Student Teaching edTPA Lesson Plan Template

Subject: Central Focus:

Literacy Using elements of a story to determine the theme of a story.
Essential Standard/Common Core Objective:
R.L.4.2
Date submitted: October 23, 2018 Date taught: October 24, 2018
Determine a theme of a story, drama, or poem from
details in the text; summarize the text.
Daily Lesson Objective:
Performance: Students will be able to analyze a story to determine the theme using details and summarizing the text.
Conditions: The objective will be completed both in whole group and independently. The students will be allowed access
to the book, Fly Away Home by Eve Bunting.
Criteria: The students will complete the organizational chart of the book in small group. After the discussion, students will
turn in their paper with the chart when they are complete. Students must fill out the entire organizational chart to show
mastery and must include the title and author of the book, at least 1 setting, 3 characters, beginning middle and ending
plot, one conflict, point of view, and the theme about the story.
21st Century Skills: Academic Language Demand (Language Function and
Collaboration: Students will be working in small Vocabulary):
groups that will enable social skills used to create Analyze: Students will be analyzing a story to determine the theme
new and worthwhile ideas. using details and summarizing the text.
Problem solving skills (during whole group and
independent activity). Students will be mapping out Students will be reading, writing, and listening throughout the
the story problems based off the information guided and independent practices and the teacher input piece of
provided in the text. the lesson. Students will be speaking and contributing to the
discussion in the guided practice. Students will use their
analyzation to apply their understanding of the key components of
the novel as they complete the organizational chart in guided
practice and independent practice.
Prior Knowledge:
Students have been exposed to setting, characters, plot, conflict, point of view, and theme.
Students have been exposed to dissecting readings to understand meaning.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
4. Guided Practice
I will come in to the classroom not knowing exactly what the students have 5 minutes
covered or how they classify each of the vocabulary words we will be
working with in this lesson. Therefore, I will start by asking students about the
terms that will be included in the organizational chart: book, setting,
characters, plot, conflict, point of view, and theme.
For example,
T: “Can someone raise their hand and tell me what setting is?”
“Today, you will be analyzing a story to determine the theme using details and 1 minute
summarizing the text.”
I will pass out copies of the story, Fly Away Home written by Eve Bunting. 15
I will tell students to sit next to someone who has the text (I made enough minutes
copies for students to share).
I will explain to the students that I am going to read the story out loud and to
mark on the pages where they may see setting, characters, plot, conflict, point
of view or theme.
I will begin by explaining what I expect from the students when they complete 15
their activity: minutes
T: “You will be working on this activity with the same person you shared the
story with, if you do not have a partner, find a group of two and be a group of
 three.”
T: “First, I am going to separate my page in 7 different boxes.”
*Have students separate their page in 7 different boxes. *
T: “Next, I am going to write the words; book in the first box, setting in the
second box, characters in the third box, plot in the fourth box, conflict in the
fifth box, point of view in the sixth box, and theme in the seventh box.”
* Have students fill in the names for their 7 boxes. *

I will show expectations of the activity by filling out the graphic organizer to a
book the students are familiar with, The Cat in the Hat.
Q. Why do you think I am writing down all of this information about this
book?
Q. How does the way you find the answer to these components help you
understand what is occurring in the story?
Q. How should you contribute to the partner work? Should one person do all
of the work?

I will have a pre-made example of the organizational graphic organizer to

show students what is expected from them. I will have this available to
students if they need to refer to an example while completing their graphic
organizer with their partner during independent practice.
In my example, it is presentable and neat. I will encourage students to use
color and craftsmanship.
I will release students to complete their organizer with their partner. 15
I will encourage students to use color and craftsmanship. I will also encourage minutes
students to look back in the story to find their answers.

Students must fill out the entire organizational chart to show mastery and must
include the title and author of the book, at least 1 setting, 3 characters,
beginning middle and ending plot, one conflict, point of view, and the theme
5. Independent Practice about the story.

As students are working, I will be walking around and checking on each

student’s progress. I will walk around and mentally check the student’s
understanding of the questions being asked.
I will provide assistance to students who may be confused on the assignment
as well as provide assistance to those who may be confused on the topics
being covered.
I will have a gallery walk with the students to read/look at what other groups did and
compare results. The students can compare answers as well as compare their pictures to
other groups.
6. Assessment Methods of The students will complete the organizational chart of the book in small group. After the
all objectives/skills: discussion, students will turn in their paper with the chart when they are complete. Students
must fill out the entire organizational chart to show mastery and must include the title and
author of the book, at least 1 setting, 3 characters, beginning middle and ending plot, one
conflict, point of view, and the theme about the story.
When everyone completes the organizational chart, we will go over what the 10
students put in their graphic organizer. minutes
Because this lesson does center around theme, I will have the students explain
7. Closure
to the class the theme they wrote in their chart.
I will ask the students how this organizational chart helped them analyze the
story and if it helped them determine a theme for the text.
8. Assessment Results of Because students were already familiar with the terms I presented them with, a lot of
all objectives/skills: groups understood what was being asked of them and how they could find the answers in
 the text.
Some students did not fully grasp some of the vocabulary terms especially point of view,
plot, and conflict.
All of the students met the objective and contained all of the information I required from
them.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

For students that may struggle with hearing or seeing If students are struggling during the independent practice, the
from afar, I will seat them near the front of the teacher can add more examples and help them find key points
classroom so they have a closer view during the guided in the text that may help them fill in the components for the
practice. Students that are English Language Learners graphic organizer. For students or groups that finish fast, I will
will be directed to find words in the text that may be have them illustrate the points that they find in the text to
familiar to their native language. If students have support their claims they put in their independent practice.
trouble with understanding the book, I will place them
in a group with a student that has a strong grasp on the
text; as they could help identify the plot that is present
in the novel. As the independent practice is a group
activity, this allows students to feed off of their peers if
they need assistance.
Materials/Technology:
16 copies of the book: Fly Away Home by, Eve Bunting
16 pieces of computer paper for the independent practice
Pencils
Markers to customize graphic organizer
Reflection on lesson:
I feel this lesson went fairly well. The students were very engaged and explained to me that the story was very sad but
they learned a good lesson from it. I was hoping to get this response, as I feel it is not only important to teach the school
material but to teach life lessons as well.
If I could adjust some things, I would walk around the classroom as I read to send a body language that I expect all
students to be following along. I would also set specific guidelines as to how I expect the students to act, how loud they
can talk, and how I expect conversations to go as they work with a partner.
Overall, I feel this lesson went really well. My clinical teacher took a copy of my lesson plan and reading-she said she
was going to use this with her first block. 

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