edTPA Lesson Plan

Teacher Candidate Name: Kaylee Muenzhuber

Grade & Subject Area: 2nd Grade Writing
Date for Planned Lesson: March 13th, 2024

Lesson Title Writing An Introduction

MN/CC State Standard(s) Minnesota K-12 Academic Standards in ELA 2.2.5.1
Write Informative or Explanatory Texts to Examine and Convey
Complex Ideas and Information Clearly and Accurately Through
Use of Informational and Literary Text, Considering Audience -
Write to Inform or Explain, Using Details to Show Understanding
of the Topic and Including An Introductory and Concluding
Statement
Central Focus Write An Introduction for Nonfiction Writing by Using A Sound
Word, A Question, or An Interesting Fact
Learning Target for this Students will write an introduction for their nonfiction book by
Lesson using a sound word, a question, or an interesting fact.
Academic Language (AL) a. introduction
a. Domain-Specific
Academic Vocabulary b. write
b. General Academic c. N/A
Vocabulary
c. Sentence Frame d. In Phase 1 and 3, students will be talking about introductions.
d. Point in Lesson Where
Students Will Be Given In Phase 4, students will be writing an introduction.
Opportunity to Use
Academic Vocabulary
Needed Student ‘TT’ is fully-replaced, so they won’t accomplish the
Modifications/Supports stated learning target. They will do work at their level that is
given to them by and done with their SPED teacher.
Resources & Materials Newline Board, Laptop, Document Camera, “Ideas for a Strong
Needed Introduction” Poster, “Chameleon Book Introductions” Poster,
Lined Paper, Pencils, Class Roster
Lesson Part Activity Description / Teacher Does Students Do
Phase 1: State Target & Learning Target: State the learning Learning Target:
Activate Prior target in chunks and direct students to Students will repeat
Knowledge repeat after you. after the teacher.
● I can
● write an introduction Activate Prior
● for my nonfiction book Knowledge:
● by using Students will raise
● a sound word, their hands to
● a question, answer questions.
● or an interesting fact. Students will listen
to the teacher as
Activate Prior Knowledge: Ask students things are
what kind of book we’ve been working on explained.
writing. Ask students what steps we’ve
 gone through in writing our nonfiction
books. Tell students that the next step is
writing an introduction. Ask students what
an introduction is. Explain what an
introduction is after students make an
attempt at it.
Phase 1 Assessment Direct students to give a thumbs up if Students will give a
they understand what an introduction is. thumbs up if they
Make a mental note of the names of understand what
students that don’t give a thumbs up. an introduction is.
Check in with these noted students
during independent work time.
Phase 2: Teacher Input / Display the “Ideas for a Strong Students will listen
Inquiry Introduction” poster under the document to the teacher talk
camera. Explain to students that we write about why we write
introductions to grab the attention of our introductions and
readers and get them interested. Tell how we can write
students that there are three ways to introductions.
write an introduction. Talk students
through the three methods that are
shown on the poster.
Phase 2 Assessment Direct students to give a thumbs up if Students will give a
they understand the three ways to write thumbs up if they
an introduction. Make a mental note of understand the
the names of students that don’t give a three ways to write
thumbs up. Check in with these noted an introduction.
students during independent work time.
Phase 3 Guided Practice Display the “Chameleon Book Students will listen
Introductions” poster under the document as the teacher
camera. Explain to students that you reads through the
wrote an introduction for each of the three chameleon book
ways to write introductions. Read introductions.
students the first introduction and then Students will raise
ask them which method you used to write their hands to
it. Do this again for the second and third share which
introduction on the poster. After going method was used
through all three introductions, tell for each
students that you will use ‘Option 2’ for introduction.
your chameleon book. Direct students to Students will turn
turn to their desk neighbor and share and share their
which method they think they want to use thoughts with their
to write their introduction. desk neighbor.
Phase 3 Assessment After students turn and share, instruct Students will hold
them to hold up one finger if they are up one finger if
going to use a sound word, two fingers if they are going to
they are going to ask a question, or three use a sound word,
fingers if they are going to use an two fingers if they
interesting fact. Do this to make sure are going to ask a
each student has an idea for how they question, or three
 want to write their introduction. For fingers if they are
students that don’t hold up fingers, talk going to use an
with them during independent work time. interesting fact.
Phase 4 Independent Hand out lined paper to students. Tell Students will begin
Practice students that it is time for them to write to write the
the introduction for their nonfiction book. introduction for
Instruct students to begin working and to their nonfiction
raise their hands when they’ve finished book. Students will
writing their introduction. raise their hands
when they’re done.
Phase 4 Assessment When students raise their hands, go to Students will allow
them and read their introduction. Carry a the teacher to read
class roster with you. Put an ‘R’ next to their introduction.
the names of students who need to be Students will work
retaught how to write an introduction. Put on the next task
an ‘E’ next to the names of students who that the teacher
could use some tips that could help them gives them.
build an even stronger introduction. Put
an ‘N’ next to the names of students who
are ready for the next step in writing their
nonfiction book. After putting an ‘R’, ‘E’,
or ‘N’ next to the student’s name, have
them go back to finish a previous step
(writing facts or sorting facts). If students
state that they are done with the previous
steps, have them start writing the body
paragraphs for their nonfiction book.
Phase 5: Restatement & Restate Learning Target: Ask students: Restate Learning
Closure “Were you able to write an introduction for Target: Students
your nonfiction book by using a sound will use sign
word, a question, or an interesting fact?” language to show if
Have students show you with sign they met the
language. learning target.

Planned Opportunity: Instruct students Self-Assessment:

to give you a thumbs up, thumbs Students will give a
sideways, or thumbs down to show how thumbs up, thumbs
comfortable they feel with writing sideways, or
introductions for nonfiction books. thumbs down to
“Thumbs up means you could explain it to show how
someone else. Thumbs sideways means comfortable they
you can do it with just a little help. feel with writing
Thumbs down means you want it introductions for
explained again.” nonfiction books.
Phase 6 Summative Next Use the phase 4 assessment to put
Steps students into one of the first three
categories. Student “TT” is fully replaced,
so they don’t follow the class curriculum,
and they won’t fall into any of the first
three categories.
Students Reteach Extend New Topic N/A
TB X
LC X
JD X
JF X
SH X
AH X
EI X
JJ X
JJW X
SK X
KK X
KLe X
KLo X
RL X
ZO X
MP X
PRB X
LS X
BS X
TT X
WT X
RT X

Reteach: Reteach students how to write

an introduction
Extend: Give tips that could help build an
even stronger introduction
New: Move on to the next part of writing
a nonfiction book