Student Teaching edTPA Lesson Plan Template

Subject: Reading Essential Standard/Common Core Objective: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Central Focus: Writing nonfiction books

Date submitted:

Date taught: 3/19/14

Daily Lesson Objective: Determine the difference between essential and nonessential information. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): necessary, unnecessary, nonfiction

Prior Knowledge: Students need to know the characteristics of nonfiction texts and have been exposed to them prior to this lesson.

Activity 1. Focus and Review 2. Statement of Objective for Student

Description of Activities and Setting You all are about to get to write your own nonfiction books soon so I want to give you some guidance on how to pick the most important information to put in your book. Authors use many different resources when writing a book but not all of the information from the resources is important. Today we are going to learn how writers choose the most important information when writing nonfiction books. I am going to choose snakes as my topic for my nonfiction book. I am going to read segments from these 3 books to show you examples of important information to include and examples of unnecessary information. My examples come from the books True or False: Reptiles, Amazing Snakes, and Snakes. Examples of important information: -A snake has stretchy skin between its scales. This is important because all snakes have this and it is descriptive of what they look like. -A snakes body is dry and smooth. This is important because it tells the reader what snakes feel like. Examples of unnecessary information: -2-headed snakes are rare, but they do exist. This is not important to your overall topic because it rarely happens in snakes. -Snakes dont have arms or legs. They dont have wings or fins. This is not important because you need to talk about what snakes have and do not what they dont have or dont do. Now I want you all to practice finding important and unimportant information in informational texts. In pairs students will read an article and find 2 important facts that could be included in a nonfiction book as well as 2 examples of unimportant information. Students will need to explain and provide evidence.

Time

3. Teacher Input

4. Guided Practice

5. Independent Practice

Students will pick a book about the animal they chose for nonfiction book project and start finding important information about their animal. Formative assessment: The work students complete during guided practice. Summative assessment: I will check what the students have written down during independent practice to see if they have a good understanding of important and unimportant information. I will review what I have taught the class about what makes information important. I will ask How can you tell if the information youve found is important or not? Why is it important to include only necessary information when writing a nonfiction book?

6. Assessment Methods of all objectives/skills:

7. Closure

8. Assessment Results of all objectives/skills:

Students need to have a good understanding of what makes information important to be able to move on to writing their own nonfiction book.

Targeted Students Modifications/Accommodations I will make sure to give students books on their reading level to practice finding important information with.

Student/Small Group Modifications/Accommodations Students who are having trouble with this concept can be paired with a student who does understand.

Materials/Technology: 3 books about snakes, article, enough books for the class to research different animals. Reflection on lesson: In planning my lesson, I asked the teacher for the topic that she wanted me to teach that week which was nonfiction. The students were about to do a project of writing their own nonfiction book about an animal of their choice. The topic I taught to help prepare them for writing their own book was how writers choose the most important information when writing a nonfiction book. I thought this was important for the students to understand because a lot of the information they can find on the internet or even in some books isnt necessary to include in their own books. When I planned my lesson I chose snakes as my topic. I picked out 3 books about snakes so I could show the students examples. I picked out 2 important and 2 unimportant examples of information from the snake books to model what I wanted the students to do. I also explained why I chose the examples. I think my teacher input went well. The students were all engaged and when I asked questions plenty of students wanted to answer. I really liked the teacher feedback that the teacher gave me. It was all useful tips that I will use in my future teaching. There were some things I knew I could have done better before the teacher even gave me feedback like closing up the lesson and giving the students something to do after they finished practicing the mini lesson. I am excited to be able to get better at teaching next semester and practicing the new things I learned from this experience. Overall the lesson went very smoothly.

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