Edtpa Lesson Plan Template: Ccss - Ela-Literacy - Rl.4.6
Edtpa Lesson Plan Template: Ccss - Ela-Literacy - Rl.4.6
Edtpa Lesson Plan Template: Ccss - Ela-Literacy - Rl.4.6
Prior Knowledge:
Students will need to understand how to listen to and comprehend a story without physically reading the story. They will
also need to understand how to pick a specific character from the book to write about.
Activity
1. Focus and Review
10 points
Description
2. Statement of Objective
for Student
10 points
3. Teacher Input
10 points
I will be able to take on a character from the book and write from this
persons point of view. I will do this by writing at least a paragraph on how I
would feel as this character, and state specific facts from the chapter that we
will read together.
I will now begin reading chapter ten of A Long Walk to Water to the
students.
I will stop periodically through the chapter and have them answer
questions and collaborate with their partners.
I will begin with Nyas section.
How would you feel if strange men came to your house to talk to
someone in your family?
What do you think those men wanted, or what they were talking
about with the chief?
I will then model the strategy by acting like Nyas character and
stating how I would feel in this situation
I would be very scared if I were Nya and strange men came to my
house.
It seems like they may have been discussing the water, because
Nyas sister got so sick not so long ago from the water; maybe they
are trying to find a solution to the problem.
Now lets read about Salva.
4. Guided Practice
10 points
5. Independent Practice
10 points
I will then let three to five people share what they wrote, and
begin reading the chapter.
6. Assessment Methods of
all objectives/skills:
10 points
7. Closure
10 points
This section is not completed unless the lesson plan has been
implemented.
8. Assessment Results of
all objectives/skills:
10 points
Overall, I felt like this lesson was a success; besides a few errors it went
well. Some of the students were a little confused with the assignment they
were given, when I realized this I redirected and re-explained what they were
supposed to be doing. This experience showed me that this is not an
uncommon thing, students can become easily confused and it is not strange
to have to re-teach them. After this, all of the students wrote very
meaningful and deep things on their index cards. They completely
exceeded my expectations, by going back over things that they have learned
since they began reading this book. This shows me that they were all truly
paying attention and listening while both their teacher and I was reading to
them. They also seemed to understand how to put themselves in someone
elses shoes and try to understand how that person is feeling. If I were to do
this lesson again, I would have the students take more notes while they were
reading, and allow them to use this in the assignment. I will also be sure
that all of the students understand the assignment before I send them off on
their own to do it.
Materials/Technology:
A Long Walk to Water by: Linda Sue Park.
Paper to write down their narratives.
Pencils/Pens
Notebooks
CT signature: ________________________ Date: ______ US signature: ___________________Date: ____