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: 2/23/22

Lesson Goals

Central Focus of Lesson:

Checking for understanding after each section

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:
Student will be able to choose an article after previewing several options. The student will
be able to assess their understanding of each section of the article and determine how the
different sections fit together as a whole.

Language Objectives:
Heading, article, section, details, main ideas, journalist, important

Key Vocabulary in Lesson:

Holocaust, annex, antisemitism, emigrate

Lesson Considerations

Materials: computer with camera, microphone, and zoom

Prior Academic Learning and Prerequisite Skills:
Student must be able to preview the different parts of an article and predict what
information the article is offering in order to determine whether the article is relevant to
them as a journalist.
Misconceptions:
You must read every article to determine if it is important and relevant.
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
At the beginning of the lesson, we will review topics discussed last week. The student will
recall previewing and predicting strategies. The teacher should prompt the student to explain
why it is important to preview an article before reading it. The student should arrive at the
conclusion that previewing a text allows the reader to choose the most important and
relevant texts. (about five minutes)
In order to pique the student’s interest, we will do a prediction riddle about Anne Frank. The
teacher should read each clue and allow the student time to think and build a profile of the
mystery person. The teacher should prompt the students to ponder these clues and activate
her background knowledge. The student should apply background knowledge and analyze
the clues to construct an identity of the mystery person or correctly identify the mystery
person. Continue reading the remaining clues if the student guesses the correct answer
before reaching the end of the prediction riddle. (5-8 minutes)
Lastly, the teacher should give the student a specific Journalist’s assignment. The assignment
should give the student a clear idea of what they will be doing next : “Imagine you are a
journalist who has been assigned to write an article about Anne Frank and how she has made
a change for Scholastic News.”
(1-2 minutes)

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

and practice (you should be checking for understanding throughout the lesson)
The student and teacher will preview two different articles about Anne Frank. The student and
the teacher will examine titles, headings, pictures, and other text clues in order to predict
what both articles are about and determine if they are important and relevant. The teacher
should demonstrate this process by thinking aloud and explaining what she thinks the titles,
headings, pictures, and other text clues tell the reader about the article. The teacher should
prompt the student to explain what the titles, headings, pictures, and other text clues might
be telling the reader about an article. The teacher should allow for independent practice by
asking the student what they think about the last title, heading, picture, or other text clue with
little prompting. (10-12 minutes)
Next, the student and the teacher will work together to contrast the two articles and choose
the more relevant article for the given journalist’s assignment. The teacher should type into
the graphic organizer on the presentation while the student dictates. The student should
dictate different point of contrast within the article. The teacher can prompt the student into
listing different point of contrast by asking questions such as:
“what do you think this article will tell us?”
“what will this article mention that the other article will not mention?”
The teacher should aim to find three points of similarity or difference to list in each box of the
graphic organizer. The teacher should then allow the student to determine which article
would better fit the journalist’s assignment. (12-15 minutes)
Lastly, the teacher and the student should read the selected article together. While reading
the article, the teacher and student should stop after each section and determine one main
idea for the section. For the first section the teacher should demonstrate their thinking and
clearly explain how she found the main idea. For the next section, the teacher should ask for
the student’s help in finding the main idea. For the third section, the teacher should help guide
the student find the main idea. And for the fourth section, the student should be able to dictate
the main idea of the section to the teacher with little or no help. (15 minutes)

Closure - “After”:
At the end of the lesson, we will do a brief review. The teacher will restate what it means to
preview an article and make predictions about it. Then the teacher and student will look back
at the graphic organizer we made from previewing the two articles and the teacher will ask the
student to explain how previewing the articles helped her determine which article would
better suit the assignment. Then the teacher will ask the student elaborate on her thought
process in finding the main ideas in each section and the article as a whole. The teacher
should ask the student, “As a journalist, why is finding the main ideas important?” Lastly, the
teacher should ask the student to select one thing that she learned about Anne Frank and
why it is important.

Extension:
Using the main ideas graphic organizer, work with the student to create a brief summary of
the article.
Another option is to preview a third article and decide if they think the article they chose was
the best choice or if they think the third article would have been a better fit.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are
referenced and utilized in this lesson.
https://kids.britannica.com/kids/article/Anne-Frank/384645
https://www.childrensmuseum.org/blog/10-facts-about-anne-frank
ED 308 lesson 3
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:

Choosing the most important and relevant
article
Shows the students ability to preview an
article, predict what the article might be
about, and determine what article is best.
Evidence of Student Understanding:
The student will demonstrate their
understanding by choosing the first, more
relevant article. The teacher can see student
understanding if the student successfully
picks the article more aligned with the
journalist’s assignment.

Student Feedback:
I will provide warm praise if the student
successfully picks the more relevant article.
If the student picks the less relevant article, I
will show her the journalist’s assignment
again and ask her to think about what article
will better help her answer the assignment.

Alignment with Objectives:

Assessment Strategy #2: Shows students ability to find main ideas
within a text

Evidence of Student Understanding:

Main Ideas graphic organizer The student will demonstrate their
understanding by helping the teacher explain
the main ideas in each section and
independently identifying main ideas.

Student Feedback:
 I will offer warm praise to the student for
successfully finding main ideas and offer
feedback to widen or narrow main ideas that
may be too narrow or too broad.
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 previous lessons 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 “Anne Frank” article also helps the student develop their understanding of agents of
change and the power of children. The impact of Anne Frank on global history can be
related to present day society and the power of writing.

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 power point 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 3” Google Slides). The graphic organizers will be typed by the teacher
and dictated by the student to allow the student to focus on understanding the
concepts rather than spending time typing or writing.

Acknowledgements
 Sources:
David Hyerele’s Thinking Maps
Prediction Riddle (desert Island Strategies)

Reflection:
I think that this lesson went really well! Since we discussed Anne Frank today I mentioned to the

student that my great-great uncle died in World War II and I actually got to attend his funeral in

2020. The student was very interested in hearing about my uncle and I think sharing about

myself really gained the student’s interest. I was surprised that the student was not familiar with

WWII and I had to spend more time building the student’s background knowledge than I

originally anticipated. One other challenge during this lesson was that my student lost internet

connection! One minute I was talking to my student and the next she was no longer in the zoom.

Thankfully she was able to get reconnected and we did not lose too much time!