EdTPA General Lesson Plan

Lesson 1

Grade Level: 4th Grade Number of Students: 22 Instructional Location: Vineville Academy Date: March 5, 2018

Lesson Goals
Central Focus of Lesson:
Students can describe text structure by analyzing informational text to identify signal words and creating a graphic organizer

Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

Lesson Objectives and Demands

Content Objectives:
Students can analyze informational text
Students can identify signal words for sequence text structure
Students create and fill out a sequence graphic organizer using signal words.

Key Vocabulary in Lesson:

Sequence, (signal words will serve as vocabulary and are as follows) first, second, third, later, next, before, then, finally, after, when,
later, since, now, previously

Language Objectives:
Students will read and analyze a text to identify signal words. They will also create a graphic organizer to organize the information of
the text.

Lesson Considerations
Materials:

YouTube Video: How Ben & Jerry's Ice Cream Is Made | How Stuff Is Made | Refinery29 https://www.youtube.com/watch?
v=i6ij3EKKSyM
Education.com reading passage: The History of Movies https://www.education.com/worksheet/article/history-of-movies/
Paper
Pencils

Prior Academic Learning and Prerequisite Skills:

Students will need to know how to list events in the order that they happened.

Misconceptions:
Not applicable

Pre-Assessment:
I pre-assessed the topic by giving students a worksheet in which they were asked to read short paragraphs and identify from multiple
choice, the type of text structure. They were also asked to underline the signal words and phrases of the paragraph that would
indicate the type of text structure. When asked to identify the sequence paragraph, many students identified the correct signal words,
but did not identify the paragraph as sequence.

Lesson Plan Details

Lesson Introduction - “Before”:
1. Students will watch a video on how ice cream is made at the Ben and Jerry’s factory. Before we start the video, I make sure to tell
students to play close attention to the order in which everything happens.
2. After the video, I will make a list numbered 1-10. I ask students to raise their hand telling me the first thing that happened, then the
second and so forth until we have completed the list.
3. I tell students that this an example of sequence, a word meaning to put things in the order that they happened. The list on the board is
an example of a sequence graphic organizer.
4. On the board, I will write and have students repeat the signal words or phrases indicating sequence and leave them on the board.
Learning Activities - “During”:
1. Students will read a passage called “The History of Movies.” As they read, they will underline the signal words listed on the board.
2. Students will complete the assessment being told that their instructions are to complete a graphic organizer for the passage like
the one modeled. They will list 5 events from the passage in order using sequence signal words.
Closure - “After”: Ask students to state an event that happened in the passage using a sequence signal word and their own words
Assessment: Students will complete a sequence graphic organizer in which they number and write down 5 events from the passage in
the correct sequence.
Evaluation Criteria: Students will be graded on whether they have 5 events listed and whether they are in order. Students who write
down 5 events in order using complete sentences and sequence signal words will have showed mastery of the skill. Students who write
down 5 events in order but do not use signal words and complete sentences for all 5 events have somewhat mastered the skill. Students
who have events out of order, have fewer than 5 events, and do not use complete sentences or signal words in any events have not
mastered the skill.

Next Step: After grasping this lesson, students can move on to learning a new text structure. Students could also use their knowledge
of the signal words and organization of information and apply it to writing a sequence piece.

Extension: I would have students write a paragraph about how to do an activity using sequence signal words.
 EdTPA General Lesson Plan

Lesson 2

Grade Level: 4th grade Number of Students: 22 Instructional Location: Vineville Academy Date: March 6, 2018

Lesson Goals
Central Focus of Lesson:
Students can describe text structure by analyzing informational text to identify signal words and creating a graphic organizer.
Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

Lesson Objectives and Demands

Content Objectives:
Students analyze text
Students create and fill out a description graphic organizer showing the main idea and characteristics of the text.

Key Vocabulary in Lesson:

describe, main idea, details (signal words will serve as vocabulary and are as follows) for example, characteristics, for instance, such
as, is like, including, to illustrate

Language Objectives:
Students will be asked to describe the characteristics of a descriptive passage by making an outline showing the main idea and
details of the text.

Lesson Considerations
Materials:
What Am I riddles (https://www.englishclub.com/kids/what-am-i.htm)
“Spin Class” descriptive passage (https://www.teacherspayteachers.com/Product/Description-Text-Structure-Passages-3651657)
“Big Bird Bio” descriptive passage (https://www.teacherspayteachers.com/Product/Description-Text-Structure-Passages-3651657)
Variety of nonfiction informative books
Pencil
Paper

Prior Academic Learning and Prerequisite Skills:

Students will need to know what main idea is

Misconceptions: Because, I have introduced to students the strategy of finding signal words they may try to rely heavily on this
method in this lesson. While I am introducing signal words as a strategy to students, they are not as prevalent in descriptive text.

Pre-Assessment: I pre-assessed the topic by giving students a worksheet in which they were asked to read short paragraphs and
identify from multiple choice, the type of text structure. They were also asked to underline the signal words and phrases of the
paragraph that would indicate the type of text structure. When asked to identify the descriptive text passage, almost all students
could identify the text as descriptive but randomly underlined words, phrases, and sentences in the text to identify it as a descriptive
paragraph.

Lesson Plan Details

Lesson Introduction - “Before”:
1. Give students what am I riddles in which the descriptive details of an object is given. Students are encouraged to guess what
the object is based off of the details. I will tell students that these riddles are like descriptive paragraphs in which we are given
details to help us understand the main idea.
2. I will review with students the signal words that indicate a descriptive passage but tell them that most of the time we don’t see
these words or phrases in the text to identify text structure. Instead we focus on the main idea and what the details are to
support it.
3. As a class, we will read a passage about spider webs. We will identify signal words in the passage that indicate a descriptive
paragraph. We will make a “spider diagram” outlining the main idea and supporting details that let us know the passage is
about spider webs.
Learning Activities - “During”:
1. Students will work in table groups and briefly read and overview informative books to understand what the main idea is and the
details that support it.
2. As a group they will make a spider diagram, showing the main idea and its details. Each student in the group will be responsible
for adding at least one detail to the diagram.
Closure - “After”: Ask students to tell their main idea and the details they learned about to give the class a peak into what they learned.
Assessment: After students complete the lesson, the lesson I will ask them to read an informational text individually and complete a
graphic organizer.

Evaluation Criteria: Students who correctly identify the main idea and give 6 supporting details show mastery of the skill. Students who
correctly identify the main idea and give 4-5 details have somewhat mastered the skill. Students who do not identify the main idea and/or
give fewer than 4 details.

Next Step: After grasping this lesson, students can move on to learning a new text structure. They have also learned not to solely rely
on signal words to identify the text structure but to also pay attention to the features in the text itself. Students could also use their
knowledge of organization of information and apply it to writing a descriptive piece.
Extension: Students could use their individual graphic organizer to write a descriptive paragraph.

EdTPA General Lesson Plan

 Lesson 3

Grade Level: 4th grade Number of Students: 22 Instructional Location: Vineville Academy Date: March 7, 2018

Lesson Goals
Central Focus of Lesson:
Students can describe text structure by analyzing informational text to identify signal words and creating a graphic organizer.

Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

Lesson Objectives and Demands

Content Objectives:
Students can analyze informational text
Students can identify signal words for cause/effect text structure
Students can complete a cause/effect graphic organizer using signal words

Key Vocabulary in Lesson:

cause, effect, (signal words will serve as vocabulary and are as follows) if-then, reasons why, as a result, therefore, because,
consequently, since, so that, for hence, due to, thus, this led to, when (followed by an effect)

Language Objectives:
Students will be asked what cause and effect are and to give examples of cause and effect. They will read and analyze text for signal
words and create a graphic organizer for the information

Lesson Considerations
Materials:
Cause and Effect scenarios (https://www.weareteachers.com/cause-and-effect-lesson-plans/)
Cause and Effect graphic organizer (https://www.education.com/lesson-plan/cause-and-effect-the-montgomery-bus-boycott/)
The Montgomery Bus Boycott reading passage (https://www.education.com/lesson-plan/cause-and-effect-the-montgomery-bus-
boycott/)
Pencils

Prior Academic Learning and Prerequisite Skills:

Students will need to know what cause and effect are

Misconceptions: Students often mistake cause and effect for each other and can have trouble distinguishing what cause is from
effect.

Pre-Assessment: I pre-assessed the topic by giving students a worksheet in which they were asked to read short paragraphs and
identify from multiple choice, the type of text structure. They were also asked to underline the signal words and phrases of the
paragraph that would indicate the type of text structure. When asked to identify the cause and effect text passage, many students
could identify it as cause and effect but could not underline the words, phrases, and sentences that indicated that the passage was
cause and effect.

Lesson Plan Details (This lesson was adapted from a cause and effect lesson on education.com)
Lesson Introduction – “Before”
1. Give each table group scenarios in which they act out a cause and effect such as hitting a baseball and the window cracks.
Students cannot use words during their charade. The other students should try to guess what the cause and effect being acted
out is.
2. I explain to students that cause is the reason why something happens and effect is the result of an action. I go over examples of
cause and effect with students modeling the graphic organizer of causes asking students to give me the effect.
3. On the board, we go over words that indicate cause and effect text structure in an article. I write these words and students repeat
them after me as I write and say them.
Learning Activities - “During”:
1. Students are given the article about the Montgomery Bus Boycott. Tell students that they should read the article and underline
signal words as they read the article.
2. Students will complete assessment. Tell students that they will complete a graphic organizer for cause and effect with the cause
being the Montgomery Bus Boycott. They will need to give 3 effects based off the article incorporating use of signal words into
their sentences.
Closure - “After”: Students share some of the effects of the Montgomery Bus Boycott which are not to be confused with the effects of
Rosa Parks refusing to give up her seat.
Assessment: Students will complete the cause and effect graphic organizer outlining the effects of the Montgomery Bus Boycott.

Evaluation Criteria: Students who correctly list 3 effects using signal words would have shown mastery of the skill. Students who list 3
effects without use of signal words OR correctly list 2 out of 3 effects with or without signal words have somewhat mastered the skill.
Students who have only 1 effect with or without signal words have shown no mastery of the skill.

Next Step: After grasping this lesson, students can move on to learning a new text structure. Students could also use their knowledge
of the signal words and organization of information and apply it to writing a cause and effect piece.
Extension: Students could use their diagram and newly learned signal words to write a cause and effect paragraph about the
Montgomery Bus Boycott
 EdTPA General Lesson Plan

Lesson 4

Grade Level: 4th grade Number of Students: 22 Instructional Location: Vineville Academy Date: March 8, 2018

Lesson Goals
Central Focus of Lesson:
Students can describe text structure by analyzing informational text to identify signal words and creating a graphic organizer.

Standard(s) Addressed:
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.

Lesson Objectives and Demands

Content Objectives:
Students analyze informational text
Students can identify signal words for compare/contrast text structure
Students create and fill out a compare/contrast graphic organizer using signal words

Key Vocabulary in Lesson:

Compare, contrast, (signal words will serve as vocabulary and are as follows) however, nevertheless, on the other hand, but,
similarly, although, also, in contrast, different, alike, same as, either/or, in the same way, just like, just as, likewise, in comparison,
whereas, yet

Language Objectives:
Students will be asked what we do when we compare items and what we do when we contrast. They will read and analyze text for
signal words and create a graphic organizer for the information.

Lesson Considerations
Materials:
Pieces of paper that have facts that apply only to cats, facts that apply only to dogs, facts that apply to both and facts that apply to
neither. There should be enough for each student
Venn diagrams for each pair of students
Instructorweb.com “Frogs and Toads” reading passage: https://www.instructorweb.com/les/frogtoad.asp

Prior Academic Learning and Prerequisite Skills:

Students should have compared and contrasted items before and would know that doing this would be to discuss the similarities and
differences of objects. Students should have also done Venn diagrams before.

Misconceptions: Not applicable

Pre-Assessment: I pre-assessed the topic by giving students a worksheet in which they were asked to read short paragraphs and
identify from multiple choice, the type of text structure. They were also asked to underline the signal words and phrases of the
paragraph that would indicate the type of text structure. When asked to identify the compare and contrast text passage, many
students were unable to identify what would appear to be the obvious words of alike and different as signal words for the passage.

Lesson Plan Details

Lesson Introduction – “Before”
1. Students will each get a piece of paper with a fact about a cat, a dog, both, or neither. Students will be told that each corner of the
room will be designated as the cat area, dog area, both area, and neither area. Students will have a snowball fight in which they
throw the pieces of paper balled up across the room. When the teacher says, “Stop,” students will pick up the ball of paper
closest to them, read it and move to the corner that applies to their fact. Repeat twice more.
2. As a class, we will create a Venn diagram on cats and dogs, organizing the facts students have collected on their paper. I will ask
students what we do when we compare and what we do when we contrast. I will tell students that comparing is talking about the
similarities of multiple objects and contrasting is talking about differences.
3. Have students repeat compare and contrast signal words after you as you write them.
Learning Activities – “During”
1. Students will read reading passage on toads and frogs. They should underline signal words as they read.
2. Students will complete assessment. Tell students that will complete a Venn diagram with a partner comparing and contrasting
between frogs and toads. Each student should have done one side of the diagram, while the other did the other. They would have
worked together to give at least 3 facts to fill in the middle using signal words for the portion.
Closure - “After”:
1. As a class, we will compare and contrast the frogs and toads. Have students use signal words and the facts they wrote in their
Venn diagram to compare and contrast the frogs and toads. Students will be asked to state a sentence comparing and
 contrasting two items using the compare/contrast signal words.
Assessment: Students will complete a Venn diagram comparing frogs and toads using information from the article.
Evaluation Criteria: Students show mastery of the skill when they correctly complete their respective portions of the diagram by writing
3 facts each. Facts must correspond with each other. For example, if student 1 writes frogs have smooth skin, student must write toads
have bumpy skin. Students must together write 3 facts for the middle and use signal words for their facts in the middle. Students will
have somewhat mastered the skill if they correctly fill in their portion of the diagram but not contribute to the middle section. If students
do not fill in any part of the diagram, this indicates no mastery of the skill.

Next Step: After this lesson, students should be fluent in using signal words and graphic organizers as a way to describe text structure
to comprehend text.

Extension: Students could write on a topic of their choice in which they compare and contrast two items of their choice using the signal
words they have learned.