EdTPA General Lesson Plan Template

[Note: Delete all of the writing in italics as you complete each section]
[Note: All words and phrases in RED can be found in the EdTPA Glossary]

Grade Level: Kindergarten Number of Students: 23 Instructional Location: Skyview Elementary

Date: March 11, 2019

Lesson Goals
Central Focus of Lesson: Students will apply their knowledge of retelling stories to identify the main idea.

Standard(s) Addressed:
ELAGSEKRF1: Recognize and name all upper- and lowercase letters of the alphabet.
ELAGSEKRI2: With prompting and support, identify the main topic (main idea) and retell key details of a text (supporting details).
ELAGSEKRL9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g.,
in illustrations, descriptions, or procedures).
ELAGSEKL4: With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing
duck as a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue to the meaning of an unknown word.

Lesson Objectives and Demands

Content Objectives:
At the end of the lesson, the students will be able to identify the main idea and key detail of a story.

Key Vocabulary in Lesson:

Main topic, main idea, key details, supporting details.

Language Objectives:
syntax---writing, reading

Lesson Considerations
Materials:
Pencils
MaxScholar Phonics
Mister B Watch the letters get down on YouTube
Saxon
Heidi Sight Word Songs
St. Patrick Day books
Nonfiction books on the White House

Prior Academic Learning and Prerequisite Skills:

Understanding the structure of before/after/during in a story, sequencing of sentences, and basic grammar.

Misconceptions:

Pre-Assessment: Having students listen to a story being read and putting it in order.

Lesson Plan Details: Write a detailed outline via steps (NOT in a paragraph form) of your class session including instructional
strategies, learning tasks, key questions, key transitions, management techniques and strategies, student supports, assessment
strategies, and conclusion.
Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you
will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines.

Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning.
You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.

Lesson Introduction - “Before”: Setting the stage, activate and build background knowledge, introduce and explain

This is a continued lesson focusing on the main idea. Before the students review main idea, their focus is on recognizing their
letters and producing the letter sound. To motivate their ability of recognizing the letters and the sounds it produce, listen to
Mister B video as an activator. Mister B Watch the Letters Get Down is an alphabet song that says the letter, the sound the letter
makes, and a picture out to the side to represent the letter. Then, move on to the MaxScholar phonic program and Saxon to help
 the students learn how to write the letters or review their letter. The MaxScholar program is laid out. So this week, the students
will be reviewing letters: j, v, d, h, and o.

Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for
understanding throughout the lesson)

After the activator, ask the students what a main idea is. Then, introduce them to a St. Patrick Day book. Read the book of your
choice. At the end of reading, discuss what the book was about, the main characters, setting, and pick out some important facts
the students learned. Write the students responses on the smartboard. At the end of the reading, read a non-fiction book about
the White House. After discussing what the American symbol is and what it stand for, move into groups. Each group is based off
of the students’ ability.

Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for understanding

Groups work on cvc words, phonics, hand writing, and/or independent reading. After groups are over, review the learning target
and what main idea means. Go over the sight words by using the Heidi Song program.

Assessment: Due to the low ability of writing independently, an informal assessment will be given throughout the lessons. After the
reading, collect a group response on what is the main idea of the story. For the students that are capable of writing, they will do theirs
independently in a small group.

Evaluation Criteria:
For the lower literature learners, they will be scored differently. Indication of mastery for them is to be able to name the characters in the
story and important details about the characters. The medium to high level learners are to do the same, but also tell what the story is
about. Farther along the line, the lower literature learners should be challenged to give a report on what the story is about.

Next Step: What will be the most logical next step for students after this lesson?

Each day provides the students with a better knowledge of collecting key details to make an overall summary. In the following
lessons, their knowledge will be tested with smaller passages for them to read independently to find a main idea.

Extension:
 If time permits, I would have the students practice sketching out the main idea and writing about what they think is the main idea.
This allows the teacher to actually check to see how well a student can write and if they are heading on the right track. If a
student struggles with coming up with something, the teacher can rearrange small groups to help reteach the students who
struggles.

NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.

Lesson Plan Appendix and Commentary Section

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 1 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
This assignment is indirectly aligned to the stated objective of
finding the key details and main idea of a story.

Vein diagram comparing similarities and differences of two non- Evidence of Student Understanding:
fiction books. The vein diagram will be filled out by students. Little guidance
from the teacher. It monitors understanding by having the
students recall what they learned from the two reading.

Student Feedback:
I will provide positive feedback only by stating how I liked that
they found their fact to be interesting and to elaborate more on
it.
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated
objectives. Which objective(s) is it assessing?
 Describe assessment strategy here. Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of
student understanding of the concepts being taught.

Student Feedback:
Describe how you will provide feedback to students on this
assessment.

Note: Add more assessment strategy boxes here if needed.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

The way of retelling the main idea of a story links students’ prior academic learning and personal assets to new learning because it
follow allows with telling a story in order. After retelling a story, students can paint a big picture of what the story is actually about.
The readings connects to the students’ community assets because it deals with an American Symbol.

Grouping Strategies:
Students will be divided into groups based off of abilities. Due to a young age group, some students are not capable of
writing a full out sentence. However, they can say it verbally. For those students, their group will be modified as a
discussion group. For the more independent groups, they will be able to write down their ideas and receive frequent
check-ins with the teacher.

Planned Supports/Differentiation
Students with an IEP, 504, or other SPED needs will have smaller group members when it is time for small groups. This
is to allow more individual attention to the students. If there are a lot of students with specific needs, modify the lesson
to be repeated.
To challenge above average students, have them make prediction of what the main idea will be by doing a picture walk
and looking at the title. If there are no pictures, as a teacher pick out a few words from the story and have the students
come up with their own story using the words.
For students that finish early, allow them to practice independently by reading short passages that has been prepared.
After reading, they are to write or verbally answer what is the main idea and the key details of the story. For the
students that cannot do what is planned, break the assignment down for them. Have them do a first/second/third/etc.
activity over the reading. Many times, the students aren’t able to think of one solid theme for a story. However, a lot of
students are capable of retelling a story.

Supporting Literacy Development

Essential Literacy Strategies:

Students will be retelling a story to help them comprehend the strategy of this lesson.

Requisite Skills:
Students will be practicing their reading, writing, listening, and speaking skills while learning about the academic strategy.

Reading/Writing Connections:
Identify how your lesson helps students make reading/wr

Supporting Literacy Development through Language

Identify a Language Function:
Identify one language function essential for students to learn the literacy strategy within your central focus. Sample language
functions are analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, and summarize.
HINT…what language is used in your standard AND in your Objective?

Key Learning Task:

Identify a key learning task or activity from your plans that provides opportunities to practice the identified language function.

Additional Language Demands:

Given the language function and learning task/activity identified above, describe the following associated language demands
(written or oral) students need to understand and/or use…where and how in your lesson is this facilitated? In other words…HOW
are you asking your students to USE the language?
(1) Vocabulary or Key Phrases; (2) Syntax (writing/reading) or Discourse (listening, discussing, presenting)

Language Supports:
Describe the instructional supports during and prior to your task that help students understand and successfully use the language
function, vocabulary, and discourse or syntax demands.
How are you scaffolding or representing this concept? What specific pedagogical (aka teaching) strategies are you implementing
to help your students and deepen their connection with this concept?

Acknowledgements

Sources:
If ideas in this lesson were based on work from others, acknowledge your sources here