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Standards (For total unit – list in order taught - add rows as needed):
1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and
major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate,
describe characters, settings, and major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.
Pre-Assessment: (Beginning of unit assessment to determine what needs to be taught in unit.) Summative (End of Unit) Assessment: (What formal assessment will be done to
demonstrate students have an understanding the concepts and acquired the skills of the standards? Must be
Asking questions to determine students’ understanding of tales. written prior to the beginning of the unit. Attach to end of unit.)
Diorama created by students based on details from one of the stories read in class.
Content Standard 1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
What standard(s) are most relevant to
the learning goals?
Student Learning Goal(s)/ Students will be able to re-tell a story including the problem and solution.
Objective(s)
Students will be able to describe the climate and one or more physical features of the setting of the story.
Skills/procedures
What are the specific learning goal(s) Students will be able to identify the main character and talk about his actions that move the story forward.
for student in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies2
What are the specific learning goal(s)
for students in this lesson?
1 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates
to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
2 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject
specific components.
Prior Academic Knowledge Students must already be able to retell familiar stories, including key details (K.RL.KID.2)
and Conceptions
Students must already be able to orally identify characters, setting, and major events in a story (K.RL.KID.3)
What knowledge, skills, and concepts
must students already know to be Students must already be familiar with the concept of culture.
successful with this lesson?
What prior knowledge and/or gaps in
knowledge do these students have that Students have not had a wide exposure to stories from other cultures.
are necessary to support the learning of
the skills and concepts for this lesson? Students have not yet learned how to give additional details about characters, setting, and events in stories.
Common Errors, Students may have no context for the setting of this story and no guesses as to where it might take place and that it could be modern day. This
Developmental is an opportunity for a discussion on the variety of cultures around the world.
Approximations,
Misconceptions, Partial
Understandings, or
Misunderstandings
What are common errors or
misunderstandings of students related
to the central focus of this lesson?
How will you address them for this
group of students?
Instruction The teacher will show the class the book Bringing the Rain to Kapiti Plain and say, “Looking at the cover, who can guess where this story is from? What
___20_______ makes you guess that? How can we know from the cover that this story probably doesn’t take place in Tennessee, or even America?”
Minutes
The teacher will allow students to make inferences and describe their reasoning.
What will you do to
engage students in The students will probably point out the landscape, animals, clothing of the character on the front, etc. If not, the teacher can prompt them by pointing out
developing these details.
understanding of the
lesson objective(s)? The teacher will read the story.
How will you link the
new content (skills and
After reading the story, the teacher will call on different students to reach into the “story bag” and pull out a prop. The teacher will then ask, “Why is that in
concepts) to students’ the story bag?” and allow students to re-tell parts of the story related to that object. Then the teacher will ask, “What would happen if _____ wasn’t in the
prior academic learning story?” and let the students imagine and describe how the story would be different.
and their
personal/cultural and
community assets?
Structured Practice After the “story bag” activity the teacher will hand out story maps for students to fill in. The teacher will demonstrate on the board, asking “Who is the story
and about? Where did it happen? What happened in the beginning? What happened in the middle? What happened at the end?”
Application Students may name many details, some minor. To guide students to judge which details are more important, the teacher will say (for example), “Did Ki-pat
__________ stand on one leg in the story?” (“Yes.”) “Did his arrow shoot the cloud so the rain could come?” (“Yes.”) “If Ki-pat stood on two legs, would the story be very
Minutes different? If his arrow didn’t shoot the cloud would the story be very different? How?”
How will you give Based on responses, the teacher will know whether additional examples are needed or not.
students the opportunity
to practice so you can
The teacher will then assign students numbers from 1 to 3. She will then say, “Make a group. Each group should have 3 people, and there should be a 1, a 2,
provide feedback?
and a 3 in each group.” Once the students have formed clusters the teacher will explain, “This is your story telling group. If you’re a 1 you’ll tell the beginning
How will students apply of the story. Then the 2 will tell the middle. Then the 3 will tell the end.”
what they have learned?
Closure The teacher will give opportunities for different groups to briefly re-tell the story.
____5______
Minutes
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or
misunderstandings:
Student As stated, the teacher will assign numbers and divide the class into groups that way. Prior to this activity, the teacher will think about which students may be
Interactions better suited for certain numbers.
What Ifs This book is a longer story book, although the rhyme and cadence make it fun to listen to. If the students seem restless, the teacher can have them interact with
the story by listening and providing sound effects at certain points along the way (Moo, thunder clap, etc.)
What might not go as
planned and how can you
be ready to make
adjustment?
Theoretical
Principles and/or
Research–Based
Best Practices
Why are the learning The story is simple enough for students to remember the details and their sequence. The story map requires some writing but not so much that it is
tasks for this lesson overwhelming, just enough, rather, to guide students.
appropriate for your
students?
Materials Teacher- “Bringing the Rain to Kapiti Plain,” “story-bag” with cut-outs and props related to objects in the book (cardboard cloud, bow and arrow, toy cow,
blade of dry grass, etc.), copies of the story map worksheet, dry erase marker.
What materials does the
teacher need for this Students- pencil
lesson?
What specific way(s) will students Students will need to listen and speak in order to answer questions about the story. They will need to be able to read and write to follow along
need to use language (reading, writing, with the example story map and fill out their own copies.
listening and/or speaking) to participate
in learning tasks and demonstrate their
learning for this lesson?
What are your students’ abilities with They will need guidance when filling out story maps. Some words will be unfamiliar in the story but the teacher can briefly explain or have
regard to the oral and written language students infer by context clues.
associated with this lesson?
How will you support students so they By using academic language when speaking/responding to them and correcting them as needed.
can understand and use the language
associated with the language function
and other demands in meeting the
learning objectives of the lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment Description of assessment Modifications to the assessment so that all students Evaluation Criteria - What evidence of student learning
(Informal or Formal) could demonstrate their learning. (related to the learning objectives and central focus) does the
assessment provide?
Informal Students will re-tell the story in Prompting, assigning students numbers that fit best This assessment will let the teacher know how well student
groups. with their abilities. can recall the important details of the story and tell them in
order.
Analyzing Teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the lesson tomorrow?
Justification
Why will these changes
improve student
learning?
Resources:
Content Standard
1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
What standard(s) are most
relevant to the learning
goals?
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally approp
describe characters, settings, and major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.
3 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates
to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
4 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject
specific components.
students in this lesson?
Prior Academic Students must know the meaning and importance of characters and setting and understand that every story has a beginning, middle, and end.
Knowledge and
Students need practice in identifying key characters and events in a story.
Conceptions
What knowledge, skills,
and concepts must
students already know to
be successful with this
lesson?
What prior knowledge
and/or gaps in knowledge
do these students have that
are necessary to support
the learning of the skills
and concepts for this
lesson?
Common Errors,
Developmental
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings
What are common errors
or misunderstandings of
students related to the
central focus of this
lesson?
How will you address
them for this group of
students?
Instruction
___20_______ The teacher will say, “Pull out your story maps. Look at the cover and first few pictures of this story. Judging from the pictures, what do you think the setting
Minutes is?” The teacher will explain that it’s from the Yurok culture in California and have students fill out that portion of their story maps.
Structured Practice The teacher will pass out a sequencing activity. Students will work with a partner put the sentences in order, then work individually to illustrate the sentences.
and
The teacher will monitor students and assess whether additional guidance is needed.
Application
___15_______
Minutes
Closure The teacher will say, “Tell your shoulder partner about a time when you had to solve a problem.”
___2_______
Minutes
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or
misunderstandings:
The text is short enough that it can be read again if students aren’t able to recall details for the sequencing activity. If students don’t remember from the
previous story, the teacher may pull out that book too and use it to jog their memories.
Student Students will listen to the story and answer questions as a whole, then work with a partner, then work individually.
Interactions
The teacher will modify the sequencing activity and take that into consideration when pairing students.
How will you structure
opportunities for students
to work with partners or
in groups? What criteria
will you use when
forming groups?
What Ifs Timing may not go as planned. If time is running out students may choose one part of the sequencing activity to illustrate rather than all of them. If there is lots
of leftover time, the teacher may read the story (or have students read it) while other students listen and act out the parts.
What might not go as
planned and how can you
be ready to make
adjustment?
Theoretical Having begun the story map the day before, students will have additional practice in filling out this story’s details. Today’s story also has some things in
Principles and/or common with Bringing the Rain to Kapiti Plain, so students should be able to draw some parallels.
Research–Based
Best Practices
Materials Teacher- A copy of When the Sun Fell from the Sky
Dry erase marker
What materials does the Copies of sequencing worksheet.
teacher need for this Colored construction paper.
lesson?
Students- pencil, coloring materials, scissors, glue.
What materials do the
students need for this
lesson?
What are your students’ abilities with Students shouldn’t have any trouble with the vocabulary in this book. They will need prompting when filling out story map.
regard to the oral and written language
associated with this lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment Description of assessment Modifications to the assessment so that all students Evaluation Criteria - What evidence of student learning
(Informal or Formal) could demonstrate their learning. (related to the learning objectives and central focus) does the
assessment provide?
Informal questions Different levels of questions aimed at students Whether students can connect the abstract idea in this story
to the problems they face.
Analyzing Teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the lesson tomorrow?
Justification
Why will these changes
improve student
learning?
Resources:
So the people tried to toss the sun back up into the sky. “If the sun does not shine, how can we fish?” the men cried.
“We know a song that might help,” said one raccoon. One day, long ago, the sun fell from the sky.
As they sang, the sun floated back into the sky. No one knew what to do.
Lesson Plan Model5
Lesson Title/#: The Turnip
Content Standard
1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
What standard(s) are most
relevant to the learning
goals?
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, desc
characters, settings, and major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or
events.
Student Learning Students will be able to use illustrations and sentences from the story to gather descriptions about characters.
Goal(s)/
Students will be able to explain how stories change over time through oral tradition.
Objective(s)
Skills/procedures
What are the specific
learning goal(s) for student
in this lesson?
Concepts and
reasoning/problem
solving/thinking/strategie
s6
What are the specific
learning goal(s) for
students in this lesson?
Prior Academic
5 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates
to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
6 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject
specific components.
Knowledge and Students should already be able to retell stories from memory and give examples of folk tales we’ve read in class.
Conceptions
What knowledge, skills, Students have not learned how folk tales like the ones we’ve been studying have been passed down.
and concepts must students
already know to be
successful with this lesson?
What prior knowledge
and/or gaps in knowledge
do these students have that
are necessary to support
the learning of the skills
and concepts for this
lesson?
Common Errors, Students may be confused about stories orally handed down and books that have been written in recent years. The teacher can give examples of each,
Developmental using the classroom library.
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings
What are common errors
or misunderstandings of
students related to the
central focus of this
lesson?
How will you address them
for this group of students?
Structured Practice After the students fill out their story maps, the teacher will divide students into groups of 6 and instruct them, “You’re going to re-tell the story through
and practicing a skit with your group. You’ll act out the story like it is in the book BUT I will give you one change to make in your story.”
Application The teacher will allow students time to get into groups and then talk to each group about the change they are to incorporate into their story, reminding them to
_____20_____ use what we’ve learned about each character in their skit.
Minutes The changes are:
How will you give 1. It starts to hail
students the opportunity 2. The cat and mouse don’t get along
to practice so you can 3. They’re trying to pick a big bunch of bananas high up on a tree instead of a turnip
provide feedback? 4. Dedoushka has the chicken pox
How will students apply
5. The turnip is magic and can give them one wish
what they have learned?
The teacher will give students time to practice their skits and perform in front of the class.
How will you determine
if students are meeting
the intended learning
objectives?
Closure
____2____ Minutes The teacher will say, “Think of another change you could make to the story and tell your neighbor.”
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or
misunderstandings:
If students struggle with adding the extra detail to their skits, the teacher can model an example for them.
Student The class will play the opening game and listen to the story as a whole.
Interactions Students will work in groups of 6 to perform skits. If some groups have extra, a narrator may be added. If not enough, the story can be tweaked.
How will you structure Students will be allowed to choose their own groups but the teacher may pull certain students to even out the numbering.
opportunities for students
to work with partners or
in groups? What criteria
will you use when
forming groups?
What Ifs Some groups may get carried away with the skit portion. The teacher may use a timer to ensure an equal amount of time for each group.
Theoretical
Principles and/or
Research–Based
Best Practices
This story is appropriate for acting out because of the repetition and sparse dialogue.
Why are the learning
tasks for this lesson
appropriate for your
students?
What materials does the Students- pencil, Story Map from earlier in the week
teacher need for this
lesson?
What specific way(s) will students Students will use writing to continue to fill out their story maps. They will listen to the story being read aloud (twice) and will also demonstrate
need to use language (reading, writing, listening skills when watching other groups perform their skits. When acting with their groups students will be speaking in front of the class.
listening and/or speaking) to participate
in learning tasks and demonstrate their
learning for this lesson?
What are your students’ abilities with Students are already familiar with the terms on the story maps. The character’s names will be difficult for them to pronounce and write, so the
regard to the oral and written language teacher should model by writing them on the board.
associated with this lesson?
How will you support students so they Primarily through modeling the proper language and prompting/correcting as needed.
can understand and use the language
associated with the language function
and other demands in meeting the
learning objectives of the lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment Description of assessment Modifications to the assessment so that all students Evaluation Criteria - What evidence of student learning
(Informal or Formal) could demonstrate their learning. (related to the learning objectives and central focus) does the
assessment provide?
Content of skits will be modified to provide the This assessment will show whether students can remember
Informal Students will perform a skit right level for students. key details and character qualities from a story.
Analyzing Teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the lesson tomorrow?
Justification
Why will these changes
improve student
learning?
Resources:
7 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates
to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
Learning Central Focus
Central Focus Friendship, dreams, perspective
What is the central focus for the content
in the learning segment?
Content Standard 1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
What standard(s) are most relevant to 1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters,
the learning goals? settings, and major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.
Student Learning Goal(s)/ Students will be able to describe the main characters in a story and point out what is unique about each and what is the same.
Objective(s)
Skills/procedures
What are the specific learning goal(s)
for student in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies8
What are the specific learning goal(s)
for students in this lesson?
Prior Academic Knowledge Students should be able to recognize not only the characters of a story but the main characters of a story.
and Conceptions
Students have had some practice using pictures as a guide to character descriptions but haven’t yet relied almost entirely on text for this.
What knowledge, skills, and concepts
must students already know to be
successful with this lesson?
What prior knowledge and/or gaps in
knowledge do these students have that
are necessary to support the learning of
the skills and concepts for this lesson?
Common Errors, This story has many details and students may get distracted from the main point of the lesson. The teacher may choose to leave out the last few
Developmental pages as they are not part of the story but rather facts from around the world.
Approximations,
Misconceptions, Partial
Understandings, or
8 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject
specific components.
Misunderstandings
What are common errors or
misunderstandings of students related
to the central focus of this lesson?
How will you address them for this
group of students?
How will you start the The teacher will play a video of clouds (https://www.youtube.com/watch?v=Z4kfI-cHTX0) and pause it several times to let students look for shapes in the
lesson to engage and clouds and tell the class what they see.
motivate students in
learning?
Instruction The teacher will say, “Did that make you think of anything? Have you ever heard of the man in the moon?” (Allow students to answer if they have, if not,
_____20_____ explain, “Some people look at the moon and think it looks like the face of a man. In other cultures people have different ideas about what the moon looks like.
Minutes That’s what today’s story is about.”
How will you link the On the board the teacher will write “Fox” and “Mole.” Students will take turns reading their strips of paper and then tape their strips under the corresponding
new content (skills and character.
concepts) to students’
prior academic learning
and their The teacher will say, “On the back of your story map, draw two circles like this:
personal/cultural and
community assets?
How will you engage “On one side write ‘Fox’ and on the other side write ‘Mole.’ Let’s compare them. Thinking about theses sentences on the board, what kind of character is
students to help them Fox?” Students may say, “Brave, a dreamer, excited, likes adventure.”
understand the concepts?
The teacher will say, “What kind of character is Mole?” Students may say, “Scared, worried, likes to eat worms.”
What will students do?
The teacher will say, “Now compare them. What is the same about them?” Students may say, “They’re both good friends. They both try to go to the moon.”
How will you determine
if students are meeting
the intended learning
The teacher will demonstrate by writing the similarities in the middle.
objectives?
Students will follow along by filling in their Venn Diagrams. If they have difficulty thinking of ways to describe the characters, the teacher will read the
sentences again, emphasizing emotion.
Structured Practice The teacher will say, “Get out your scissors so you can make a finger puppet. Then you and your partner will use your puppets to re-tell the story. Remember
and what Mole is like and what Fox is like- some things about them are the same but a lot of things are different.”
Application Have students work in pairs practicing their finger puppets, the put sets of pairs together to watch and perform.
____20______
Minutes Students will apply what they’ve learned by re-telling the story, putting special emphasis on the qualities of each character. After performing as one character,
students will trade puppets with each other and voice the other character.
How will you give
students the opportunity
to practice so you can
provide feedback?
Closure The teacher will say, “Compare this story with other stories we’ve read this week. Did it remind you of anything?” Allow students to answer. They may
____2______ suggest, “Animals helping each other, working toward a goal, problem solving,” etc.
Minutes
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or
misunderstandings:
Students may have trouble thinking of adjectives to describe the main characters. The teacher can offer/write several suggestions and have students weed out
the ones that don’t fit the characters.
Student Students will work in pairs and each pair will have an additional pair of students to work with while they perform/listen. The teacher can let students pick their
Interactions partners but have partners rotate if trouble arises.
What Ifs Students may have trouble listening when it’s their turn to watch other students’ puppet shows. The teacher can model acceptable and unacceptable behavior as
a reminder.
What might not go as
planned and how can you
be ready to make
adjustment?
Theoretical
Principles and/or
Research–Based
Best Practices
Why are the learning
tasks for this lesson
appropriate for your
students?
Materials Teacher- copy of The Fox in the Moon, dry erase marker, copies of finger puppet templates, tape, set of quotes from the book
What materials does the Students- pencil, scissors, coloring materials, story map from earlier in the week
teacher need for this
lesson?
What specific way(s) will students Students will listen to the story, write in their graphic organizers, and speak when retelling the story to each other and answering questions.
need to use language (reading, writing,
listening and/or speaking) to participate
in learning tasks and demonstrate their
learning for this lesson?
What are your students’ abilities with Students have by now had lots of practice retelling stories. They will need modeling when filling out their graphic organizers.
regard to the oral and written language
associated with this lesson?
How will you support students so they By modeling through speaking and writing.
can understand and use the language
associated with the language function
and other demands in meeting the
learning objectives of the lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment Description of assessment Modifications to the assessment so that all students Evaluation Criteria - What evidence of student learning
(Informal or Formal) could demonstrate their learning. (related to the learning objectives and central focus) does the
assessment provide?
Informal Puppet show put on by students Allow certain students alternate time frame for Through the puppet show the teacher will see what students
performing remember from the story and if they grasp the comparison of
the two main characters.
Analyzing Teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the lesson tomorrow?
Justification
Why will these changes
improve student
learning?
Resources:
“It’s impossible.”
“It’s cold up here and I get dizzy every time I look down.”
Content Standard 1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
What standard(s) are most relevant to
the learning goals?
Student Learning Goal(s)/ Students will be able to describe characters using details from a story.
Objective(s)
Students will be able to remember the details of a story so they can tell it themselves.
Skills/procedures
What are the specific learning goal(s)
for student in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies10
What are the specific learning goal(s)
for students in this lesson?
9 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates
to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
10 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject
specific components.
Prior Academic Knowledge Students have already had some practice in using text/pictures in a story to gather information about the characters.
and Conceptions
What knowledge, skills, and concepts
must students already know to be
successful with this lesson?
What prior knowledge and/or gaps in
knowledge do these students have that
are necessary to support the learning of
the skills and concepts for this lesson?
Common Errors, Students may go too far and begin to describe things we don’t know about the characters from the text. The teacher can call their attention back
Developmental to the story and ask where they found that.
Approximations,
Misconceptions, Partial
Understandings, or
Misunderstandings
What are common errors or
misunderstandings of students related
to the central focus of this lesson?
How will you address them for this
group of students?
Instruction The teacher will call on students to read their rankings and say, “Explain why you put them in that order.”
____15______
Minutes Then the teacher will say, “If a rabbit and a turtle were having a race who would you think would win and why?” Allow students to explain their guesses and
reasoning.
What will you do to
engage students in The teacher will say, “We’ll read today’s story and see if you’re right. A ‘hare’ is a kind of rabbit.” (Writes “hare” on the board.) “And a tortoise is like a turtle
developing that lives on land.” (Writes ‘tortoise’ on the board.) “This story is called ‘The Hare and the Tortoise.’ It’s a very old story that people have told for a long time.”
understanding of the
lesson objective(s)? The teacher will read “The Hare and the Tortoise,” and ask, “Raise your hand if you thought the hare would win. Why didn’t he? What does that tell us about
him?”
How will you link the
new content (skills and
concepts) to students’ Have students fill out information in story maps.
prior academic learning The teacher will say, “We might not know the place this story takes place, but we do know what was happening. What were they about to have?”
and their
personal/cultural and Students: “A race.”
community assets?
Teacher: “So for the setting we can write ‘race.’ What do we know about the hare? What about the tortoise?” The teacher will continue to guide students in fill
What will you say and in out their story maps.
do? What questions will
you ask?
Structured Practice After reading and discussing the story the teacher will say, “Just like you ranked the animals by who was the fastest, I want you to rank the stories we read this
and week. Write the numbers 1 to 5 and next to number 1 write the book you liked the best and continue down the list. Now, you’ll choose one of your top favorite
stories from this week and you’ll make a diorama based on it. The diorama should show the characters, the setting, and an important part of the story.”
Application
____20______ The teacher will show a model as an example and give students time in class to begin working on their dioramas.
Minutes
Closure The teacher will say, “Tell your neighbor 3 things you’ve learned this week.”
___2_______
Minutes
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or
misunderstandings:
Students may tend to be overly creative but not spend enough time putting actual details from the story into the diorama. The teacher can repeatedly stress the
rubric.
Student Students will be working individually on their rubric but if helpful could divide up according to the stories they chose so the teacher could address groups as a
Interactions whole when answering questions and getting feedback.
What Ifs Students may have a foggy idea of what a diorama is, even after seeing a model. The teacher can show additional examples online and give students examples
of materials to use.
What might not go as
planned and how can you
be ready to make
adjustment?
Theoretical While previous lessons have focused on orally re-telling stories, this gives students a more creative means of recreating a story.
Principles and/or
Research–Based
Best Practices
Materials Teacher- Aesop’s Fables, various craft materials including shoeboxes, dry erase marker
What materials does the Students- pencil, coloring materials, story maps
teacher need for this
lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment Description of assessment Modifications to the assessment so that all students Evaluation Criteria - What evidence of student learning
(Informal or Formal) could demonstrate their learning. (related to the learning objectives and central focus) does the
assessment provide?
Formal Diorama Additional brainstorming with teacher; modified The assessment will show that students can retell a story
rubric if needed complete with characters, setting, and key events.
Analyzing Teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the lesson tomorrow?
Justification
Why will these changes
improve student
learning?
Resources: