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Lesson Plan Format edTPA

Name: Dayna Rodriguez

School:

Grade: 5th Grade

Subject Area:

Date: Oct 29, 2014

Classroom

Type of Setting: Inclusion Setting/Team Taught

ELA/Science

Instructional Context
What do I know about my students that will inform my lesson?

Text: There are seven students in the classroom that have Individualized Education
Programs (IEP). Five of the students with IEPs are also English language learners. Four of the
students with IEPs have speech and language impairments and three students have specific
learning disabilities. There is also one additional English language learner in the classroom.
In order to meet the specific needs learning of these eight students during the lesson, I will
provide instructional supports for these students and I will also pair these students with
more advanced peers during group reading activities (Vygotsky, 1935/2011). Students
reading levels were assessed in the beginning of the school year and continue to be
assessed on an ongoing basis using Fountas and Pinnell Benchmark Reading Assessments.
Student reading levels in the classroom range from Level D to a Level T. Students will be
placed in heterogeneous reading groups during Lesson 1 and will remain in those groups
during Lesson 2. Students reading at Levels D, E, F, and J will be placed in a group with
students who are reading at levels M, O, P and T. In addition to heterogeneous ability
grouping, I will provide instructional supports such as graphic organizers during Lesson 1
and Lesson 2 to assist students with comprehension (Ausubel, 1960).
In addition to the eight students with special needs described above, one student in the
classroom has a 504 plan because of an ADHD diagnosis. Partner reading activities and
graphic organizers such as the KWL organizer and Venn Diagram used in the lessons will
not only assist students with IEPs and English language learners but will also help this
student with ADHD to organize the information in the text and will facilitate reading
comprehension (U.S. Department of Education, 2006).
Before the start of Lesson 1, students will be presented with a behavior self-monitoring
checklist that they will use to self-monitor their behavior during cooperative guided reading
in Lesson 1 and also during the Contrast/Compare Gameshow in Lesson 2. This selfmonitoring checklist will be beneficial for two students in the classroom that have been
classified with an Emotional Disturbance diagnosis and will also be beneficial for the student
with ADHD because it will help them self monitor and regulate their behavior during the
group activities in Lesson 1 and Lesson 2 (Gargulio, 2012).
The student population in this 5th grade classroom is culturally diverse. In the classroom,
twenty-four students are of Latin American descent and five students are African American.
The students of Latin American descent are from several different countries in North
America, Central America, and the Spanish speaking Caribbean. Eighteen students in the
classroom are of Dominican descent, four students are of Mexican descent, one student is of

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Costa Rican descent, and one student is of Puerto Rican descent. Furthermore, two
students of Dominican descent arrived in the United States less than five years ago. The
rest of the students of Latin American descent are first generation Americans and Spanish is
the primary language spoken in the home. The African American students in the classroom
are also culturally diverse. All African American students can trace their roots back to the
southern United States. Specifically, these African American students can trace their
ancestry back to Louisiana (one student), Georgia (one student), and North Carolina (three
students.)
Students interests in this classroom are as diverse as their backgrounds. However, all the
students in this 5th grade classroom really enjoy playing interactive games on the
SmartBoard and they also enjoy playing other games of an interactive nature with their
classmates. In fact, students in this classroom share a competitive spirit when they are
required to play against other student groups during classroom activities. An interest
inventory administered at the beginning of the school year demonstrated that most of the
students enjoy computer games and enjoy playing those games against their family
members and friends. Lesson 2 will employ that competitive spirit when student groups play
against each other in the Compare/Contrast Gameshow (Johnson, Johnson, & Holubec,
1993).
How does this lesson connect with and build on the previous lesson(s)?
Text: In the 3rd and 4th grade, standards CCSS.ELA-Literacy.RL3.3 and CSS. ELA-Literacy
RL4.3 addressed the prerequisite lower level skill, describe a character in depth. This lower
level skill is needed to complete the tasks in Lesson 1 and Lesson 2 (New York City
Department of Education, 2014). In addition, other lower level skills such as list and identify
have been used routinely in this 5th classroom (New York City Department of Education,
2014). The mastery of these lower level skills have slowly developed students capacity to
compare and contrast two or more characters in the 5 th grade as required by CCSS.ELALiteracy.RL5.3. Therefore, students in this classroom will compare and contrast Pink and
Says attitudes and actions in Pink and Say during Lesson 1 and Lesson 2 by building on
their previous knowledge.

How do you expect to build on this lesson in subsequent lessons?

Text: Student groups will play against other student groups in a Contrast/Compare
Gameshow (Johnson, Johnson, & Holubec, 1993). Student groups will answer questions that
vary in difficulty. Game show questions will be worth from 100 to 500 points depending on
the difficulty of the question. In addition, Contrast/Compare Gameshow questions will
require student groups to find similarities and differences between Pink and Say attitudes
and actions. Game show questions will also require student groups to cite evidence from the
book to support their answers. Student groups will only be able to win game show points for
correct answers and correctly cited answers if all the group members can write the correct
answers and citation on their personal white boards. Students will use their Venn diagram
graphic organizers from Lesson 1 to guide them in answering game show questions in
Lesson 2.

I) Purpose (Concepts/Essential Question)

The central focus of this learning segment will be to compare and contrast the differences
and similarities between the two main characters in the book Pink and Say. This lesson will
build on lower level skills such as describe, identify, and list mastered in previous grades
and utilized frequently in ELA lessons in this grade to compare and contrast Pink and Says
attitudes and actions. This learning segment will also address standard 5.6C of the K-8 New
York State Social Studies Common Core Framework. Standard 5.6c of the social studies
framework addresses the struggle for civil rights of different groups of people in the
Western Hemisphere and also addresses the response of governments to those struggles.
Students will have to answer the essential question of the lesson, How do historical, racial,
and socio-economic circumstances shape a characters attitudes and actions in a story? in
order to adequately compare and contrast Pink and Says attitudes and actions during the
learning segment. Students will develop the ability to differentiate between the characters
Pink and Say when they compare and contrast the outside factors that influence Pink and
Say' actions and attitudes. Heterogeneous ability grouping during guided reading activities
and heterogeneous ability grouping during interactive activities in the learning segment will
provide the adequate amount of scaffolding to enable all students in the classroom to
comprehend the differences and similarities between the two characters in the book
(Vygotsky, 1935/2011).

II) Academic Language (Vocabulary, Language Function, Linguistic Forms-Grammar, Key

Terms)
It will be critical for students to be able to compare and contrast in order to distinguish
between Pink and Says attitudes and actions in the book. Proper discourse will also be
critical for students in order to express themselves during group activities in the learning
segment. Proper discourse will also be important when students complete their KWL
organizer and Venn diagrams during Lesson 1 and Lesson 2. In order to aid students with
the language function, discourse, they will be given sentence outlines such as: Pink and Say
share ______ beliefs, Pink and Say differ in that ________, Pink expresses that ________, Pink
acts differently than Say because ________. In order to aid comprehension, the following
vocabulary will be defined in writing for the students before the learning segment begins:
Abraham Lincoln, mahogany, marauders, Confederate Army, Union troops, Yankee,
reckoning, hemp, lime pit, circumstances, and socio-economic.

Rationale (Based on Theory and Research)

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1. Student ability grouping during the interactive activities and scaffolded instructional
strategies using graphic organizers in this learning segment is based on Lev Vygotskys
Theory of Proximal Development (Vygotsky, 1935/2011). The definition of the Theory of
Proximal Development is The ZPD of the child is the distance between the level of his
actual development, determined with the help of independently solved tasks, and the level
of possible development, defined with the help of tasks solved by the child under the
guidance of adults or in cooperation with more intelligent peers (Vygotsky 1935/2011, p.
204).
2. David Ausubel was an American psychologist who created and researched the effects of
advance organizers as tools for aiding comprehension (Ausubel, 1960).
3. Researchers found that the cooperative learning condition of training resulted in higher
scores and no failures in an investigation of naval officer traffic controller training (Johnson,
Johnson, & Hulebec, 1993).
4. Webbss Depth of Knowledge levels is based on the theory that students will slowly build
on lower level thinking skills to develop and attain higher levels of thinking and knowledge
(New York City Department of Education, 2014).

III) Skills

Identifying
Organizing
Listing
Describing
Comparing/Contrasting

IV) Objectives (Performance Indicators What the learner will be able to do as a result of
the lesson. Include IEP or 504 goals if appropriate.)
Students will be able to:
Assessment:
1. Identify and describe Pink and
Says attitudes and actions.

1.

KWL graphic organizer

2. Organize and list similarities

between the two characters in
the story.

2.

Venn diagram

3.

Venn diagram

3. Organize and list differences

between the two characters in
the story.
4. Draw on specific details in the
text to identify similarities and
differences between Pink and
Say.

4. KWL graphic organizer, Venn diagram,

written individual and group responses on
personal white boards during interactivity
activity
5. KWL graphic organizer, Venn diagram, oral
responses during learning segment

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5. Use proper discourse to describe,
compare and contrast similarities
and differences between Pink and
Says attitudes and actions.
6. Compare and contrast the
differences and similarities
between Pink and Says attitudes
and actions.
7. Self monitor behavior during
group activities in the learning
segment.

activities, written individual and group

responses on personal white boards during
interactivity activity,
6. KWL graphic organizer, Venn diagram,
written individual and group responses on
personal white boards during interactivity
activity
7. Completed and signed behavior checklist
contract

V) Common Core Learning and NYS Standards (Include number and text.
Describe how standards and learning objectives address: essential literacy strategy,
requisite skills reading/writing connections)
1. CCSS.ELA-Literacy.RL. 5.3
Compare and contrast two or more characters, setting, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
2. CCSS.ELA-Literacy.W.5.9
Draw on evidence from literary or informational texts to support analysis, reflection,
and research. Apply grade 5 reading standards to literature (e.g. Compare and
contrast two or more characters, settings, or events in a story or a drama, drawing on
specific details in the text (e.g. how characters interact).
3. CCSS-ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one on one, in groups, and
teacher led) with diverse partners on grade 5 topics and text, building on others
ideas and expressing their own clearly. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
4. CCSS-ELA-Literacy.SL.5.1B
Engage effectively in a range of collaborative discussions (one on one, in groups, and
teacher led) with diverse partners on grade 5 topics and text, building on others
ideas and expressing their own clearly. Follow agreed-upon rules for discussions and
carry out assigned roles.
During this learning segment, students will use skills mastered in previous grades such as
those required in CCSS.ELA-Literacy. RL.3.3 and CCSS.ELA-Literacy.RL 4.3 to achieve the
ultimate goal of the learning segment which is to compare and contrast (CCSS.ELA-

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Literacy.RL. 5.3) Pink and Says attitudes and actions. More importantly, learning objectives
and assessments in the learning segment are closely aligned to 5 th grade reading and
writing standards, CCSS.ELA-Literacy.RL. 5.3 and CCSS.ELA-Literacy.W.5.9A respectively.
Furthermore, learning objectives and assessments of interactive group activities in the
learning segment are also closely aligned to 5 th grade speaking and listening standards,
CCSS-ELA-Literacy.SL.5.1A and CCSS-ELA-Literacy.SL.5.1B.

VI) Pre Assessment (How you determine that objects are appropriate for the learners.
At what level the learners may be expected to meet the objectives.)
As stated earlier, standards CCSS.ELA-Literacy. RL.3.3 and CCSS.ELA-Literacy.RL 4.3
mastered in previous grades have prepared the students to meet all the objectives required
in this learning segment. In addition, students in this 5 th grade classroom have had prior
assessments during this school year that required that they describe events, organize
information, and list information. All of these skills have prepared them for this learning
segment in which they will be required to compare and contrast two characters.
Furthermore, prior social studies lessons and assessments in this classroom have addressed
standard 5.6C of the K-8 New York State Social Studies Common Core Framework. Social
studies standard 5.6C is about the struggle for civil rights of different groups of people in
the Western Hemisphere and the response of governments to those struggles. Nonetheless,
students in this classroom will be required to write about they already know about the Civil
War on a KWL graphic organizers before the learning segment begins. The KWL graphic
organizers will be collected before the learning segment begins and any student
misconceptions will be addressed before the beginning of Lesson 1.
Teacher will have the students come to the carpet. The teacher will describe to the students
what behavior is expected during the group activities. Teacher will distribute the behavior
self monitoring checklist/contract that the students will use during the activity to selfmonitor and self-regulate behavior.

Rationale

VII) Learning Segment/Presentation

Lesson 1

Set Induction (How will you get learners interested and attentive. How will you
activate prior knowledge)

(15 minutes)
Teacher will return KWL organizers used for pre-assessment purposes to students. Teacher

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will ask students if they have any additional questions about the Civil War to activate prior
knowledge before the learning segment begins. The teacher will answer student questions
regarding the Civil War and also clear up any misconceptions about the Civil War evidenced
on the KWL organizer. Students will come to the carpet. The teacher will inform the students
that the book that will be read during the lesson takes place during the Civil War. Teacher
will introduce the two main characters in the book, Pink and Say. The teacher will flip
through the book and show the students the illustrations. The teacher asks the students to
complete the what I want to know section of the KWL organizer. The teacher will begin the
shared reading of the book Pink and Say by Patricia Polacco.

Instructional Strategies/Learning Task

Students will be assigned to heterogeneous groups based on reading ability. Students with
reading levels at D, E, J, and M will be placed in groups with stronger readers at Level O, P,
and T.
Students will complete their personal KWL organizer in their assigned groups. On the KWL
organizer, students will write what they have learned about the two main characters in the
book. Students will be instructed to re-read the sections of the book that are necessary to
find the information needed to complete the KWL organizer. The students who are strong
readers in the group will be assigned to re-read the book as needed with students with a
lower reading level following along. After the students complete their KWL organizers, they
will be given Venn Diagrams to complete. The same procedure will be used as above when
students begin the process of comparing and contrasting Pink and Says attitudes and
actions on the Venn Diagram; strong readers will assist lower level readers when completing
the Venn Diagram.

Procedure (Detailed description of what you and the student will do during the lesson.
This should include the description and sequence of activities, organization of lesson,
process products, and 3 tiered assignments which provide opportunity for practice.)

(30 minutes)
1) Teacher will instruct student to sit with predetermined groups (higher level readers
with lower level readers) at a table.
2) Teacher will ask students what they have learned about Pink and Say from the shared
reading.
3) Teacher will direct students to complete their own personal KWL organizer with the
information they have learned about Pink and Say from the shared reading.
4) Teacher will instruct students to identify and describe Pink and Says attitudes and
actions on the KWL organizer.
5) Teacher will instruct students to work as a group in order to complete their KWL
organizer.
6) Students will assist each other when they are completing their personal KWL

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organizer.
7) Students who are stronger readers will assist lower level readers with re-reading the
book as necessary to help the group complete the KWL organizer.
8) After students complete KWL organizer, teacher will distribute Venn diagrams and fill
in the blank sentence starter worksheets to each student.
9) Teacher will ask students: How where Pink and Says attitudes and actions similar and
how where Pink and Says attitudes and actions different? Possible student answer:
Say was afraid of fighting during the war and Pink was not afraid.
10)
Teacher will ask students: How do you think Pink and Says historical and racial
circumstances affected their attitudes and actions? Possible student answers: The
story takes place during the Civil War, so Pink said that the war was his war because
he was a slave trying to win his freedom.
11)
Teacher will ask students: Why do you think that Say felt the way he felt about
the war and why do you think Pink felt the way he felt about the war? Cite evidence
to support you statement. Possible student answers: Since Say was white, he could
go back to his farm after the war. Pink would go back to being a slave if the Union
troops lost the war. This information is on page ____.
12)
Teacher will distribute rubric so the students know how their Venn diagram will
be graded.
13)
Teacher will model for the students how to complete the Venn diagram. For this
purpose the teacher will point out one similarity between Pink and Say and write it in
the center of the Venn diagram for the students.
14)
Teacher will instruct students to compare and contrast Pink and Says attitudes
and actions in the book using the Venn diagram.
15)
Students will be told to organize and list similarities and differences on the
Venn diagram in the appropriate place.
16)
Teacher will instruct students to use complete sentences on their Venn
diagrams and to use sentence starter worksheet to assist them.
17)
Teacher will instruct students to also cite the passage in the book where they
found the information about Pink and Say.
18)
Teacher will instruct students to use KWL organizer to help them fill out Venn
diagram.
19)
Teacher will instruct students to re-read the book to complete Venn diagram
and will assign higher level readers in each group to re-read book passages as
needed for the group.
20)
Students who are higher level readers in the group will re-read book passages
as needed to complete Venn diagram.
21)
Students who are lower level readers will follow along when the higher level
readers at the table re-read sections of the book.
22)
Teacher will instruct below grade level students on how to use their
differentiated Venn diagram with additional prompts to help them complete
assignment.
23)
Teacher will point out to above grade level students that they have additional
questions that must be answered on the Venn diagram. The first question is: Why do
you think Pink reached out to touch Say when they were captured? Possible student
answers: Pink knew that he would be killed when he was captured. Pink also knew
that Say would not be hung when they were captured because he was white.
Second Question: What impact do you think race and social and economic status had
on Pink and Says attitudes and actions? Possible student answer: Race and social

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status had a huge influence on Pink but did not have a huge influence on Say
because

Closure (What will you do or say to end the lesson and clarify the objectives)

(10 minutes)
1) Teacher will ask students: How did Pink and Says historical, racial, and socioeconomic circumstances affect their attitudes and actions? How where Pink and Says
attitudes and actions similar and how where Pink and Says attitudes and actions
different?
2) Teacher will have one student from each table come to the front of the classroom to
show their completed Venn diagram to other students and to answer the questions
above.
3) Students will place their completed Venn diagram under the document projector and
those students will explain to the class the similarities and differences between Pink
and Say attitudes and actions.

Rationale (Relate methods, strategies to theory and research)

VIII) Questioning (Write out key questions and prompts to promote higher order thinking)
1) How do you think Pink and Says historical and racial circumstances affected their
attitudes and actions? Level two question: Cause/Effect
2) How where Pink and Says attitudes and actions similar and how where Pink and
Says attitudes and actions different? Level two/three question:
Compare/contrast
3) Why do you think that Say felt the way he felt about the war and why do you think
Pink felt the way he felt about the war? Cite evidence from the book to support your
statement. Level three question: Cite Evidence
4) Question for above grade level students: Why do you think Pink reached out to
touch Say when they were captured? Level three question: Draw Conclusions
5) Question for above grade level students: What impact do you think race and
social and economic status had on Pink and Says attitudes and actions? Level four
question: Analyze
Rationale (Relate to theory and research)

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IX) Materials/Resources/Technology (Handouts & Power Point or

Smartboard slides)
List:
1) 29 Pink and Say books
2) Document projector
3) Behavior Checklist/Contract
4) Vocabulary List
5) KWL graphic organizer
6) Venn diagram for below grade level students
7) Venn diagram for just below or at grade level students
8) Venn diagram for above level students
9) Sentence starter worksheet
10)
Rubric

Rationale for Use

See above
X) Follow Up Differentiated Activities for Re-engagement Lesson

Rationale
See above

XI) Post Assessment (How will you determine/record whether and to what extent the
learners have met objectives. How will learners demonstrate knowledge and criteria for
mastery. Include provision for student self-assessment as well as teacher based
assessment
See Objectives section

Rationale

XII) Special Needs (Site strategies, accommodations and modifications you will
incorporate to differentiate activities and worksheets. List what you are using to support
student learning/organization.)
Differentiation:

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Students who are below grade level (Speech Language Impairment, Specific Learning
Disabilities, English language learners) :
1) Students who are reading below grade level will be in groups with readers who are
at or above grade level in reading. These students who are above level in reading
will assist weaker readers in their group with re-reading and finding the
information needed to complete the KWL organizer and Venn diagram.
2) Vocabulary definitions
3) Differentiated Venn diagram to organize and list similarities and differences
between the two characters and with additional prompts to assist students.
4) KWL organizer to help identify and describe Pink and Says attitudes and actions
5) Sentence starter worksheet

Students who are just below or at grade level:

1) Small group instruction
2) Vocabulary definitions
3) KWL organizer to help these students identify and describe Pink and Says
attitudes and actions
4) Venn diagram to organize and list similarities and differences between the two
characters
5) Sentence starter worksheet
Students above grade level:
1) Students above grade level will have to answer Venn diagram prompts that require
them to use higher level thinking skills. These prompts will require them to analyze
the information in the text and draw conclusions from the evidence presented in
the text when they contrast and compare Pink and Says actions and attitudes
(Blooms Taxonomy).
Student with diagnosis of ADHD and students with Emotionally Disturbed Diagnosis:
1) Behavior checklist/contract to self-monitor and regulate behavior during lesson
and group activity.

Rationale (Refer to IEP or 504 and learning styles)

Blooms Taxonomy refers to level of thinking in which higher level thinking skills build on
lower level thinking skills. According to Blooms Taxonomy teacher should stimulate student
thinking by asking higher level questions.
See above for additional information

Reflection
What worked and for whom? Why?

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What didnt work and for whom? Why?

What are instructional next steps based on the data from this plan?

References
Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful
verbal material.
Journal of Educational Psychology, 51(5), 267-272. Doi: 10.1037/h0046669
Blooms Taxonomy. Retrieved from www.bloomstaxonomy.org
Gargulio, Ricard M. (2012). Special education in contemporary society. Thousand Oaks,
California: Sage
Holubec, E., Johnson, D. W., & Johnson, R. T. (1993). Impact of Cooperative Learning on Naval Air
Traffic Controller
Training. Journal Of Social Psychology, 133(3), 337-346.
New York City Department of Education 2014. Webbs Depth of Knowledge Levels. Retrieved
from:
http://schools.nyc.gov/NR/rdonlyres/522E69CC-02E3-4871-BC48BB575AA49E27/0/WebbsDOK.pdf
U.S. Department of Education, 2006. Teaching Children with Attention Deficit Hyperactivity
Disorder: Instructional
Practices and Strategies. Retrieved from:
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html
Vygotsky, L. S., & Kozulin, A. (2011). Dinamika umsstvennogo razvitija schkolnika v sviazi s
obucheniem. The dynamics of the schoolchilds mental development in relation to

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teaching and learning. Journal of Cognitive Education & Psychology, 10(2), 198-211. doi:
10.1891/19458959.10.2.198