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: 5 Number of Students: 1 Instructional Location:

zoom Date: 2/16/2022

Lesson Goals

Central Focus of Lesson:

Previewing and predicting

Standard(s) Addressed:
Indiana Standard 5RN2.2: “Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.”

Lesson Objectives and Demands

Content Objectives:
The student will be able to preview and examine titles, headings, pictures, and other text
clues in order to predict what an article is about and determine if it is important and
relevant.
Language Objectives:
Predict, important, organized
Key Vocabulary in Lesson:
integrate, segregation, desegregate, tolerance

Lesson Considerations

Materials:
Ruby Bridges article, writing utensil, thinking map
Prior Academic Learning and Prerequisite Skills:
Students should be able to read at 3rd-4th grade reading level. Students should have a very
basic understanding of the civil rights movement.
Misconceptions:
Prediction must be about something that is going to happen in the future.
Lesson Plan Details: Write a detailed outline of your class session including instructional
strategies, learning tasks, key questions, key transitions, 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
First, we will do a brief review of last week’s lesson to assess the student’s understanding of
the previous lesson. We will recall what we learned about summaries, main ideas, and the
“Change Makers” article. The student should be leading the review and mentioning what she
remembers about each topic of review. The teacher should clearly demonstrate reviewing to
the student. The teacher should demonstrate her thinking and recall the previous lesson. The
teacher should ask the student-specific questions to help her recall important information from
the previous lesson. The teacher should guide the student to explain these topics. (no more
than five minutes)
Next, the teacher should explain the importance of titles, headings, pictures, and other text
clues when reading an article. The teacher should clearly state the objective, “The student will
be able to preview and examine titles, headings, pictures, and other text clues in order to
predict what an article is about and determine if it is important and relevant.” The teacher
should ask the student, “why is it important to pay attention to titles, headings, pictures, and
other text clues when reading an article?” The student should conclude that titles, headings,
pictures, and other text clues are important because they help readers predict what an article
is about and choose important and relevant articles. (Approximately five minutes)
Next, we will transition into a prediction riddle about Ruby Bridges. The prediction aims to
spark curiosity and get the student engaged in the material. The teacher should read each
clue and allow the student time to think and discuss who the mystery person might be. The
student should apply background knowledge and analyze the clues in order to construct a
persona for the mystery person (the student should be using clues to predict what the mystery
person is like - they do not need to be able to come up with a name). Continue reading the
remaining clues if the student guesses the correct answer before reaching the end of the
prediction riddle. (no more than ten minutes)
After revealing the correct answer to the prediction riddle the student should be able to
identify Ruby Bridges as an important figure in American History. The teacher should then
mention that we will be reading an article about Ruby Bridges but before reading the article
we will work with the titles, headings, pictures, and other text clues in the article.
(approximately two minutes)

Learning Activities - “During”: Active engagement in meaning making, explicit instruction,

and practice (you should be checking for understanding throughout the lesson)
The student should take out her copy of the Time for Kids “Ruby Bridges” article and the
“Prediction Bubble Map” worksheet. The student will be using the “Prediction Bubble Map”
worksheet inspired by David Hyrele’s thinking maps as a formative assessment to
demonstrate her understanding of how titles, headings, pictures, and other text clues can be
used in order to predict what an article will be about. The teacher and the student will not yet
read the article but simply look at the titles, headings, pictures, and other text clues paying
specific attention to how they organize the article.
The student will list the specific titles, headings, pictures, and other text clues as clues on the
“Prediction Bubble Map” graphic organizer (Have the student dictate this list rather than taking
the time to write it. The teacher should type the student’s response on to the graphic
organizer on the google slides). The student will then predict significance of each of these
features in the circles on the “Prediction Bubble Map” worksheet. The teacher will provide
guided practice for the first bubble. The teacher will identify the first clue and make a
prediction about its meaning with the help of the student. The student should identify the
second clue and make a prediction with the help of the teacher. Depending on the student’s
ability the third bubble can be guided or independent practice. The student should
independently identify the fourth clue and make her prediction on her own. After completing
the smaller bubbles, the student will write a one sentence prediction about the article as a
whole in the “Big Prediction” bubble. (approximately fifteen minutes)
Next, the student and teacher will read the article aloud together. The teacher should give the
student the choice to read or listen. While reading the article the teacher should stop the
reading and ask the student about the prediction she made. Were the predictions correct?
What did she not predict? The teacher should also stop the reading to highlight key
vocabulary: integrate, segregation, desegregate, tolerance. After finishing the article, the
teacher should model her thinking to the student. The teacher should explain how the graphic
organizer could help them if they wanted to write a summary. The teacher should also point
out any important information that was not in the graphic organizer. The teacher should then
demonstrate writing a one-sentence summary for the student. The teacher will then prompt
the student to compare their initial prediction with the one-sentence summary. (approximately
fifteen minutes)

Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for
understanding
Review the importance of titles, headings, pictures, and other textual clues when reading an
article. The student should be able to restate that titles, headings, pictures, and other textual
clues help a reader predict what an article is about and select articles with important and
relevant information. The student should be able to explain the significance of titles, heading,
pictures, and other textual clues in understanding an article. The student should be able to
recall key facts about Ruby Bridges, and reflect on her importance in American history.
(approximately ten minutes)
 Extension: How could you extend this lesson if time permits?
The teacher can share a brief scholastic video, “Celebrating Ruby Bridges.” This video will
allow the student to hear Ruby Bridges’s voice as well as see more photos of this historic
event. The teacher should prompt the student to evaluate the importance of Ruby Bridges in
American history and relate her historical action to modern day society as shown in the video.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are
referenced and utilized in this lesson.
Scholastic Video - Celebrating Ruby Bridges
Time for Kids - Ruby Bridges
prediction bubble map
ED 308 Lesson 2

Lesson Plan Appendix and Commentary Section

[Note: Complete the Sections Below Indicated by your Course Instructor]

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 2 formal or informal assessment strategies that occur in your detailed plan above.

Assessment Strategy #1: Alignment with Objectives:

Prediction Bubble thinking map This assessment showcases a student’s
prediction bubble map ability to identify titles, headings, pictures,
and other text clues and predict their
significance in the article’s meaning.

Evidence of Student Understanding:

The student will identify and state different
textual clues (titles, headings, etc.) and write
a short prediction about what the clue tells
the reader about the article.

Student Feedback:
I will provide the student with feedback by
asking them why they made their specific
predictions and asking them to compare their
predictions to what we actually learned in the
 text.

Alignment with Objectives:

Assessment Strategy #2: The student will share key ideas from the
article and reflect on the predictions made
while previewing the article

Contributions to discussion about key ideas Evidence of Student Understanding:

This assessment shows students
understanding of important information.
Student understanding will be demonstrated
by the student’s comments on key ideas and
the predictions.

Student Feedback:
Give the student specific feedback on her
comments about key ideas. Comment
specifically on why something is or is not a
main idea.
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:

In the previous lesson the student learned about journalism, main ideas, and summaries. In
this lesson we continue to develop these ideas and build upon them. The close reading of
the “Ruby Bridges” article also helps the student develop their understanding of agents of
change and the power of children. The impact of Ruby Bridges on American history can be
related to present day society.

Grouping Strategies:
Groups are not applicable for this lesson.

Planned Supports:
If necessary, the article can be accessed online and read aloud to the student through the
computer. A powerpoint presentation is provided to give the student the option to visually
process the clues to the prediction riddle for those that might struggle with auditory
processing or have hearing impairment (provided in the “ED 308 Lesson 2” Google Slides).

Acknowledgements
 Sources:
David Hyerele’s Thinking Maps

Reflection:
I felt so much better about this lesson than the first lesson. I feel like my lesson was better

structured and I was better able to manage my time while teaching this lesson. I think my student

did a great job with the prediction bubble map and saw how previewing a predicting are helpful

tools readers can use. I think that I should have spent a little more time discussing text clues with

my student. I think it would have been beneficial to show her examples of text clues and how

they are helpful. I think that it would have worked really well to look at a menu and look at the

different text clues shown. This would have connected the material to real life and been more

engaging for the student.