plan: I will monitor behavior by walking around the room and using
proximity.

Body of Lesson/  During the body of the lesson, I will engage the students in guided practice, or the
Teaching Strategies “You do, I help” strategy.
What will you have the  I will hand out a sheet with four excerpts from popular Disney songs: “Let it Go,”
students do after you “Hakuna Matata,” “Happy,” and “You Got a Friend in Me”.
introduce the lesson to  I will inform students that we will be listening to these songs and determining the
learn the standards? theme using the steps we learned yesterday.
What questions will  We may not get through all four songs, but will get through at least two songs.
you ask to promote  On the smart board, I will play a Youtube video that has these four excerpts
higher level thinking? clipped together.
 Before I play each song, I will have students look at the title and read through the
What opportunities poem once. I will tell them that they will be making annotations while they are
will you provide for listening to the songs. Then, I will play the songs one at a time.
students to practice  While the song is playing, I will direct students to listen and make annotations on
content language/
their copy of the poem.
vocabulary? What
 I will pause the video after each song to let them finish annotations. I will be
language supports
circling around the room to view students’ progress and to guide students in the
will you offer?
steps of finding the theme.
 I will be make guiding remarks while the students are working, such as prompting
the class to think about what the mood is of the poem and what message or lesson
they have learned.
 We will continue this for each song. Again, we may not get through all four songs.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): The language demand for this portion is syntax. Students will be reading and
writing annotations on the poem and writing their determined theme of the poem.

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): None.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
I will walk around to monitor those with IEP/504s to see what annotations or conclusions
they are drawing; I will prompt them or repeat directions if needed. The SpEd Co-instructor
will also be circulating and aiding students as necessary.

Management Plan: I will circulate through the classroom to make sure students are on
track; I will use proximity to manage behavior.

Closure/  To close the lesson, I will ask students to share what themes they came up with for
Summarizing the songs that we got through.
Strategies:  I will point out that there might be many different themes that students came up
How will the students with and explain that this is normal because there might be more than one theme
summarize and/or in a poem and it can up to the interpreter.
share what they have
learned to prove they
know and understand Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
the standard(s) and its sentences):
vocabulary? Will you
provide opportunities Language Discourse (structures of written or oral language; how participants of the content
for students to apply area speak, write, and participate): The language demand for this portion is discourse.
new knowledge while Students will participate by orally sharing the themes they determined to the whole class and
making connections to we will discuss possible correct themes.
prior learning?
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
I will rephrase or repeat directions or questions if needed.

Management Plan: While we are discussing themes, I will pass out exit ticket slips to save
time and efficiently transition into the informal assessment.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).


Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning:
How will students Students will complete an exit ticket that answers the question, “What are the steps to
exhibit an finding the theme of a poem?”
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students’ Assessment Plan for Learning Objectives (This is a plan and should be written as such;
understanding/mastery remember to identify both formative & summative assessments throughout the lesson):
of the lesson’s
objective(s) including
their usage of
vocabulary?

Students will complete an exit ticket that answers the question, “What are the steps to
finding the theme of a poem?”

Reflection/Analyzing
Teaching
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Literacy Lesson Plan 3 (Day 3):

Name: Taylor Hoey Grade: 4th

Lesson EdTPA ELA Lesson 3 Date: 3/1/18


Title:
CCGPS or GPS Standard(s):
ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text

Classroom/Lesson Context (please check the following that apply):

__XX__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s ___X__ ELL
Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__16___ Girls __13___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies


Essential Question(s)
1-3 BIG ideas! How What steps can I use to determine the theme of a poem?
can these questions be
used to guide your How can I apply what I have learned to determine the theme of “The Road Not Taken” by
instruction? Robert Frost

Central Focus/Lesson Central Focus: Students will be able to determine the theme of a poem from details in the text.
Objective(s)
Objectives are Lesson Objective: Students will be able to determine the theme of a poem independently by
measurable and using the mnemonic TRAP
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Determine
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Theme, rhyme, rhyme scheme, line, simile, metaphor, figurative language, stanza
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Writing

Materials ClearTouch smart board, document camera, “The Road Not Taken” by Robert Frost (copies for
What resources can be each student), ELA interactive notebook, Anchor chart graphic organizer, Plickers cards,
used to engage Plickers app on smartphone, exit ticket.
students?
Introduction to  To begin this lesson, I will start with a review of how to determine the theme, as
Lesson/ well as the structures and elements of poetry.
Activating Thinking  To do this, I will use the app Plickers to engage and interest students, and to
What is the ‘hook’ for integrate technology into instruction.
the lesson to tap into  Questions that will be asked on the review will be about the steps to determining
prior knowledge and theme, what theme is, and specific structures and elements of poetry, such as
develop students’ “what is a stanza?” or “What is an example of a metaphor?”
interests? This should
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
***Use knowledge of sentences): None
students’ academic,
social, and cultural Language Discourse (structures of written or oral language; how participants of the content
characteristics. area speak, write, and participate): The language demand for this portion is discourse.
Students will participate by demonstrating their knowledge with the Plickers app. They will
hold up the answer they believe to be correct for me to check.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
The SpEd Co-instructor will be in the classroom to help students with IEPs if they are having
difficulty understanding questions.

Management Plan: While I am explaining how to do the activator, I will be passing out the
Plickers cards to save time.

Body of Lesson/  During the body of this lesson, students will engage in independent practice of the
Teaching Strategies steps we have learned to determine the theme of a poem.
What will you have the  Students will be given a copy of “The Road Not Taken” by Robert Frost.
students do after you  I will read the poem aloud to the students, and then read the poem again with the
introduce the lesson to whole class as a choral reading. I am doing this so that students who are not able
learn the standards? to read as well are able to hear and identify unknown words in the poem.
What questions will  I will help students decipher unknown words before they begin their independent
you ask to promote work, so that they will better understand the poem. Some unknown words might
higher level thinking? be “wood,” “wanted wear,” “trodden,” and “hence”.
 I will then direct students to engage in the independent practice of finding the
theme of the poem.
What opportunities  Students will have out their ELA interactive notebook in which their anchor chart
will you provide for note sheet is glued in. They may use this to refer to while reading and determining
students to practice theme of the poem.
content language/
vocabulary? What
language supports
will you offer? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): The language demand for this portion is syntax. Students will be writing
annotations on their poem and their determined theme, as well as referring to their graphic
organizer.

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): None

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
The SpEd co-instructor will pull her students with IEPs to a small group to guide theme in
doing this activity and assisting them as necessary according to their IEP plan.

Management Plan: I will be circulating around the room to assist any students that require
it. I will use proximity to monitor and control behavior. I will use small rewards for students
who are on task.

Closure/  To close this lesson, we will go over as a class what kind of annotations should have
Summarizing been made and what the theme is.
Strategies:  We will discuss that there could have been several interpretations as to what the
How will the students theme is; a poem might not just have one theme.
summarize and/or  If the students were unable to come to a correct conclusion of what the theme is,
share what they have then I will guide them with questions to arrive at an appropriate
learned to prove they  After we have come to a decision as to what the theme could be, I will ask the class
know and understand if there are any questions about determining theme, or if there is anything they
the standard(s) and its still don’t understand.
vocabulary? Will you  I will informally assess my students by asking them to give a thumbs-up or
provide opportunities thumbs-down about how they feel/confidence about finding the theme.
for students to apply
new knowledge while
making connections to
prior learning? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): None

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): The language demand for this portion is discourse.
Students will discuss as a whole class the correct annotations and theme of the poem.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
None needed.

Management Plan: I will circulate around the room and use proximity to control any
behavior issues.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning: In the closing of this lesson, I ask students to give me a thumbs-up/thumbs-down about
How will students their confidence and how they feel about determining theme of a poem.
exhibit an
understanding of the In the beginning of this lesson, I give an informal assessment using Plickers to see what
lesson’s objectives? they know about theme and the structural elements of poetry.
How will you provide
feedback? What At the end of this lesson, students will complete an exit ticket answering the question,
evidence will you “Write the definition of theme and how to find it in a poem”.
collect to demonstrate
students’
understanding/mastery Assessment Plan for Learning Objectives (This is a plan and should be written as such;
of the lesson’s remember to identify both formative & summative assessments throughout the lesson):
objective(s) including
their usage of
vocabulary?
In the closing of this lesson, I ask students to give me a thumbs-up/thumbs-down about
their confidence and how they feel about determining theme of a poem.

In the beginning of this lesson, I give an informal assessment using Plickers to see what
they know about theme and the structural elements of poetry.

At the end of this lesson, students will complete an exit ticket answering the question,
“Write the definition of theme and how to find it in a poem”.

Reflection/Analyzing
Teaching
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.