Student Teaching edTPA Lesson Plan Template

Subject: English Language Arts Central Focus: Key Ideas and Details

Essential Standard/Common Core Objective:

RL.4.1 – Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text
RL.4.2 – Determine a theme of a story, drama or
Date taught: 2/26/18
poem from details in the text; summarize the text
R.L.4.3 – Describe in depth a character, setting, or
event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words
or actions)
Daily Lesson Objective:
Performance: Focus on how the mood of Chapter 3 changes in Bud, Not Buddy by relying on text supported evidence.
Students will fill out a graphic organizer to demonstrate their knowledge of how mood changes in texts and how events
can impact characters moods. They must analyze the mood changes and explain why they changed.
Conditions: Students will complete the graphic organizer in pairs.
Criteria: Students are expected to get a 6 points out of 9 points to demonstrate mastery.

21st Century Skills: Academic Language Demand (Language Function and

Vocabulary):
Critical Thinking Language Function: Analyze, Explain
Problem Solving
Vocabulary: Mood, text evidence, prediction

Discourse: Turn and Talk pervious moods; graphic organizer

Syntax: Bud, Not Buddy; worksheet

Prior Knowledge: they have to know the past 2 chapters of Bud, Not Buddy, know how to find mood

Activity Description of Activities and Setting Time

Briefly discuss the mood and the setting from Chapter 2 – turn and talk. They 1 minute
1. Focus and Review
will then share out some brief things they discussed.
2. Statement of Objective Today we are going to focus on how the mood of the chapter changes from 30
for Student the beginning to the end by drawing on events that occur during the chapter. seconds
Read Chapter 3 and I will model how they should think when they are reading 20
to check on comprehension and talk about previous reading strategies like minutes
figurative language, setting, main characters vs. supporting characters. I will
talk explicitly about how Bud’s mood changes throughout the chapter, while
stopping when moods change to point it out. At the end of the chapter, we will
3. Teacher Input discuss how Bud’s mood changed throughout the chapter and why. They will
also make a prediction on what Bud will do now that he is out of the shed. We
will then start the graphic organizer together for the beginning mood. They
will put the page number and paragraph of where they can tell. We will then
do one mood change in the chapter together.

They will then finish the graphic organizer as partners. At the bottom, they 15
4. Guided Practice will put their prediction of what will happen now that Bud is out of the shed. minutes
 When we are finished, we will read a short fiction piece and they will do the 20
5. Independent Practice same graphic organizer independently. minutes

Summative – asking questions throughout the guided practice to assess their knowledge.
Turn and talk at the beginning of the lesson to see if they remember.
Formative – assessing the graphic organizer they did independently.
Student did not Student somewhat Student met
meet benchmark met benchmark benchmark
Beginning mood There is no mood There is a mood in There is a mood
stated or the mood stated but it is stated and it is
is not related to the difficult to tell if it clearly in the
reading (0 points) came from the reading (1 point per
reading (.5 point per mood)
mood)
Support There is no There is some There is support for
supporting evidence support for each each mood written
from the text (0 mood written down down and the mood
points) and the mood changes or events
6. Assessment Methods of
changes or events that happen within
all objectives/skills:
that happen within the story with
the story with some evidence from the
of them having text (1 point per
evidence from the evidence clearly
text or the evidence shown)
is not from the story
(.5 points for some
support shown per
evidence)
Ending mood There is no mood There is a mood in There is a mood
stated or the mood stated but it is stated and it is
is not related to the difficult to tell if it clearly in the
reading (0 points) came from the reading (1 point per
reading (.5 point per ending mood)
ending mood)
We will share out some changes in mood and how we know. They will also 2 minutes
share out their predictions.
7. Closure

100% of the class got 100% on the assessment. They all clearly stated the moods with
support from the text for how the moods changed.
8. Assessment Results of
all objectives/skills:

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

ELL: Students have the text on their laptop so they can
change the language, so they can read along in their
native language and refer back to it.
Autistic Spectrum: Students may fidget as needed. The
student who needs to wear headphones during the
lesson is allowed to do so.
Struggling Readers: The text will also be in front of them so
they can refer back to it when needed. They can also slow it
down when they refer back to it. They can write down words
that they don’t know and page number to go back to later.
Early finishers: They may work on things from book groups. If
they are done that, they may independently read while
explicitly looking for how the tone changes and marking it with
sticky notes.
Materials/Technology: Worksheet, Bud, Not Buddy, Reading notebooks, doc camera

Reflection on lesson:
Overall, the lesson went really well. I had an intent on using the graphic organizer one way (which worked and met the
standard) but my clinical teacher used it another way that proved to be more effective. The teacher split the two circles
into thirds where each arrow aligns with the circles. Students seemed to understand that perspective better. The design of
the worksheet confused them a little bit and I didn’t think it would have confused them as much as it did. I need to
redesign the worksheet a little bit for next time to match what I am asking of them. One issue I found while comparing
what I had the students do versus what my clinical teacher did was the clear directions given. The students clearly
understood my clinical teacher’s directions and my directions confused them. I realize there were some holes in it and that
it is something I need to work on. Once the students asked the questions and I answered them, they understood. I didn’t
think of some of the things they were asking.
For the assessment, I planned to have them read another piece and do the worksheet. We were not able to do it and
therefore I graded the worksheet they did with Bud, Not Buddy. They started by doing it with partners but we had to move
into small groups, so students finished it independently. Therefore, I graded that one.
I think I stopped enough throughout reading. However, I might have started by asking them when their moods changed
and why. This would allow students to also connect to the lesson and the story. Overall, I think this lesson went well
although there were a few tweaks that I can make to better improve the content for the students.
When I stop more throughout the reading I will be supporting the metacognition that students need to see during a reading
workshop. When I stopped to think out loud, I am showing students also what they should be doing in their reading. If I
do this lesson again, I will also implement sticky notes and every student will have a book. They will place sticky notes in
their books with notes on just like I do so that they can also see how to stop and think while reading. This will also give
them something consistent to turn back to look at. Instead of just remembering, they can physically touch it and see it. By
demonstrating this thinking for students and having them take part in it as well, these students will be able to successfully
do it on their own.

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______