DePaul University Elementary Lesson Plan Format

An edTPA lesson plan must include the following elements:

 Learning objectives associated with the content standards
 Informal and formal assessments used to monitor student learning, including a description of the type(s)
of assessment(s) and what is being assessed
 Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs
 Instructional resources and materials used to engage students in learning
It should be no more than 4 pages long. Any explanations or rationale for decisions should be included in your
Planning Commentary and deleted from your plans.

Rationale of the Lesson Design/Prior Learning/Learning Segment

Situate your lesson within the broader context of the unit of study. What have the students learned before this
lesson/learning segment? How will their learning progress after the completion of this lesson/learning segment?
What prior knowledge do the students have? What misconceptions or gaps in prior knowledge will you need to
address?
Prior to this lesson, students will have already learned about the key features in a text such as main
characters, character traits, setting, and so on. They have also learned about the concept of making
predictions and using text evidence to back their predictions. Students have also answered
comprehension questions about various texts. The student’s learning will progress after the
completion of this lesson by practicing their prior skills and adding new concepts such as ‘theme’ to
their reading tool belt. A misconception or gap in prior knowledge could be the need to use evidence
when making predictions. This can be addressed by modeling a prediction and backing it with
evidence in the introduction portion of the lesson.

Lesson Plan
Name: Amanda Waugh
Grade: 3rd
Lesson _2__ of _6__
Title: Mr. Peabody’s Apples
GOALS/ DESIRED RESULTS
In the spaces below, articulate your specific learning goals for your lesson. Through each section, you should be
addressing the question: what do you want students to KNOW and BE ABLE TO DO as a result of this lesson?
1. Standards
State adopted student academic content standards and/or Common Core State Standards that are the target of
student learning (List the number AND text of each standard that is being addressed. If only a portion of a
standard is being addressed, then bold the part or parts that are relevant.)
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.

CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about
the same or similar characters (e.g., in books from a series).

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

Adopted Fall 2017 1

text as the basis for the answers.
2. Learning Objectives
Learning objectives associated with the standards. These should be specific, attainable, and measurable.
Students will be able to answer comprehension questions and make predictions during a full class read
aloud. Comprehension questions throughout the text will include topics such as main characters,
character traits and making predictions.

ASSESSMENT
In this section, articulate the tasks or evidence through which students will demonstrate the desired
understandings. In other words, how will you know students “got it” by the end of the lesson?
3. Assessments
Informal and formal assessments used to monitor student learning, including type(s) of assessment, both
formative and summative, and what is being assessed. The assessment should be clearly stated in the “Points of
Evaluation” section of the learning plan.
Students will be assessed informally through the questions being asked during the read aloud. The
teachers will listen in on student conversations to ensure that they are on the right track. Students will
have the opportunity to share their answers with the teacher and class after partner discussions.
Students will be assessed formally in the following lessons.

LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and the step-by-step
sequence of the lesson.
4. Instructional Resources and Materials
Instructional resources and materials (including technology) used to engage students in learning. If technology is
used, be sure to indicate how it enhances the lesson.
- Mr. Peabody’s Apples by Madonna with questions and stopping points
- Projector and Smart Board
o This can be used so students can follow along while reading.

5. Instructional Strategies/ Learning Tasks

Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs. This step-by-step process should indicate how much time you intend each segment to take
and should be detailed enough that a substitute teacher could teach your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the 5E model, etc.)
What teacher and students will be doing Points of evaluation
Introduction (5 minutes): How will you introduce the lesson and engage - Students should be
students (how will you get them interested, help them see the relevance and able to make
purpose of the lesson)? predictions about a
story using evidence
For the introduction of this lesson, students will be asked to come to from the pictures
the carpet in their assigned spots. Using the projector and SmartBoard, and title.
put the chosen book, Mr. Peabody’s Apples, under the projector so
students can see the cover. To introduce the book, Ms. Barry will read
the title and author. She will ask the students to predict what they think
the story might be about using only the illustrations on the cover and
the title. We will have the students turn and talk to their elbow partners

2
and discuss for around a minute. We will choose two to three students
to share out to the class.

This should take no longer than 5 minutes in total, but can be slightly
longer if more students want to share.

Lesson (~15 minutes): What are the specific steps and sequence of the
lesson? How long do you anticipate each lesson segment taking?

Ms. Barry will start by reading pages 8 through 11. She will pause on the - Students should be
top of page 10 and ask the students, “Who is our main character or able to pick out key
characters? What do we know about them?” (The main characters that features from a text,
are introduced in the first section are Mr. Peabody, the History teacher including the main
and Billy Little. Students can choose from different things they do such character and their
as playing baseball, or buying apples from the market each day. They traits.
could also identify character traits). Again, students will turn and talk to - Students should be
their elbow partner to discuss the question. Both Ms. Barry and I will able to make
engage in student conversations with the students nearest to us. predictions about a
Students will discuss for approximately 2 minutes or until the story using evidence
conversations die down. Ms. Barry will ask a few students to share what from the pictures
they talked about with their partner. After, she will continue reading and title.
until the bottom of page 11. - When students are
discussing, we will
We will then switch roles and I will read pages 12 through 21. I will listen in on
pause on page 14 and ask the students to make a prediction (In the conversations to
story, Billy is telling Mr. Peabody that the whole team thinks that he is a make sure students
thief. Mr. Peabody says that they will go and talk to Mr. Funkadeli, the are on track.
market owner, about it). I will have students turn to their elbow - Students will be
partners again and talk about a prediction they have. Students will asked to share their
discuss for 2 minutes. I will get the students attention and ask for a answers and
couple students to share what they talked about. After, I will continue thoughts.
reading until the bottom of page 21.

Ms. Barry and I will switch again and she will finish reading the book,
pages 22-30.

This should take around 15 minutes, but could take longer depending
on how many students want to share their discussions.

Closure: How will you conclude the lesson? How will you bring the lesson
together for students to help them return to the bigger purpose and big ideas - Students will get a
of the lesson? brief overview of
the concept of
The lesson will conclude by introducing the concept of theme. The theme.
students have not learned about this concept yet, but it’s important to
discuss with this book. Ms. Barry will first define the word ‘theme’ and
how it applies in stories and books. “The theme of a story can
sometimes be the message the author is trying to tell us or the lesson

3
that the author wants us to learn.” We will then discuss what the theme
in Mr. Peabody’s Apples was. “Mr. Peabody’s Apples is all about ‘The
power of our words.’ Tommy didn’t know how greatly his words would
have an impact on the town and on Mr. Peabody. They changed what
people thought about Mr. Peabody, even though they didn’t know the
full story. (This can be added if more clarification is needed or if we
want to expand the lesson: The feathers represent each person in the
town that believed Tommy’s rumor, and how many people he would
need to tell the truth to in order to fix his mistake. Picking up each
feather would take a long time, just like it would take a long time to tell
each person in town the truth).” We will close the lesson by thanking
the students for participating and listening to the story.

This should take around 5 minutes.