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Student Teaching edTPA Lesson Plan Template

Subject: 2nd Grade Reading Central Focus: Who, What, When, Where, Why and How

Essential Standard/Common Core Objective:

and answer such
questions as who, what, when, where, why, and
how to demonstrate understanding of key Date submitted: Date taught: 11/01/2018

Daily Lesson Objective: Students will be able to identify the five W’s and 1 H questions to a non-fiction text with 4 out of
6 questions with 1-3 details with each question.
21st Century Skills:
 Critical Thinking Academic Language Demand (Language Function and
Vocabulary): Who, what, when, where, why, how, key details, non-
 Collaboration
 Social Skills
 Communication
Prior Knowledge: Read a book on grade level, answer questions, fiction

Activity Description of Activities and Setting Time

 Review with kids about what fiction books and ask them to give 5 mins.
 Review that the 5 W’s are the 1 H. Call on students to answer.
1. Focus and Review
 Review with them how they used the 5 W’s and 1 H with fiction.
 Remind students that fiction isn’t a real-life story, that it is made up,
can be from someone’s imagination.
2 mins
2. Statement of Objective Today we are going to learn what non-fiction books are and how we are going
for Student to use this type of books to answer the 5 W’s and 1 H.

 Start off with having 4-5 examples of non-fiction books in hand and 10 mins
show them to your students. Ask students questions about what they
see about the books they are being shown and have them turn and talk
with a partner about what they noticed and possibly send the books
around the room for them to look at (depending if class can handle it).
3. Teacher Input  Bring them back together and call on a few groups. Take what they
mention and say that non-fiction is about real things that have
happened and aren’t made up and that they can be informational. Give
example such as a biography and tell them why it is a type of non-
fiction. Show them ways we can decide if a text is fiction or non-
fiction by having a book of both pointing the features out of both.
4. Guided Practice  Now put on the read-aloud book on the smartboard. Have students 10 mins
hand out worksheet with the 5 W questions and 1 H question.
 Go over the questions with them before reading so they know what
they are looking for.
 Have them follow along with you as you read and stop when need to
so you can point things out that are important so that they know to
look for things when reading. Answer any questions that students may
 Now read the questions and allow students to participate and show
them how to find the evidence to support their answer and refer to the
anchor chart already created from before about how to support their
 Help and guide students as a “we do” with the rest of the questions.

 Now have students read a new passage about thanksgiving that will be 15 mins
given to them for them to read on their own.
 Read over the questions for them and the passage and then allow them
to independently answer the questions in complete full sentences with
citing the evidence.
5. Independent Practice
Integration with social studies
 Ask students what is the first thing to come to mind when they hear
the word thanksgiving and then turn and talk for 2 minutes to their
partner beside them. Then come back as a whole group and call on 2-
3 groups to share.

 Teacher will collect the papers from the students from the independent practice to
see if they understand how to answer the 5 W and 1 H questions and give evidence
6. Assessment Methods of to support their answer from the text.
all objectives/skills:  If the student got 4 out of 6 correct with evidence/details from the text to support
their answer then they will receive mastery.
 Their answer must be in complete sentences.
 Now that we have talked about non-fiction and look at different
books, and passages I want you to turn and talk in a group of 3 or 4
and discuss what they saw within the passages and books and note
7. Closure how we can look and decide if we are reading a fiction or non- fiction
and then quickly have them write their ideas and answers down on a
sticky note and turn it in.

8. Assessment Results of  70% of my kids got 4 or 5 correct out of 6 with the correct answer and some text
all objectives/skills: evidence to support their answer. These students exhibited understanding that they
have to back up their answer with evidence from the text. Most of the students
missed the how question.
 10% of my students got 6 out of 6 correct with evidence from the text to support
their answer. These students exhibited that they know how to answer the five w’s
and 1 h questions based on a non-fiction text and to support their answers with key
details and evidence.
 20% of my kids either got 4 correct but not all answers had evidence from the text
to support their answer or got less than three correct. These students exhibited
small errors in understanding the how question and mostly the why question about
non-fiction text and struggled in backing up their answer with evidence from the
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
 Students can use their highlighters to mark on their
 For students who may be ESL learners you can paper to highlight important parts in the text. They can
have the passage and questions in English and also use the notes on the anchor chart to help them and
Spanish. or work with a partner.
 Students who may be struggling readers, read
the passage and questions to them separately.
 Students who finish early have them work on
any catch-up work that is in their folders.
Materials/Technology: Smartboard, pencil, highlighter, printed passages, copies of the questions. Non-fiction books,

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: __________