Student Teaching edTPA Lesson Plan Template

Subject: Reading Essential Standard/Common Core Objective: CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Central Focus: Promote acceptance of one another through comparing and contrasting themselves to a character in the novel, A Bad Case of Stripes.

Date submitted: 3/11/2014

Date taught: 3/18/2014

Daily Lesson Objective: After creating a Venn Diagram, and discussing questions from the novel, A Bad Case of Stripes by David Shannon, SWBAT independently create a unique design of their own face and describe how their drawing represents their unique qualities. To successfully meet the objective, the student will need to color their

drawing, and write about how the drawing uniquely represent them.
21st Century Skills: Critical Thinking and Creativity Academic Language Demand (Language Function and Vocabulary): The students will learn how to compare and contrast themselves to characters in a novel.

Prior Knowledge: The student should be able to develop an understanding of characters feelings, and be able to focus on how they would react in a certain situation.

Activity

Description of Activities and Setting Hi class! Today, we are going to focus on things that are unique about us. We are going to be comparing and contrasting ourselves to others, which will help us gain an understanding of how characters in a novel may feel. Can someone raise their hand to tell me what it means to compare and contrast? Remember when you all dressed up for tacky day, and you had to choose which one of you wore the best tacky outfitwould that be an example of you comparing and contrasting? It would! You observed how you were dressed alike, and how you were different to choose the winner! So, do you think that we can compare and contrast ourselves again today? This time lets make a Venn Diagram! Have you ever heard of a Venn Diagram? *Point to the board* It looks just like this. I need a volunteer to come stand next to me, while the class compares and contrasts us. Later, you are all going to compare and contrast yourselves to a character in a novel. We are going to learn about how important it is to compare and contrast ourselves to characters in a story. Our Read Aloud will use the novel, A Bad Case of Stripes by David Shannon. We are going to have a discussion about this novel, so I will be asking you questions, which means that you have to pay close attention to the novel. You will use this novel to choose a character to compare and contrast yourself too, and you have to make sure that you list like qualities, and differences for the both of you. So, no parts of the Venn Diagram should be left blank. Later, you are going to get to use crayons/markers to create a face that resembles the main character in the story, but it is going to be your face instead. Your drawing has to be about you. You have to write about how the drawing represents you below your picture when you are finish. If you forget to write about your drawing then you will not receive full credit, and your drawing must have color as well. Lets get ready for the story, I need you all to move to the readers corner when I say go. You may sit on the floor, and move quietly holding bubble in

Time 6 Mins

1. Focus and Review

4 Mins

2. Statement of Objective for Student

3. Teacher Input

30 Mins

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure

your mouths. You have 10 seconds. Ready, set, go. *Count down from 10 to 0, speeding up after you get to 5. All eyes and ears opened, and mouths zipped closed*Begin introducing the title and author, and begin reading. Pause to ask questions for comprehension frequently.* Begin the discussion of the story with the following questions: 1. How would you feel if you woke up completely covered in stripes? 2. What do you think the students will say when they see Camilla? 3. The other kids did not use the E in NED (Encourage others) when they saw Camilla and laughed at her. How do you think Camilla felt? Has there even been a time when youve laughed at others? Why? Do you wish you hadnt? 4. How do you think the little old woman knew the cure for a bad case of stripes? 5. Camilla realizes that it is ok to be different. What would it be like if everyone was the same and only liked the same things? 6. What advice do you think NED would give to Camilla? Close your eyes, and picture yourself as Camilla. What advice would you want to hear if you were Camilla? Good job boys and girls! Now I need for everyone to get back to their seats when I say go. Ready, set, go! *Count down from 10 again* Earlier I 12 Mins mentioned that you would work on a Venn Diagram, comparing and contrasting yourself to a character that we just read in the story. I need help from my paper passers! Can you all help me pass out the worksheet? *Continue while the students are passing out the worksheets* Hopefully, you have an idea of what character you want to complete this activity on. If not, I am going to give you 15 seconds to close your eyes and reflect on which character you would like to choose. *Once the 15 seconds are up, introduce the worksheet to them.* Lets recapwhat goes in the top and bottom section of this Venn Diagram? What goes in the middle? Good Job! When you are done with this worksheet, you may add color to it, but you must stay quiet until it is time for the final activity. *Monitor the students while they are working on this activity. Assess them with questions such as, What character did you choose, why? You all did pretty well with your Venn Diagrams! Now we are going to move on to the final activity. I would like for my paper passers to help me pass out 12 Mins paper, and I need one volunteer to help me give a tub of markers to each table. Lets reflect on what Camillas face looked like, and how she went through many phases of shapes, stripes, and colors. You must think about what your face might look like if you were Camilla, and you are going to draw it and color it! Think about the entire lesson from todays story. When you are done coloring, I want you to tell me about your face, and how it represents you. Write about your drawing underneath the picture, and then hold you rdrawing up once you are done. *Monitor the students as they color and draw to ask them about the symbols they are choosing, and why.* Orally assess the students understanding to see if they understand how important it is to be themselves, by asking the students questions to see if they truly understand how important it is to be themselves. Informally observe/monitor the students while they write and draw. Ask them questions about what they are doing. Evaluate students understanding by checking how well they understand comparing and contrasting through what they list on the Venn Diagram. I think that we learned a lot today! After creating our Venn Diagram as a 5 Mins class, holding a discussion after reading A Bad Case of Stripes, getting to create your own Venn Diagrams on a character from the novel, and a drawing about your qualities, we gained an understanding about what it means to

follow our hearts. Its important to be ourselves. If your classmate wants to do something that makes them happy, then we should encourage them to do that right? Even if that means eating lima beans. What did we learn about how different we are from one another? Just because we have differences, it does not mean that we cannot get along, right? So, you all are going to continue to be who you are in Ms. Hosmers class? Lets give ourselves a thumbs up!

8. Assessment Results of all objectives/skills:

All of my students did well with this lesson. A few ESL students had trouble writing about how their drawing represented them, but they were able to substitute words with pictures to explain it instead. Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations Allow more time for students to work on independent activity, by letting them take it home to finish it. Grade the students, who are not as advanced, based on individual goals and class participation. Pair students who struggle with reading comprehension skills with students who do well with comprehending texts, so that they can work together to understand how to complete the Venn Diagram.

Materials/Technology: A Bad Case of Stripes written by David Shannon Venn Diagram Worksheet Blank Sheets of paper Crayons/Markers Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Cooperating Teacher Lesson Feedback Form Note: A complete lesson plan should be provided by the teacher candidate prior to observation. To be completed by the teacher candidate prior to observation Preservice Teacher: Date: 3/18/14 Time: 1:15 PM Observer: Elizabeth Hosmer School: Morehead STEM Academy Grade: 3

1. What are your goals and objectives for this lesson? After creating a Venn Diagram, and discussing questions from
the novel, A Bad Case of Stripes by David Shannon, SWBAT independently create a unique design of their own face and describe how their drawing represents their unique qualities. To successfully meet the objective, the student will

need to color their drawing, and write about how the drawing uniquely represent them.

2. What are some specific things you would like observed? I would like for the observer to observe my transition from moving from one activity to the next. I would like for them to give me feedback on how am I with using questions to make sure that the students are comprehending the information.

To be completed by the Observer: 3. Strengths to continue to build on: Pausing to check for student understanding on unfamiliar words Asking What do you think? questions to analyze levels of comprehension. Communicating behavior expectations Connecting the text to CCSS Connecting students to the text.

4. Suggestions for future lessons: Classroom management- keeping all students on-task*** Model different reading strategies during read-aloud

Have another student repeat the directions before everyone starts the activity.