Complete Lesson Plan with passing grade!
EdTPA Lesson Teacher: ClassRating.Org Lesson number: 5 Lesson Title: Choosing a seed idea Grade/Subject/duration of lesson: 5th ELA/ 45 min
Central focus: Generating Ideas about Our Lives and Finding Depth in the Moments We Choose. Essential literacy strategy: Generate ideas to develop real experience narratives.   Requisite skills: develop and Generate   Reading and Writing connections: Students will be reading and writing to generate personal narratives.  
Content/Common Core Standard(s): Writing CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of events. CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)     Speaking and Listening   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 texts, building on others’ ideas and expressing their own clearly. Language CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.    
Learning Objectives associated with the content standards:   Students will generate a list of ideas for writing a personal narrative.    
Academic Language   Vocabulary: Narrative, memoir, depth   Language function: Generate, develop, elaborate   Syntax: Describe people, places, things and events. Use regular and irregular past tense verbs. Discourse: Ways to push thinking:   The thought I have about this is… This connects to… This makes me think…. This is important because…  
Student Friendly Daily Learning Target   I can choose a seed idea to write a personal narrative.  
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning segment Prior: Activation of prior knowledge.Well-explained concept.Clear expectations established.      
Description of formal/ informal assessments: Informal: YouTube Video Personal Narratives: I will informally assess students’ responses to the video. I will make note of whether they grasped the concept of personal narratives and how to choose a seed idea.Turn and Talk: Students will turn and talk to brainstorm about meaningful lives experiences. Students will be asked to turn and talk and devise on what would be a good seed idea to develop a personal narrative.     DURING & AFTER:   Appropriate support provided.Worthwhile extensions provided.Peer interaction.Active listening.   Formal: Generate short entries to commit to a seed idea:   Students will generate big ideas in order to choose a seed idea. I will provide meaningful feedback that states students’ strengths and struggles. I will suggest ways students can add or rewrite their response that will lead them to the correct idea. I will allow extra time if needed it.Students will be asked to share their seed ideas with the class. Teacher will listen attentively to identify misconceptions.     What is being assessed:   Partner collaboration.Ability of generating a seed idea.   Assessment accommodations:   During large group discussion, students are allowed to share their thinking with their partners so that each student can be heard.The movement of the location of the lesson, from the meeting area to the students’ seats, is beneficial for students who have a difficult time sitting still.    
Type of feedback that will be given to students: I will collect students’ written seed ideas and provide helpful suggestions. I will highlight students’ strengths and provide guidance for the areas in which they struggle.            What students will do with the feedback: Students will read feedback and reflect on their work in order to recognize their strengths and challenges and rewrite seed idea if necessary.  
Instructional Resources and Materials: Scrap paper Seed idea Anchor chart Small moments poster Spitting out some seed writing worksheet. Pencil Sticky notes
Connection to prior academic learning and requisite skills: Students will collaborate with one another during Turn and Talk activity allowing them to absorb information from one another. Teacher will tap into students’ prior knowledge by recalling important things to remember in our lives.    
Connections to cultural/personal/community assets:   Students will brainstorm about personal memories  
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (4 min)   Writing a Personal Narrative YouTube Video  
Time Teacher Action (include higher order thinking questions, grouping strategies)Student Action
  (10)                                 (15)                           (10)            1. The teacher will call students to the meeting area to introduce the topic of the lesson and will go over the AIM with the students. The teacher will help students make Connections by inviting them to share with the class what they know about personal narratives and seed ideas.   2. The teacher will show YouTube videos on Personal narratives and will stop the video from time to time to assess students’ understanding of the concept. The teacher will show targeted vocabulary and will go over it with the class. 3. The teacher will introduce a seed idea anchor chart and will model for the students how to generate a seed idea from a big idea.   4. The teacher will ask students to turn and talk about HOT questions. What could be a meaningful life experience? Write it down on a post-it Based on the life experience you thought about what would be a good seed idea to develop your personal narrative? Write it on a post-it. The teacher will walk around to elicit conversation between the students and provide clarifications if needed. The teacher will ask the students to share their answers with the class. 5. The teacher will distribute the seed idea worksheet and will ask students to go back to their seats. The teacher will ask students to work on the worksheet by generating another possible big moment and three seed ideas.   6. The teacher will walk around to make sure students stay on task and will provide clarifications if needed.   7. The teacher will ask students to present their seed idea worksheet to the class allowing them to observe one another’s work.     8. The teacher will ask students to post their sticky notes on the small moment poster and will complement and provide suggestions to the students’ responses.      1. Students will listen actively and will be engaged with the topic. Students will brainstorm about special life memories they’ve had. Student will be prompt to share their thoughts.     2. Students will enjoy the video and will pay close attention in order to understand the concept shown. Students will make connect target vocabulary with prior knowledge.   3. Students will gain knowledge on how strategies to choosing a seed idea.   4. Students will be interested on the HOT questions and will start brainstorming to turn and talk with classmates. Students will write down their big moments and seed idea on a post-it.                   Students will stay on task and will share their seed ideas with the class.        5. Students will follow the teacher’s instructions by generating another big moment in their lives and three seed ideas.       6. Students will stay on task and will work collaboratively.     7. Students will take turns sharing their work and showing as well as explaining their thoughts. Also students will listen actively to their peers’ ideas.     8. Students will hand in worksheet and will post sticky notes on the small moment poster. Students will listen actively to teachers’ comments and suggestions.              
Closure (10 min) Students will share the story entries and ideas they are committing to and/or the process they used to reach that decision. Students will post their seed ideas of the small moments poster.  
How students will reflect on their own learning   Based of the teacher’s suggestions and comments on the students’ work, students will be able to reflect on what they understood or not about the lesson.  
Accommodations/Modifications to requirements in IEPs and 504 plans   Students will be allowed extra time to complete the task. Students will receive redirections when need it.  
Differentiation            Students will work with a partner or a small cooperative group to complete seed idea brainstorming worksheet. Students will receive sentence stems to brainstorm about seed idea: Encouraging deep thinking
Technology Integration to Support Learning Smart Board Presentation Personal Narratives YouTube Video  

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