TAPP Lesson Plan Template for edTPA (revised 10-2-18)

Teacher: M. Daniel Taylor Period/Time: Circle or highlight Day Day Day Day Day
the day: 1 2 3 4 5
Unit of Study/Topic: Reading Comprehension
Teacher Preparation: Where It All

Unpacking the Focus Standard

Focus Standard: (Only list the standard for this learning segment (lesson):

ELAGSE1RL1: Ask and answer questions about key details in a text.

Central Focus: Describe the central focus and purpose of the content. What are the important understandings and core concepts that you
want students to develop within the learning segment? Include the language function (verb/s).

My students will be able to generate questions before, during, and after reading by asking and answering who,
what, where, when, why, and how questions to comprehend the text.
Learning Targets/Goals/Objectives: (What do you want students to know and / or do? Use “I can” statements. Learning objectives
must align with the central focus (use the same words from the central focus).

I can ask the “who, what, when, where, when, and why” to understand key details in the text.

Prior Academic Skills & Prerequisite Skills related to the central focus: Describe what students already know, can already do and what they
are still learning.

ELAGSE2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

ELACC1RI2. Identify the main topic and retell key details of a text.

ELACC1RL3. Describe characters, settings, and major events in a story, using key details.

Time/Pacing: (Identify time allotted for each part of the learning Technology Use: (How are students and the teacher using technology?)
segment, i.e., Direct Explanation, Modeling, Guided Practice,
Assessment) Mimio Board
YouTube
1Day
https://www.flocabulary.com/unit/five-ws/v
Academic Language Demand: Check the appropriate language supports used in this learning segment.

Function Syntax Discourse X Vocabulary

x
Description of academic language demand selected above:

Prediction, Describe, Details, Prediction, Main Idea, Extracting, Analyzing

Key Vocabulary for this specific learning segment (lesson):

Cookies, Starving, Plenty, Doorbell, Smell, Rang, Share

Academic vocabulary for this learning segment: Tier 2 Academic vocabulary for this learning segment: Tier 3 Vocabulary Words
Vocabulary Words (high frequency, multiple meaning vocabulary, (content-specific vocabulary)
vocabulary used in multiple disciplines)
Predict - Main Idea
Analyze – Describe – Illustration – Details

TAPP - This document was developed specifically for TAPP candidates submitting an edTPA Portfolio to Pearson.
 TAPP Lesson Plan Template for edTPA (revised 10-2-18)
Scaffolding/Differentiation for this learning segment: Show Differentiation for this learning segment: Remember to identify the
differentiation for three groups: Whole group, students with differentiation component using the language of differentiation (content,
similar needs and/or IEP/ELL/504 students). Identify any supports process, product and learning environment).
to assist struggling learners. Scaffolding is gradually released as
students gain proficiency. For the lower level students, they will be able to complete
the graphic organizer by using pictures. The higher level
Graphic Organizers
will be required to write complete sentences to include
Modeling
capitalization and punctuation. They are required to draw a
Sentence Frames
picture.
Anchor Charts
Sentence Strips
Prior Knowledge
Direct Explanation
Explain what students should know and be able to do and how they
will be assessed.
What will the teacher do during this What will students
part of the learning segment? do during this part
of the learning
The teacher will share the segment?
lesson objectives and will
The students
inform students that they will
will listen to all
be reading a book today but
the instructions
before reading, they will have
and will ask
to predict the story by looking
questions to
at cover.
clarify
misconception
The teacher will also explain
that they might
that when anyone reads a book,
have.
some questions arise in their
minds and those questions need
to be answered for better
understanding of the book read.

The teacher will assess his

students through guided
questions, close monitoring and
By the end of
informal observation during
lesson the
class discussions, video watch,
students should
questioning before, while and
be able to
after reading, worksheet and
understand how
questions at wrap-up.
to generate
questions
before, during,
and after
reading, ask
and answer
who, what,
where, when,
why, and how
questions to
demonstrate an
TAPP - This document was developed specifically for TAPP candidates submitting an edTPA Portfolio to Pearson.
 TAPP Lesson Plan Template for edTPA (revised 10-2-18)
understanding
of key details in
a text.
Instructional Resources and Materials:

White board, questions handout/ teacher’s notes

Modeling the Lesson’s Concepts
Demonstrate the knowledge and skills for the lesson’s concepts.
If applicable, explain how technology will be used to facilitate the
modeling of concepts.
What will the teacher do during this What will students
part of the learning segment? do during this part
of the learning
The teacher will play segment?
Flocabualry video Titled:
The students
“Who, What, When, Where,
will listen to
Why”:
video and
https://www.flocabulary.com/u
teacher’s
nit/five-ws/v on projector. The
explanation and
teacher will explain the
will ask
importance of asking who,
questions
what, where, when, why, and
related to the
how questions before, during
concept taught.
and after reading.

Instructional Resources and Materials:

https://www.flocabulary.com/unit/five-ws/v
Guided Practice with Feedback
Provide students with opportunities to practice the concepts and
skills with teacher guidance and corrective feedback.
If applicable, explain how technology will be used to facilitate
guided practice.
During usage of technology, teacher will do … and student will
do…
What will the teacher do during this What will students
part of the learning segment? do during this part
of the learning
The teacher will introduce the segment?
book The doorbell rang by Pat
The students
Hutchins by showing the title
will predict the
page and back page and will
story by
ask students to predict what
looking at title,
will be there in the book.
cover and back
page.
The teacher will read the book
through shared reading process
by projecting the book on
mimio board.
The students
will read along
The teacher will ask some
and will ask
questions before, during and
TAPP - This document was developed specifically for TAPP candidates submitting an edTPA Portfolio to Pearson.
 TAPP Lesson Plan Template for edTPA (revised 10-2-18)
after reading. questions
related to story.
Brainstorming Before
Reading:
Questions will include: Before The students
reading: will answer a
Looking at the cover, what do set of questions.
you think this book will be
about? What makes you think
that?

What predictions can you make

about this story?

While reading:
Where is the setting?

Who are the characters?

What is the story about?

What do you think will happen

next? What makes you say
that?

After Reading:

What happened in the end?

In the end, were the children

happy to see Grandma? Why?

What would have happened if

grandma had not come?

What message do we get from

the story?

Have you ever shared your

things with others?

What feeling do you get when

you share things?

All these questions will be

asked verbally and will also be
displayed on a chart

TAPP - This document was developed specifically for TAPP candidates submitting an edTPA Portfolio to Pearson.
 TAPP Lesson Plan Template for edTPA (revised 10-2-18)
Instructional Resources and Materials:

Mimio Board Chart Paper with questions written,

Independent Practice
Allow students to practice the concepts independently using the
lesson’s skills, language, and/or practices.
If applicable, explain how technology will be used to facilitate
independent practice.
During usage of technology, teacher will do … and student will
do…
What will the teacher do during this What will students
part of the learning segment? do during this part
of the learning
The teacher will hand over a segment?
graphic organizer worksheet
The students
containing some questions.
will write
Questions include:
answers of the
given questions
Who were the characters in the
in the graphic
story?
organizer.
What was the story about?
Where did the story take place?
When did grandma arrive?
Why did mother said “But
grandma makes best cookies”?
How did the children shared
cookies among each other?
Instructional Resources and Materials:

Crayons, Color Pencils, Think Time, Writing

Journals
Review/Assessment of Standard and Learning
Objectives
Describe formal and informal assessments for this learning
segment (lesson). Are your assessments aligned with your
Standards, Central Focus and Learning Targets? Will these
assessments provide opportunities for students to demonstrate
their understanding of the full range of learning targets you have
established? If applicable, explain how technology will be used to
facilitate review. During usage of technology, teacher will do …
and student will do…
Informal/Formative Formal/Summ
Assessments: ative
Assessments:
Class discussions, video watch,
questioning before, while and
after reading.

Individual task- worksheet

TAPP - This document was developed specifically for TAPP candidates submitting an edTPA Portfolio to Pearson.