EdTPA General Lesson Plan Template

[Note: Delete all of the writing in italics as you complete each section]
[Note: All words and phrases in RED can be found in the EdTPA Glossary]

Grade Level: 5 Number of Students: 1 Instructional Location:

classroom Date: 3/23/22

Lesson Goals

Central Focus of Lesson:

Using a graphic organizer to draft a summary statement

Standard(s) Addressed:
Indiana Standard 5RN2.2: “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:
Student will be able to use a graphic organizer to draft a summary statement about an
informational text

Language Objectives:
Journalist, article, preview, main ideas, graphic organizer, summary

Key Vocabulary in Lesson:

Rosa Parks, civil rights movement, Sojourner Truth, Harriet Tubman, segregation, U.S.
Supreme Court

Lesson Considerations

Materials: writing utensil, graphic organizer

Prior Academic Learning and Prerequisite Skills:
The student should have a basic understanding of main ideas. The student should be able
to identify main ideas within an article.
Misconceptions:
Graphic organizers are busy work and do not deepen comprehension. Summaries include
specific details found in articles.
Lesson Plan Details: Write a detailed outline of your class session including instructional
strategies, learning tasks, key questions, key transitions, student supports, assessment
strategies, and conclusion. Your outline should be detailed enough that another teacher
could understand them well enough to use them. Include what you will do as a teacher and
what your students will be doing during each lesson phase. Include a few key time guidelines.
Note: The italicized statements and scaffolding questions are meant to guide your thinking
and planning. You do not need to answer them explicitly or address each one in your plan.
Delete them before typing your lesson outline.

Lesson Introduction - “Before”: Setting the stage, activate and build background
knowledge, introduce and explain
1. Read through the lesson objectives and agenda for the day (1 minute)
2. Review - prompt that student as necessary to answer the questions below. (5
minutes)
a. How does using a graphic organizer help us as readers and journalists?
b. Why are main ideas important to readers and journalists?
c. What kind of information should summaries include?
3. Next, play the youtube video “Claudette Colvin: The Original Rosa Parks” (2:30) to
build the student’s background knowledge. (3 minutes)
(9 minutes)
Learning Activities - “During”: Active engagement in meaning making, explicit instruction,
and practice (you should be checking for understanding throughout the lesson)
1. Next, the students and the teacher will read the “Claudette Colvin” article from
Britanica Kids.
a. Before reading the article, preview and predict what the article is going to be
about with the students. Ask the student to look at the text clues and predict
what the article will be about. Make sure that the student elaborates on their
thinking and explains why they made their prediction. (3 minutes)
b. While reading the article be sure to point out key vocabulary including:
i. Rosa Parks - Civil rights figure who refused to give her seat up for a
white person on the bus
ii. Civil Rights Movement - The struggle for people to have equal rights
iii. Sojourner Truth - She spoke out against slavery and spoke up for
women's rights in the 1800s
iv. Harriet Tubman - She escaped from slavery and then led many others
to their freedom from slavery
v. Segregation - the separation of black and white people
vi. U.S. Supreme Court - The highest court in the U.S. It has the power to
overturn laws
c. The teacher should prompt the student to check for understanding after each
section (as learned in the previous lesson).
d. After reading the article the teacher and the students will work together to fill
out the “Important or Interesting?” graphic organizer.
i. The teacher should give the student explicit instruction on how to fill out
the graphic organizer.
1. Write the title of our article in the title blank.
2. In the left column of the organizer titled “Important Information,”
we are going to write down the main ideas and important
information we might include in a summary.
3. In the right column of the organizer titled “Interesting Details,”
we are going to write down any interesting detail we found in the
article. These details are not the main idea of the article and
would not be included in our summary. Think of these details as
“fun facts”
ii. The student should begin filling out the graphic organizer
independently.
iii. The teacher should observe the student filling out the organizer. The
teacher should answer any of the student's questions and prompt the
student to explain their thinking.
1. “How did you decide that was important information?”
2. “Why did you list that as an interesting detail?”
iv. Next, the student should use their graphic organizer to write a summary
on the other side of their paper.
1. The teacher should prompt the student to include the important
information they choose for the graphic organizer and exclude
 Closure - “After”:
1. Review - Ask the student these review questions:
a. How does using a graphic organizer help you write a summary?
b. What is one thing you want to remember about Claudette Colvin?
c. How could you make a change like the children we have learned about
together?
(5 minutes)

Extension:
Have the student draw themselves as an agent of change.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are
referenced and utilized in this lesson.
Claudette Colvin: The Original Rosa Parks
Important or Interesting?
AttributeChart.pdf
https://kids.britannica.com/kids/article/Claudette-Colvin/544733
Ed 308 Lesson 6

Lesson Plan Appendix and Commentary Section

[Note: Complete the Sections Below Indicated by your Course Instructor]

Evidence and Formative Assessment of Student Learning: How will you know whether
students are making progress toward your learning goal(s) and/or how will you assess the
extent to which they have met your goal(s)? Use the chart below to describe and justify at
least 2 formal or informal assessment strategies that occur in your detailed plan above.

Assessment Strategy #1: Alignment with Objectives:

Shows students ability to use a graphic
organizer and identify main ideas compared
to key details.
Important or Interesting?
Evidence of Student Understanding:
Student will demonstrate her understanding
by identifying main ideas in the left column
and interesting detail in the right column.

Student Feedback:
I will offer warm praise to the student for
 successfully identifying main ideas as
important information and will redirect the
student if they suggest that an interesting
detail is important information and vice
versa.

Assessment Strategy #1: Alignment with Objectives:

Shows students ability to draft a summary
statement

Summary Evidence of Student Understanding:

Student will demonstrate her understanding
by summarizing the important information
found in the article.

Student Feedback:
I will offer specific praise to the student for
their summary and feedback on their
summary. I will make sure to comment if the
summary is too detailed or too narrow.

Assessment Strategy #3: Alignment with Objectives:

Shows students ability to use a graphic
organizer and build an identity for the people
we have learned about.
Attribute Chart
Evidence of Student Understanding:
The student will demonstrate their
understanding by choosing different
attributes for the different people we have
learned about. They should not fill out the
attribute chart the same for each person.

Student Feedback:
I will offer warm praise to the student for her
work on the attribute chart and ask the
student to elaborate on why she choose
certain attributes for each person.
 Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:

In previous lessons the student learned about journalism, main ideas, and summaries. In
this lesson we continue to develop these ideas and build upon them. The close reading of
the “Claudette Colvin” article also helps the student develop their understanding of agents
of change and the power of children. The impact of Claudette Colvin on American and
global history can be related to present day society and the power of children and their
voices.

Grouping Strategies:
Groups are not applicable for this lesson.

Planned Supports:
Closed captioning is available for the youtube video for those that might struggle
with auditory processing or have hearing impairment. If necessary, the article can
be accessed online and read aloud to the student through the computer. A google
slides presentation is provided to give the student the option to visually process the
objectives, agenda, and journalist’s assignment for those that might struggle with
auditory processing or have hearing impairment (provided in the “ED 308 Lesson 3”
Google Slides). The graphic organizers will be provided on paper but digital copies
can be accessed if necessary.

Acknowledgements

Sources:
David Hyerele’s Thinking Maps
“Attribute Chart” Desert Island Strategies

Revision: The only revision I was asked to make was to have the student read something that
they had already read before. However, this was not possible in my case. I had one student who
was there for the first four lessons and one student who was only there for the fifth lesson.
Because of this, the two students had not read any of the same material.

Reflection:
I think that this lesson really summed up what we have been teaching the students over these six
weeks. I think that my first student really grasped the concepts of main ideas and summaries and
definitely improved from the first lesson. My second student was only there for the last two
lessons, so I think she still had some room for improvement but I think she did a really good job
for only being there for the last two lessons. It was a different experience working with two
students instead of one. The two students worked well together and it was really awesome to
watch them help each other. I do think I could have done a better job making sure that the
students had equal opportunities to share and talk. One of my students was much more vocal
than the other and I think I should have put in more effort to make sure the quieter student got to
speak. Because the two students had not been together for the previous lessons they had not
learned about the same children who made a difference. I had students take turns explaining
different children who made a difference to the other student. I think that this worked really well
and showed the students’ ability to verbally summarize. Unfortunately, we did not have enough
time to do the attribute graph. I do wish that we had time to do the attribute graph, but I think
that the lesson went really well and I do not think I would want to remove something else from
the lesson to allow time for the attribute graph.