Student Teaching edTPA Lesson Plan Template

Central Focus:
Subject: 5th Grade/Social Studies, Language Arts Budgeting plays an important role in making educated financial
decisions. Poetry can be read and analyzed to find the meaning
and ideas in the writing.
Essential Standard/Common Core Objective:
5.E.2.1 Explain the importance of developing a
basic budget for spending and saving.
RL.5.5 Explain how a series of chapters, scenes, or Date submitted: Date taught: 3/22/2018
stanzas fits together to provide the overall story,
drama, or poem

Daily Lesson Objective:

Social Studies: Students will be able to explain the importance of creating a budget and develop their own personal
budget.
Literacy: Students will be able to read and evaluate a poem, annotating important details and figurative language in the
poem and utilize these annotations to have a meaningful conversation about the poem.
21st Century Skills: Academic Language Demand (Language Function and
 Critical Thinking & Problem Solving Vocabulary):
 Financial, Economic, Business and Language Function: explain, evaluate, utilize, develop
Entrepreneurial Literacy
Vocabulary: budget, figurative language, personification
 Communication
 Creativity Discourse: Turn-and-Talk and classroom sharing and discussion

Syntax: Exit Tickets

Prior Knowledge: how to read and annotate a passage, how to use annotations to hold a discussion about the passage,
some figurative language knowledge, knowledge of how money is used, knowledge of spending and saving

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
4. Guided Practice
I know you guys have been working on poetry this week, and today we are 30
going to continue with poetry. We are also going to do some social studies seconds
and discuss how to keep track of how we use our money.
Today we are going to read and discuss the poem The Giving Tree. We are 30
also going to use this poem to discuss how we budget, spend, and save our seconds
money.
To start our lesson today, we are going to read and annotate The Giving Tree. 10-15
When you are reading, I want you to pay attention to important details in the minutes
story, such as characters and their point of view, events, and any figurative
language you see that may affect the meaning of the poem. After you have
read, we will discuss poem and what you have annotated. I will give about 5
or 6 minutes to do this. Now that you have read we are going to discuss the
poem. The teacher will use what the students have annotated to help guide the
discussion. The teacher will also be sure to cover: the personification of the
tree, how the boy changed over time, how the tree changed over time, the
feelings of both characters in the story.
“Let’s talk about how the boy used the tree. How can we compare the boys 10-15
use of the tree to how we use money? Turn-and-Talk about this and then we minutes
will share out some ideas.” After allowing some students to share, the teacher
will guide the conversation by discussing how we use money for goods and
services. “The boy used the tree as a resource to make things. He used the tree

5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
For ELLs, pictures will be used to accompany
vocabulary terms. ELLs in this class also have
translation dictionaries. The use of “Turn and Talk” and
to obtain new things, like a house and a boat. We use money in this same
way.” The teacher will then begin a discussion about budgeting. “Who knows
what a basic budget is? Turn-and-Talk about this with your table groups and
then we will share out.” After allowing some students to share, the teacher
will guide the conversation by defining a budget and discussing how we use
our money. “A basic budget is a plan for how future income will be used, it
includes plans for both spending and saving money. A budget is like a guide
to show how the money we receive, or income, will be used. A budget is used
to help keep track of how money is used. Now that you know what a budget
is, think about the boy in the poem. Do you think he budgeted the tree? If so,
did he do it well? Turn-and-Talk to your table about this and then we will
discuss.” The teacher will allow students to share and then facilitate
discussion by asking students questions such as, “How could the boy have
budgeted the tree better?” “Can you relate the tree to spending and saving
money?” “Do you think the boy did a good job of saving?”
For social studies independent practice, students create a “budget” with their
own giving tree. They must draw their giving tree and show how it will be
budgeted. They will also write a paragraph about how they would budget the
tree wisely. Their basic budget must include how money will be both spent
and saved. For literacy independent practice, students will answer an exit
ticket question about the poem. The exit ticket question is as follows: Give
one example of figurative language in the poem and include the sentence or
phrase from the poem that includes this figurative language. Also, write one to
two sentences that describes your understanding of the poem.
Social Studies assessment: Students can earn up to ten points, and 8 out of 10 points is
considered mastery. Students will receive: 2 points for the drawing, 3 points for showing
how they would budget (this must include spending AND saving), and 5 points for the
paragraph explanation.
Literacy assessment: Students can earn up to ten points, and 8 out of 10 points is considered
mastery. Students will receive: 3 points for an example of figurative language and 2 points
for including the sentence or phrase, 5 points for giving a one to two sentence description
of their understanding of the poem.
“When you have finished your drawing and paragraph, I will collect these.
Once you have answered the exit ticket question on sticky note, place the note
on the exit ticket poster and I will collect these. Then we will move on to what
Mrs. Higgins wants us to do next.”
Literacy assessment results (Social Studies results on other template):
Students submitted an exit ticket to be assessed. The majority of the students, 12 out of 17,
achieved mastery on the exit tickets. Nine of the students received ten out of ten points and
the remaining three students scored 8 points, with two points deducted for not including the
specific sentence or phrase where they found an example of figurative language. Four
students earned five out of ten points, with five points being deducted for not including a
one to two sentence description of their understanding of the poem. Finally, one student
earned 3 out of 10 points, only identifying the type of figurative language they found in the
poem.
Student/Small Group Modifications/Accommodations
To extend the social studies content, small group discussions
could be held concerning each individual’s budget. The
conversation would dive further into how each student would
peer communication will also be beneficial to ELLs, as personally construct a budget and whether or not this is a wise
it allows them to express their ideas orally and hear the way to budget.
ideas of other to help inform about the topic. To extend the literacy content, small groups could be
Students that benefit from multiple learning techniques constructed based on student’s exit ticket responses. Struggling
will benefit from speaking to partners (auditory), using students could read through the poem with the teacher and
the giving tree as visual for their budget (visual), and discuss what information is important to annotate to understand
drawing their giving tree (kinesthetic). the content of the poem. The teacher would also review the
figurative language in the poem.
Materials/Technology:
The Giving Tree poem for each student, pencils and paper, highlighters, blank paper and coloring supplies, sticky notes
Reflection on lesson:
1. What worked? What didn’t work? Why?
My lesson went well overall, and for my first time writing and teaching an integrated lesson, I feel as
though I did it well. Reflecting on the lesson, I think that the lesson became more social studies heavy
and that I could have focused in on the poem a little better, maybe with an extra activity than just
annotating and discussing the poem. The students did well with annotating and discussing though, and I
was able to have a meaningful discussion with the class about the poem. However, I think I could have
focused in on the poem’s meaning more, outside of a social studies context.

2. Based on the implementation of this lesson, what instructional changes would you need to make to
prepare for future lessons?
For future lessons, I would set stricter time constraints on specific parts of the lesson to allow for more
time to complete other activities in the lesson. Although my CT told me not to stress too much about
taking too much time, I was crunched for time towards the end of the lesson because some students were
spending too much time on part of the social studies aspect, drawing their own giving tree. Some
students go too absorbed in drawing and rushed through their other activities. I also think that this lesson
could have been extended over a period of days, which also would have allowed for more explanation
and activity in the literacy portion of the lesson. The idea of extending the lesson was also mentioned to
me by my CT.
3. How might these changes improve student learning? What research and theory in education would
support the implementation of these changes?
These changes would improve student learning by allowing them to take a deep dive into a piece of
literature and thoroughly analyze it rather than rushing through a piece and trying to find information in
a short period of fifteen minutes. If students would have been allowed more time to read and concentrate
on the poem I think that their understanding would have been much deeper and that more meaningful
conversations could have been held in the class. I think this also would encourage students to annotate
and analyze poems thoroughly and would allow them good practice in doing so.

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