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: 3/16/22

Lesson Goals

Central Focus of Lesson:

Using graphic organizers to show relationships of ideas

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 use a graphic organizer to show relationships of ideas

Language Objectives:
Journalist, article, preview, main ideas, graphic organizer

Key Vocabulary in Lesson:

Climate change, parliament, strike, autism, vegan

Lesson Considerations

Materials: computer with camera, microphone, zoom, writing utensil, graphic organizer
Prior Academic Learning and Prerequisite Skills:
The student should have a basic understanding of main ideas. The student should be able
to identify main ideas within an article.
Misconceptions:
Graphic organizers are busy work and do not deepen comprehension.

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
1. Read through the lesson objectives and agenda for the day (1 minute)
2. Review - prompt that student as necessary to answer the questions below. (5
minutes)
a. Why are previewing and predicting important?
i. The student should arrive at the conclusion that previewing and
predicting helps us understand what an article is likely about and select
the most relevant articles
b. Why is finding the main idea important?
i. The student should arrive at the conclusion that finding the main idea
helps readers understand the article better and take away the most
important information after reading
c. Why is it important to check for understanding after each section?
i. The student should arrive at the conclusion that checking for
understanding after each section helps deepen comprehension and
find main ideas within the text.
3. Next, play the youtube video “Who is Greta Thunberg? | Newsround” (2:40) to build
the student’s background knowledge. (3 minutes)
4. The teacher should give the student a specific Journalist’s assignment. This
assignment should tell the student what they should be looking for in an article while
previewing articles and transition into the first learning activity. (1 minute)
a. “Imagine you are a journalist who has been assigned to write an article for
Scholastic News about Greta Thunberg and how she has made a change.”
(10 minutes)
Learning Activities - “During”: Active engagement in meaning making, explicit instruction,
and practice (you should be checking for understanding throughout the lesson)
1. Next, the students and the teacher will read the “Greta Thunberg” article from
Britanica Kids.
a. Before reading the article, preview and predict what the article is going to be
about with the students. Ask the student to look at the text clues and predict
what the article will be about. Make sure that the student elaborates on their
thinking and explains why they made their prediction. (3 minutes)
b. While reading the article be sure to point out key vocabulary including:
i. Climate change - changes in the atmosphere and earth’s temperature
ii. Parliament - a body of government - these are leaders who make
decisions about laws
iii. Strike - a form of protest where people refuse to participate
iv. Autism - a condition that affects the development of the brain
v. Vegan - someone who does not eat animal products (meat, eggs, milk,
etc.)
c. The teacher should prompt the student to check for understanding after each
section (as learned in the previous lesson).
d. While reading the article the students and teacher will use the “Bubble Map”
graphic organizer to organize main ideas from the text.
i. After reading each section the teacher should take time to have the
student write down a main idea in the “Bubble Map” graphic organizer.
This should be guided practice. The student should write down main
ideas with the help of the teacher. The teacher should allow the student
time to try to fill out the graphic organizer and only step in to prompt the
student when they are struggling or heading in the wrong direction.
(20 minutes)
2. Next, the teacher and the student should compare and contrast Greta Thunberg to
another agent of change we learned about in the previous lessons (Ruby Bridges,
Anne Frank, or Malala Yousafzai).
a. Using the “Double Bubble Map” the teacher and student should use a shared
practice in order to compare and contrast the two agents of change.
i. Together, the student and teacher should identify three similarities
between the two agents of change.
ii. Together, the student and teacher should identify three things
individual to each agent of change.
(15 minutes)
3. Lastly, use the “Attribute Chart” to analyze the different agents of change.
a. Have the student complete the “Attribute Chart” independently.
b. Ask the student to elaborate on how they chose to fill out the attribute chart
and to share their thinking.
(10 minutes)
 Closure - “After”:
1. Review - Ask the student these review questions:
a. How does using a graphic organizer help you as a journalist?
b. What is one thing you want to remember about Greta Thunberg?
c. How could you make a change like Greta, Ruby, or Anne?
(5 minutes)

Extension:
Using the bubble map graphic organizer, work with the student to create a brief summary of
the article.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are
referenced and utilized in this lesson.
Who is Greta Thunberg? | Newsround
ED 308 Lesson 5
Bubble Map.docx
Double Bubble Map.docx
AttributeChart.pdf
https://kids.britannica.com/kids/article/Greta-Thunberg/632033

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:

Shows students ability to use a graphic
organizer and identify main ideas in a text.

Bubble Map Evidence of Student Understanding:

Student will demonstrate her understanding
by identifying main ideas in text and writing
them in the graphic organizer.
 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.

Assessment Strategy #2: Alignment with Objectives:

Shows the students ability to use a graphic
organizer and demonstrate the
relationships between two ideas.
Double Bubble Map

Evidence of Student Understanding:

The student will write down points of
similarity and difference between two agents
of change.

Student Feedback:
I will provide warm praise to the student for
identifying points of similarity and difference.
I will give the student feedback to make sure
that they are identifying important points and
not minor differences or similarities

Assessment Strategy #3: Alignment with Objectives:

Shows students ability to use a graphic
organizer and build an identity for the people
we have learned about.
Attribute Chart
Evidence of Student Understanding:
The student will demonstrate their
understanding by choosing different
attributes for the different people we have
learned about. They should not fill out the
attribute chart the same for each person.

Student Feedback:
I will offer warm praise to the student for her
work on the attribute chart and ask the
student to elaborate on why she choose
certain attributes for each person.
 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 “Greta Thunberg” article also helps the student develop their understanding of agents of
change and the power of children. The impact of Greta Thunberg on global history can be
related to present day society and the power of children and their voices.

Grouping Strategies:
Groups are not applicable for this lesson.

Planned Supports:
Closed captioning is available for the youtube video for those that might struggle
with auditory processing or have hearing impairment. If necessary, the article can
be accessed online and read aloud to the student through the computer. A google
slides presentation is provided to give the student the option to visually process the
objectives, agenda, and journalist’s assignment 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 provided on paper but digital copies
can be accessed if necessary.

Acknowledgements

Sources:
David Hyerele’s Thinking Maps
“Attribute Chart” Desert Island Strategies

Reflection:
I was really excited to do this lesson. I felt very confident in my lesson because I only had one

revision to make. However, the student I had been working with was not at school so instead, I

taught a student who had just moved into the classroom. Because she had not been there for any

of the previous lessons it was a challenge to try to catch her up so that we could still use my
lesson. I think that I did a pretty good job adapting the lesson so that it would work for my new

student. I really wanted to do the double bubble map, so we went back and read an article about

Ruby Bridges I used in one of my previous lessons. The student did a really good job for it being

her first lesson and I could tell she was enjoying it! I think I could have done a better job helping

my student with the attribute graph. In hindsight, I should have asked my studnet to elaborate

more on her answers. I planned on asking her about her answers but I definitely should have

asked her to elaborate more on her thinking.