Walker Task1 LP

edTPA Literacy Lesson #1
Grade Level: 5th Number of Students: 20 Date: February 10 -14, 2020
Lesson Goals: Lesson #1

Central Focus of Lesson:
Students will summarize the main idea of a text with supporting key details from informational reading.
Standard(s) Addressed:
ELAGSE5RI2: 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: Students will be able to summarize two or more main ideas of a text and explain how they are supported by
key details.
Key Vocabulary in Lesson: Main Idea, Summarize, Key Details / Evidence/ Supporting Details
Language Objectives: Students will use syntax to summarize the main idea of informational text and explain how those ideas are
supported by key details.
Lesson Considerations
Materials: Notecards, Leveled Passages, Highlighters, Main Idea and Supporting Details Passage, PowerPoint.
Prior Academic Learning and Prerequisite Skills: Prior to this lesson, students should know how to identify the main idea from
informational reading.
Misconceptions: Main idea Not all information in text is considered supporting details. Authors sometimes provide additional details
that are not essential to the understanding of the main idea. compare/contrast is not an ongoing process. Determining the main idea,
students often forget to determine the idea.
Pre-Assessment: Students determined the main idea of a passage with supporting evidence and compared dated journal entries in
their writing.
Lesson Plan Details:

Lesson Introduction –
Introduce the lesson with our learning target of the week.
Introduce the Social Studies standard of the unit that will be addressed during this lesson
Introduce the reading standard that will be addressed during the lesson.
Have students do a KWL on WWII
Watch BrainPOP on WWII
Students will take notes during the video on video note taking guide
Learning Activities –
After introduction of the lesson, we will transition back to the lesson on finding Main Idea with key details. Guided Practice will flow
through the whole group instruction lesson, students will be given the same passage and be tasked with finding the main idea with
supporting key details. Teachers and students will participate in guided practice of finding the two main ideas with key detail. This will
provide the teacher the opportunity to scaffold students who need further assistance.
After guided practice is completed, students will complete Independent work that, deals with the Social Studies standard as well as the
Literacy standard. They will demonstrate their mastery of the standard being taught through their independent work
After independent work is completed, we will revisit our Social Studies standard and make a timeline of major events from WWII during
whole group instruction. We will use this time to talk about each major event in the Pacific front and the European front. During this time
the leaders of the war will be introduced as well.
Talk about Allied and Axis powers and their roles in the war. Talk about the leaders in the different groups.
To differentiate instruction, set up centers. These centers will go throughout the week and students will finish each center as time allows
it.
Center#1: WWII QR code activity
Center #2: WWII Major events reading and writing (Literacy standard and Social Studies standard)
Center #3: Allied and Axis powers chart
Center #4: U.S. Weekly Newspaper
Closure –
After students have rotated through the centers, teacher will redistribute the KWL from the beginning of the lesson and talk about their
KWL with an elbow partner.
We will then talk as a class and determine if answers from the KWL were answered.
We will also discuss our knowledge of finding two or more main ideas in a passage with supporting key details.
Assessment: To assess students understanding, they will be given passages and will have to summarize the passage. Students will
also have to determine the main idea and supporting key details from the passage,
Evaluation Criteria: This assessment will be evaluated from a rubric that was used to evaluate the preassessment and will be used to
evaluate the post assessment. The rubric will be provided in the lesson plan document.
Next Step: To follow this lesson, students will know be able to summarize two or texts by using the determined main idea key details to
support.
Extension: To extend this lesson, the students could summarize the main events of WWII based on informational passages that detail
the roles of the different countries during this time. Students will also need to determine the main idea and supporting key details.
Lesson Plan Appendix and Commentary Section

Assessment Strategy #1: To assess students learning goals, I Alignment with Objectives: This assessment aligns with the
used an informal assessment where the students will individually stated objectives. The students were able to use the passage to
complete a reading passage sheet named Pioneer Families or determine the main idea and identify details from the same
George’s Teeth passage to support the main ideas.
Evidence of Student Understanding: The assessment provides
evidence of student understanding of the lesson central focus
being taught by the teacher to identify if students were able to
either highlight the main idea of the passage and determine
supporting details.
Student Feedback: I will provide written feedback to the
students on this assessment.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets: The plans that support student learning are linked to data from the
preassessment and student prior knowledge of the central focus. My plans align with students love for all things war facts.
Grouping Strategies: Students are grouped based on their Lexile scores.
Planned Supports/Differentiation: I will support my students by providing extended time for assignments, based on the
accommodations listed in the IEP documents. To challenge my students that are above average, I plan to provide them with text that
is on a higher level than their Lexile scores. If students complete the assignment early, I will have them read passages that correlate
with the Social Studies standard being studied and have them identify the main idea in those passages as well determine supporting
details.
Supporting Literacy Development

Essential Literacy Strategies: The specific essential literacy strategy is used to comprehend text is determining main idea and
details to support the main idea.
Requisite Skills: The requisite literacy skills that students will develop and nurture while learning to identify the literacy strategy are
reading, writing, listening and speaking
Reading/Writing Connections: This lesson helps students make reading and writing connections by having students read multiple
text that allows them to determine key elements and details about the texts.
Supporting Literacy Development through Language
Identify a Language Function: The language function that is important during this lesson is for students to be able to determine
Key Learning Task: the key learning activity the provided learning opportunities for students to practice the language function by
summarizing text to determine main idea and supporting key details.
Additional Language Demands: The additional language demands in the lesson through syntax via writing and reading and
classroom discourse.
Language Supports: the language supports that supports students use of the language function, discourse and syntax. In the
lesson, we used summarizing through peer discussion and highlighting information important to summarizing. The teaching strategy
that was used during this lesson was so explain, model, classroom discourse, guided practice and individual practice.
Acknowledgements
Sources: USA Studies Weekly Week 16 Vol. 11 Issue 3 Third Quarter, SARAH MILLER TECH Major Events of WWII Reading and,
Writing Activity (Teachers Pay Teacher), 5th grade crazies WWII QR Code Activity (Teachers Pay Teachers) ,Teaching Made
Practical Main Idea, Finding the Main Idea and Supporting details (Teacher Pay Teachers)
edTPA Literacy Lesson #2
Lesson Goals: Lesson #2

Central Focus of Lesson: Students will use comparison strategies to compare two events and ideas through text.
ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in two or more texts.

Content Objectives: Students will be able to compare two events and ideas through text.
Key Vocabulary in Lesson: Comparing, Ideas, Events
Language Objectives: Students will use syntax and discourse to compare text from major events and ideas.
Materials: ELA Worksheets, Pencils, Highlighters, Prompts, PowerPoint, Venn Diagram
Prior Academic Learning and Prerequisite Skills: Understanding how to compare texts.
Misconceptions: Not all information in text is considered supporting details. Authors sometimes provide additional details that are
not essential to the understanding of the main idea. compare/contrast is not an ongoing process. Determining the main idea, students
often forget to determine the idea.
Pre-Assessment: Students determined the main idea of a passage with supporting evidence and compared dated journal entries in
their writing.

Lesson Introduction – Teacher and students will discuss the lesson objective Review the previous day lesson.
Do a KWL about America’s leadership to gage prior knowledge of the America’s leadership during that time.
Talk about America’s Role in the war.
Lead into the discussion about America’s leadership during the war.
Talk about the major events both presidents made a speech about
Roosevelt: Day of Infamy
Truman: Atomic Bombing on Hiroshima
Give students transcripts of the speeches and have them follow along as we watch each president say their speech to the American
people.
Students will need to highlight important parts of the speech that the president uses to invoke emotion, the main idea of the speech, and
the reason the president wants to go to war.
After the speeches have been watched, have students do a think-pair-share with their elbow partner about the speeches and comparing
them. Have them answer the video response clips questions.
Students will also do the centers from lesson #1.
Learning Activities -
Introduce the students to comparing events and ideas based on information from text.
As a class, students will compare paired text to one another over Pearl Harbor bombing. They will compare both passages to
each other in a Venn Diagram done in groups. We will then transition from group work into a classroom discussion on comparing.
This will be a hands-on activity because the students in this class are hands on learners, 4 corners compare, and contrast will be
a great activity for them.
Label 4 corners in the room.
Corner #1: Truman Speech
Corner #2: Roosevelt Speech
Corner #3: Truman AND Roosevelt Speech
Corner #4: Neither Truman NOR Roosevelt Speech
Then, give each student one of the prepared statements that relates to Truman and Roosevelt speech. Students with a
statement specific to Truman or Roosevelt would go to the corner labeled for their person. Other students would go to different
corners based on their statement. After checking to make sure students are in the correct corners, give students a different
statement and have them repeat the activity and discuss it. For accountability, have the students write down important
components of their discussion
Students will receive text based off the speech’s both presidents gave. For partner work, they will compare both passages and
give the main idea of the passages with supporting details.
Closure –
For lesson assessment students will be given 2 passages, that are based on the Lexile reading level. Students will read the passages,
find the main idea by using a highlighter and supporting details, Students will then use a Venn diagram to compare/contrast the stories.
Teacher will redistribute the KWL done during the introduction portion of the lesson.
As a class we will go over the KWL’s and determine if any of their responses were addressed in the lesson.
We will review the lesson, answer any misconceptions from the lesson and close.
Assessment: For the assessment, students will determine read two leveled passages, based on their Lexile scores. Students will then
have to compare/ contrast the text. Students will highlight the main idea and supporting details to support comprehension
Next Step: The next steps that should follow this lesson would be for students to be able to compare multiple events from WWII
presented through informational text.
Extension: To extend the lesson, if time permits, the students could compare the Peace treaty that was signed after WWII to the Treaty
of Versailles, which was signed after WWI.
Assessment Strategy #1: To assess the learning goals, I Alignment with Objectives: This assessment aligns to my
would use a formal assessment where students will individually objectives because students are using Venn diagrams as a way
complete a Venn diagram to compare two leveled passages. to compare text that is leveled to their reading. This assessment
will be assessing student’s ability to compare text based on
qualities that they share and qualities that differ.
Evidence of Student Understanding: Evidence of student
understanding, from this assessment, will come from the
teacher being able to see what was wrote in the Venn diagram
to compare/contrast the passages.
Student Feedback: I will provide feedback to the student on
this assessment

preassessment and student prior knowledge of the central focus. My plans align with students love for all things war and all war facts.
Grouping Strategies: Students will be grouped in this lesson by the seating chart. They will participate in group work with the
person who sits beside each elbow, also known as elbow partners.
Planned Supports/Differentiation: During this lesson, all students are supported by having leveled text for the assessments. I will
support my students by providing extended time for assignments, based on the accommodations listed in the IEP documents. To
challenge my students that are above average, I plan to provide them with text that is on a higher level than their Lexile scores. If
students complete the assignment early, I will have them read passages that correlate with the Social Studies standard being studied
and have them determine the main idea and supporting details. I will also have students compare/contrast the passages using Venn
diagrams.

Essential Literacy Strategies: The strategy used to support the essential literacy strategy is the use of Venn diagrams to
compare/contrast text.
Requisite Skills: The requisite literacy skills that students will develop and nurture while learning to identify the literacy strategy are
reading, writing, listening and speaking
text that allows them to identify similarities and differences between multiple text and write summaries about their comparisions.
Identify a Language Function: The language function that is in the lesson is compare/contrast.
Key Learning Task: The key learning task that is used in the lesson that supports the language function is the use of Venn diagrams
to compare/contrast.
Additional Language Demands: The language demands for this lesson are syntax (reading and writing) and discourse (group
discussions and classroom discussions
lesson, we used a game called Four Corners to help students differentiate the process of separating and identifying things based on
their similarities and differences. The teaching strategy that was used during this lesson was so explain, model, classroom discourse,
guided practice and individual practice.
Acknowledgements
Sources: USA Studies Weekly Week 16 Vol. 11 Issue 3 Third Quarter, SARAH MILLER TECH Major, #50084--- Leveled Texts: The
20th Century (Shell Education), President Harry Truman A-Bomb on Hiroshima Speech Transcript, President Franklin D. Roosevelt
Day of Infamy Speech Transcript.
edTPA Literacy #3
Lesson Plan #3
Central Focus of Lesson: Students will use Venn diagrams to compare two events and ideas through text. Students will
also determine the main idea of text and use details from the text to support the main idea.
ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in two or more texts.

Content Objectives: Students will compare 2 or more major event through text using a Venn diagram. Students will also use
summarize and determine the main idea of their summary or an author’s. writing.
Key Vocabulary in Lesson: Compare, Ideas, Events, Main idea, supporting details
Language Objectives: Students will use syntax, use charts and Venn Diagrams to provide mastery and use discourse, think-pain-
share, class discussion and writing reflections, to compare text from major events and ideas.
Materials: ELA Worksheets, Pencils, Highlighters, Chromebook, Venn Diagram
Prior Academic Learning and Prerequisite Skills:
Pre-Assessment: Students determined the main idea of a passage with supporting evidence and compared two informational text to
one another.

Lesson Introduction – Teacher and students will discuss the lesson objective for the day and review the previous lessons to answer
any misconceptions. Students will then be informed of the activities of the day
Watch videos over Pearl Harbor, D-day and The Holocaust
Students will take notes on a video notetaking guide to make sure students are comprehending the main idea of each video.
Students will then talk with a partner about their findings from each video.
We will review how to compare text and video.
Learning Activities –
After the review of comparing, students will then be distributed Chromebooks to research facts about each major event that is specified
in the standard.
They will compare one of the major events that are used during the lesson introduction to a major event in the standard: Iwo Jima, VE
day, VJ day, D-Day, Pearl Harbor and The Holocaust.
They will research facts about these major events and will use the Venn Diagram to determine the similarities and differences between
the two.
After comparing to main events in a Venn Diagram, students will write about the two main events they choose in 5 or more paragraphs.
They will talk about: why thy picked these events to compare to each other, the similarities between these main events , the differences
between the main events, the leaders during those times, the outcome of the main events, who were fighting on each side in these main
events and your opinion of the main events.
After students have completed their independent work, students will be split into groups of 4 or 5. The students will then have to read 2
passages silently and discuss with their group members over the following things: Main Idea of the passages, Compare/ contrast both
passages , Summarizing the passages and Details that support each main idea. After the students have completed group discussions,
the groups will be given 2 Anchor charts. The students will have to use the anchor charts to write their strategy to determine the main
idea of more than one passage, finding supporting details for more than one passage as well as how to compare more than one
passage.
Closure –
To close the lesson, we do a class presentation of the groups strategies to determine main idea, supporting details and
compare/contrast. Afterwards students and teacher will participate in a class discussion on the comparison of ways to master the lesson
objective/ central focus.
Assessment: The assessment from the lesson will be their Venn Diagram of the two events the choose. It will also be the writing that
the students turn in about the two major event that includes information about main idea and supporting details.
Next Step:
Extension: To extend this lesson, I would have the students compare two of the celebration days; VE day and VJ day to each other
and tell why they are significant to America. They would do this on an anchor chart and present their findings to the class as a class
discussion.

Assessment Strategy #1: To assess students, the informal Alignment with Objectives: This assessment aligns with the
assessment for students will be for students to individually objective of the lesson. Students use information from research
research fact via their Chromebooks on two important events to compare/contrast in Venn diagram. The assessment that this
during WWII and compare/contrast them to one another. After will be assessing is student’s ability to compare/contrast events
they have compare/contrasted students will Write an
informational piece summarizing their findings about the war. Evidence of Student Understanding: Evidence of student
Students will determine their own main idea and identify the understanding, from this assessment, will come from the teacher
details to support it. being able to see what was wrote in the Venn diagram to
compare/contrast the two events based on research.
Student Feedback: I will provide written feedback to students.

Grouping Strategies: Students are grouped by their Lexile scores. They will be mixed in the group by above grade level reader, on
grade level readers and below grade level readers. They will be grouped by their interest as well.
with the Social Studies standard being studied and have them determine the main idea and supporting details. I will also have
students compare/contrast the passages using Venn diagrams. Students will also use this time for peer support because students
will show ways to determine the essential literacy strategy.

Essential Literacy Strategies: The strategy used to comprehend text within this lesson is completing a Venn diagram.
Requisite Skills: The literacy skill that students will develop and practice while learning to compare/contrast is reading, writing,
listening and speaking.
text that allows them to identify similarities and differences between multiple text and write summaries about their comparisons.

Identify a Language Function: The language function for this lesson used to comprehend text is completing a Venn diagram to
compare/ contrast.
Key Learning Task: The key activity that provides opportunities for students to practice the language function is allowing students to
read two passages and compare/contrast the passages.
Additional Language Demands: The language demand associated with this lesson is through syntax (writing and reading) and
class discourse (group discussions and presentation)
lesson, we group work to teach the class how to compare/contrast more than one passage as well as determine the main idea and
supporting key details of the passage. The teaching strategy that was used during this lesson was so explain, model, classroom
discourse, guided practice and individual practice.
Acknowledgements
Sources: Readworks passages: World War II: Pearl Harbor and The Atomic Bombing
edTPA Literacy #4
Lesson Plan #4
Central Focus of Lesson: Students will use Venn diagrams to compare two events and ideas through text. Students will
also determine the main idea of text and use details from the text to support the main idea.
Standard(s) Addressed: ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.

Content Objectives:
Students will compare/contrast speeches that they have written based on qualities that differ and qualities that are similar.
Key Vocabulary in Lesson: Compare, Ideas, Events
Language Objectives: Students will use syntax, use charts and Venn Diagrams to provide mastery and use discourse, think-pain-
share, class discussion and writing reflections, to compare text from major events and ideas.
Materials: President’s Speeches, Venn Diagrams and highlighter
Prior Academic Learning and Prerequisite Skills:
Understanding how to compare one thing to another or compare/contrast based on questions or statements.
Pre-Assessment: Students determined the main idea of a passage with supporting evidence and compared two informational text
to one another.

Lesson Introduction –
Upon entry to the room, students will do morning work where they must glue a notecard with their definition of determining main idea /
key details and the same for compare/contrast. Students will glue definition on different anchor charts around the room. After all student
have finished, the class will discuss the different definitions on the anchor charts and determine which definition aligns with that the class
has been doing throughout the week. Teacher and students will then discuss the lesson objective for the day and review the previous
lessons to answer any misconceptions. Students will then be informed of the activities of the day.
Learning Activities - “During”:
Students will watch videos of the speeches both presidents of the United States gave when they addressed the American people. The
students will have the transcripts from both speeches so that they are able to follow along. Students will be able to take notes on a video
notetaking guide to help with later compare/contrast.
After transitioning from reading the passages, students will think about their speeches and pick a passage to align their writing with.
Students choose between President Truman and his address to congress to let them know that he is preparing to drop an atomic bomb
on Hiroshima, or they can pick President Roosevelt address to congress after his address to congress and America after the attack on
Pearl Harbor. Students must write a speech as if they were either president. They will have certain guidelines to follow based on the
rubric that they will be scored. Students have to determine the main ide of their speech and the President of their choosing speech. They
then need to use a Venn Diagram to compare/contrast their speech to the President’s speech that they choose.
As students finish hand out grading rubrics and allow students to self-assess themselves.
Then sit with the students as they assess themselves and explain the categories to them and what each one would look like in the
speech and Venn diagram. Answer any questions and conference with students about writing.
Closure - “After”: Students will share with a partner that they have not been with this week. They will discuss their speeches and
discuss their grade from self-assessing with their partner.
After students have shared, as a class, talk about the speeches.
Then review the week and things that have been learned. Talk about any underlying misconceptions students might still have during this
time.
Assessment: The assessment for this lesson will be the student’s speeches and their Venn diagram compare/contrast their speech to
the president of their choosing.
Next Step: The most logical next step would be for students to review the learning objectives for the unit of study.
Extension: To extend the lesson, students will be able to present their speech to the class. After students resent, they can pick a partner
and they can compare their speeches to each other. They then can summarize their partners speech and determine the main idea and
key details.

Assessment Strategy #1: To assess students learning, I would Alignment with Objectives:
use a informal assessment where students will individually write This assessment aligns to the objective because it allows me to
a speech like the President of the United States during two major see that students can determine the main ideas and compare
events: Students will then compare their speech to the writing to the content of others writing.
President’s speech. Evidence of Student Understanding: The strategy that
provides evidence of student learning of the learning strategy is
being able to compare/ contrast the elements of writing
Student Feedback: Students were provided with one on one
feedback and written feedback.

As well as students liking to be in charge or in a position of power.
Grouping Strategies: Students are self-grouped. They partner with someone who they have not been in a group setting with for the
week.
with the Social Studies standard being studied and have them determine the main idea and supporting details. Students will also use
this time for peer support because students will offer a difference in opinion on writing.

Essential Literacy Strategies: The essential literacy strategy used to during the lesson is using a Venn diagram to
compare/contrast
Requisite Skills: The skills that students will practice and develop while learning the strategy is compare/contrast
Reading/Writing Connections: My lesson helps students make writing and reading connections by allowing student to read a
speech and write their own speech. Then using a Venn diagram to compare/contrast their speech to the United States President.

Identify a Language Function: The language function that is used in this lesson is for students to compare/contrast
Key Learning Task:
A key learning activity that provided students opportunities to practice the identified language function is allowing students to
compare their written speech to the President of the United States Speech
Additional Language Demands: The language demands associate with this lesson is syntax(writing/reading) and discourse
(discussion)
lesson, we talk about the speech and the feelings that each speech conveys. The teaching strategy that was used during this lesson
was so explain, model, classroom discourse, guided practice and individual practice.
Acknowledgements
Sources: President Harry Truman A-Bomb on Hiroshima Speech Transcript
President Franklin D. Roosevelt Day of Infamy Speech Transcript

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edTPA Literacy Lesson #1

Grade Level: 5th Number of Students: 20 Date: February 10 -14, 2020

Lesson Goals: Lesson #1

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Plan Appendix and Commentary Section

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Lesson Goals: Lesson #2

Lesson Objectives and Demands

Lesson Plan Details:

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Plan Appendix and Commentary Section

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

Lesson Objectives and Demands

Lesson Plan Details:

Lesson Plan Appendix and Commentary Section

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Supporting Literacy Development

Supporting Literacy Development through Language

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