Student Teaching edTPA Lesson Plan Template

Subject: Reading/ ELA Central Focus: Read and Respond

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when Date submitted: 3-14-18 Date taught: 3-16-18
explaining what the text says explicitly and
when drawing inferences from the text.
Daily Lesson Objective: When given a chapter of Bud not Buddy, the students will follow along while reading with the
teacher and answer a responding question with 90% accuracy.

21st Century Skills: Critical thinking- when Academic Language Demand (Language Function and
responding to the read and respond Vocabulary): Chapter, book, character, prediction, respond

Prior Knowledge: Students will need prior knowledge of the chapters before the one that I will be reading. The students
will need prior knowledge of the term read and respond and what this means.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
4. Guided Practice
5. Independent Practice
To start this lesson, I will have to review the book with the students. I have 5-7
not read the book up until this point and what I have heard from other lessons. minutes
I will ask the students, “Can someone please give me a short summary of what
has happened so far in the book.” I will hear from 2 or 3 students to get a few
different perspectives of the book. I will then ask the students, “What was the
last thing you remember that happened?” I will again hear from 2-3 students
to get a few perspectives. I will then say to the students, “we are going to start
reading chapter 12 today so I need every other person to come get a book to
share with the person next to you because we don’t have enough books for
everyone.” After all books are given out, I will offer the back two rows of
students a chance to come sit on the floor in front of me so they can hear
better. After the students are settled, I can start the reading.
Today, we are going to be reading chapter 12 of “Bud Not Buddy”. You will 1 minute
follow along as I read. I need you all to be listening because I might ask some
questions along the way. After we are done reading, you will get a question to
respond to and place in your ELA notebook.
I will be reading chapter 12 of “Bud not Buddy” with the class. I will be 45minutes
reading the chapter aloud as the students follow along. During the reading, I
will also be stopping to ask the students questions about the reading. I will
read the whole chapter to the class as they follow along in their books and
they will be ready to answer questions that I ask.
The guided practice will take place during the independent practice as well as 10
following the finishing of the reading. I will work with the students to answer minutes
questions during the reading. As I am reading, I will be asking the students
questions about the reading. Such questions will include, “How do you think
this character is feeling right now? What do you think is going to happen? Has
anyone ever had something like this happen to them before?” These questions
will be asked to the students and I will also give my input. This will be a
practice before the students are expected to independently answer the
questions.
After completing the reading of chapter 12 in “Bud Not Buddy” All of the 5 minutes
students will walk back to their seats. Each student, sitting at their seat will
still be sharing a book with the person beside them. The teacher will say,
“You all will stay in your seats and keep sharing your books with each other.
 You all are going to be working independently on this activity and when you
are finished, you will put your answer into your ELA journal” The teacher
will start to pass out the read and response question asking some of the
students to help pass them out. The teacher will say, “When everyone gets a
paper, you will work silently to answer the question. You will have to share
books with the person beside you so be patient. When you are finished writing
you can glue your response into your ELA journal. Please leave them out on
your desk so I can come around and check your work.” The students will take
time to work and find the answer to the question.
To assess the students, I will give the students a response question to answer upon finishing
the reading. The students will respond to the question, “How does Herman Calloway react
6. Assessment Methods of
when Bud says that he is looking for his father? Use details to support your answer.” The
all objectives/skills:
students are able to earn full credit for answering the question because it will be a
participation grade.
To close, I will start by asking the students if they have any questions. After 3 minutes
answering any of the questions, I will also ask the students to give me a
prediction on what they think is going to happen next in the book. We will
7. Closure discuss as a class what they think is going to happen in the next parts of the
book. I will ask the students to give predictions and then give a reason that
they think that will happen. I will end the conversation by saying that they
must wait and see and then move into a small group lesson.
The exit ticket that the students were given is going to be counted as a participation grade.
There was a total of 30 students in the class when the exit ticket was given and all 30
8. Assessment Results of students were able to complete the response question. I only have 1 work sample because
all objectives/skills: the students kept their responses in their ELA notebooks. All students received full credit
for their work. I checked the students completion of the assignment by going by each
students desk and asking them to show me their response in their journal.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
Autism Spectrum- to accommodate these students, I Small groups are made based on their reading levels. There are
can let them choose to work individually or with a 3 small groups in the class that are each assigned a different
partner during the read aloud. Because students are book according to their reading levels. The students in each
asked to share books, these students can choose to just group following this lesson will work in their small groups on
listen along if needed. another read and respond for their assigned book. For example,
English Language Learners- to accommodate these the lowest group will be making predictions for their book,
students, I will be able to provide them with a response “Chocolate Touch”. Each of the small groups will work in a
question to answer that is in their home language if group or individually to complete their assignments following
needed. this lesson plan.

Materials/Technology: “Bud Not Buddy” book, ELA notebook, read and respond paper, pencil, glue

Reflection on lesson: completed on separate sheet

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______