EdTPA: Reading Lesson Plans

edTPA: Reading Lesson PlansGrade Level: FirstSubject/Content area: LiteracyUnit of Study: Story elementsLesson Title: Day 1, intro to story elements and story circlesCentral Focus for the learning segment: Identify the main character, setting,problem/solution, and ending using the circle story structure that is common to many folktales.Content Standard(s): CCSS.ELA-LITERACY.RL.1.3Describe characters, settings, and major events in a story, using key details.Learning Objective: I will be able to identify major events in a story using the story circlestructure.Instructional Resources and Materials: Just a Minute book, chart paper, markers, andstory cut outsInstructional Strategies and Learning Tasks: that support diverse student needs.(Include what you and students will be doing.): Students will be using the story circlestructure as a tool for comprehension and for predicting elements of story. I haveincorporated repetition of vocabulary, story element hand signals, and visual aids.Differentiation and planned universal supports: I have included story visuals for studentsto match on the story circle poster and have built-in a variety of visual aids for students touse as tools.Language Function students will develop: Students will be able to describe major eventsand key details in a story.Additional language demands and language supports: Students will be supported todevelop their ability to use language functions and demands through teacher modeling andanchor charts.Academic language demands: Students will gain an understanding of using the words,main character, setting, problem, and solution to describe the major events of a story.Type of Student Assessments and what is being assessed: Formative Assessment: I will be making notes across the 3 days on thecomprehension checklist to measure students’ progress with describing andidentifying story elements Student Voice: Students will be given a self-evaluation chart to track their growthover the 3-day lessonsLesson Timeline: Day 1: 4-25-16TimeActivityDescription10 minIntroduction to story elements and circleI will introduce story9:25-9:35storieselements by using ananchor chart with the

15 minutes9:35-9:45Read Just a Minute book10 min9:45-9:55Creating story circle chart5 min9:55-10:00Overview and conclusion5 min10:0010:05Self-reflectionstudents. Together we willcreate definitions for eachelement of story. I willexplain circle stories and wewill discuss why they areimportant for helping ourunderstanding of story.Brain dance break beforereading the storyI will ask students to makepredictions along the wayand I will circle back to theirpredications.I will remind students to payclose attention to the storyelements they are seeingand hearing and to decide ifthe story we read was acircle story.I will stop along the way toask students clarifyingquestions.Together the class and I willcreate a story circle chart torecord the story elementsthat were in the story.Students will each have anopportunity to pick a storycut out to paste is thecorrect section of the storycircle. I will be askingstudents to voice whathappened in each sectionand record their thinking.We will wrap up what welearned and how we canapply the story circlestrategy when readingStudents will chart theirprogress on their dailyprogress sheetsLesson Title: Lesson 2, Day 2 4-26-16Instructional Resources and Materials: Is Your Mamma a Llama? book, chart paper,markers, story cut outs, story circle worksheets

Instructional Strategies and Learning Tasks that support diverse student needs. (Includewhat you and students will be doing.): Students will be using the story circle structure as atool for comprehension and for predicting elements of story. I have incorporated repetition ofvocabulary, story element hand signals, and visual aids.Differentiation and planned universal supports: I have included story visuals for studentsand have built-in a variety of visual aids for students to use as tools. I will provide a modelexample for students to refer to if they need additional support.Language Function students will develop. Additional language demands andlanguage supports: Students will be able to describe major events and key details in astory.Additional language demands and language supports: Students will be supported todevelop their ability to use language functions and demands through teacher modeling andanchor charts.Academic language demands: Students will gain an understanding of using the words,main character, setting, problem, and solution to describe the major events of a story.Type of Student Assessments and what is being assessed: Informal Assessment: Students will be creating their own story circles and chartingthe story elements from Is Your Momma a Llama? This will serve as evidence as towhich students are meeting standard and those who are still moving towardsstandard. In addition I will be making notes across the 3 days on the comprehensionchecklist to measure students’ progress with describing and identifying storyelements. Student Voice: Students will be given a self-evaluation chart to track their growthover the 3-day lessons.Lesson Timeline: Day 2: 4-26-16TimeActivityDescription10 minReview story elements and class discussionRevisit anchor chart and9:25-9:35add the new story elementsfrom the previous dayI will chart student thinkingwhen they are asked, “whyare story elements importantto the reader?”Read Is Your Mamma a Llama book15 minI will ask students to make9:35-9:45predictions along the wayand I will circle back to theirpredications.I will remind students to payclose attention to the storyelements they are seeingand hearing and to decide ifthe story we read was acircle story.

10 min9:45-9:55Students create individual circle storiesI will stop along the way toask students clarifyingquestions.Students will be given ablank circle story worksheetto fill in the story elementsdescribed in the story.Students will share theirwork and describe a sectionof the circle story5 min9:55-10:005 min10:0010:05DebriefSelf-reflectionWe will highlight what welearnedStudents will chart theirprogress on their dailyprogress sheetsLesson Title: Lesson 3, Day 3Instructional Resources and Materials to engage students in learning: Anchor chart, storyelement popsicle sticks, Franklin in the Dark book, post-assessmentsInstructional Strategies and Learning Tasks that support diverse student needs. (Includewhat you and students will be doing.): Movement and involvement through story elementgame. Post-assessment will be read aloudDifferentiation and planned universal supports: Students will be read the postassessment orally, sentence strips and/or pictures will be available if neededLanguage Function students will develop. Additional language demands andlanguage supports: Students will be able to describe major events and key details in astory.Additional language demands and language supports: Students will be supported todevelop their ability to use language functions and demands through teacher modeling andanchor charts.Academic language demands: Students will gain an understanding of using the words,main character, setting, problem, and solution to describe the major events of a story.Type of Student Assessments and what is being assessed: Informal Assessment: I will be making notes across the 3 days on thecomprehension checklist to measure students’ progress with describing andidentifying story elements. Formal Assessment: Postassessment measuring student ability to describe thestory elements present in Franklin in the Dark Student Voice: Students will be given a self-evaluation chart to track their growthover the 3-day lessons Modifications to the Assessments: I will orally read the assessment. Additionalsupports will be provided if needed: sentence strips and/or visual aids

Evaluation Criteria: Students’ ability to describe the elements of the story, the maincharacter, setting, problem, solution, and ending.Lesson Timeline: Day 3: 4-27-16TimeActivity10 minReview the past days9:25- 9:358 min9:35-9:43Story element game with popsicle sticks15 min9:43-9:58Read Franklin in the Dark10 min9:58-10:085 minPost-assessmentSelf-reflectionDescriptionWe will discuss what wehave learned and itsimportance to us as readersEach student will get a setof story element popsiclesticks. I will show a storyelement card of stories thatwe have read and thatstudents are familiar with,they will hold up the storyelement stick that describeswhat picture is being shown.For example, I may hold upa picture of the vet’s office,then students will hold upthe setting stick.I will ask students to makepredictions along the wayand I will circle back to theirpredications.I will remind students to payclose attention to the storyelements they are seeingand hearing.I will read aloud the postassessmentStudents will chart theirprogress on their dailyprogress sheets and look attheir growth over the pastdays

Central Focus: Identify the main character, setting, problem/solutionDate:Comprehension ChecklistSettingStudent 1Unassisted/AssistedStudent 2Unassisted/AssistedStudent tedUnassisted/AssistedUnassisted/AssistedThe student recalls the settingThe student describes the settingCharactersThe student recalls the maincharacterThe student describes the maincharacterProblemThe student recounts theproblem that occursSolutionThe student recounts what thecharacter did to solve theproblemLevel of Comprehension:Full & DetailedFull & DetailedFull & yFragmentary

edTPA: Reading Lesson Plans Grade Level: First Subject/Content area: Literacy Unit of Study: Story elements Lesson Title: Day 1, intro to story elements and story circles Central Focus for the learning segment: Identify the main character, setting, problem/solution, and ending using the circle story structure that is common to many folk tales.