Student Teaching edTPA Lesson Plan Template

Subject: ELA Central Focus: Summarize articles within a 20-word GIST.

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales,
and myths from diverse cultures;
Date submitted: Date taught:
determine the central message, lesson, or
moral and explain how it is conveyed
through key details in the text.

Daily Lesson Objective: Students will be able to write a 20-word GIST in their own words with 80% accuracy.

21st Century Skills: Critical Thinking Academic Language Demand (Language Function and
Creativity and Imagination Vocabulary):
Explain
Who
What
When
Where
How
Why
Prior Knowledge: Students will need to know what recycling is. Students will need to know

Activity Description of Activities and Setting Time

Ask students if they remember what a GIST is. What is important to 5
1. Focus and Review
remember while completing a GIST.
“Today we are going to read an article about Recycling in the US and in 5
Indonesia. I will review what a GIST is and explain the parts of the GIST.
2. Statement of Objective
Together, we will fill out the 5 W’s and H and then I will let y’all at your
for Student
tables to complete the 20-word GIST. Once all tables are done we will go over
the GIST as a class.”
Read the Recycling article to the students. (See attached article) 10
The 5 main parts of a GIST are:
Who- is used to ask about people or a person,
What- is used to ask about specific thing, people, animal or object,
When- is used too ask about time, occasion, or moment,
3. Teacher Input
Where- is used to ask about place or position,
Why- is used to ask about reason or explanation,
How- is used to ask about condition, quality, may, manner, or form of events.

4. Guided Practice 10
“Who in the article talking about?”-people who recycle
“What is the article talking about?”- recycling
“When do people recycle?”- each week
“Where do people recycle?”- in the US and Indonesia
“Why do people recycle?”- because it is good for the environment or to have
less pollution
“How do people recycle?”- trucks come pick it up or people can take it to
 exchange for money

Ask the students raise hands let them answer and if no one knows reference
back to the article to help students think about what the answer to the question
is. Continue asking for what, when, where, why and how. Let students answer
for each one.

“Once you finish copying down the who, what, when, where, why, and how, I 20
want you to go back to your seats and work with your table on the 20-word
GIST.”

5. Independent Practice

6. Assessment Methods of Student will show mastery by completing a 20-word GIST in their own words. Students are
all objectives/skills: expected to earn at least an 80% on this assignment.

Pull students back together and go through the GIST with them. Have 2-3
students read their GIST and write one up on the board for other students to
see what they GIST should look like so that they can fix their summary if they
7. Closure need to. “Does anyone want to share their GIST with the class?”
“You all did very well summarizing the article about recycling.

Out of a class of 20 students 17 of the students received a 100% on the assignment and 3
8. Assessment Results of received an 80%. These three students received points off for having too many words or not
all objectives/skills: enough words.

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

English Language Learners: Help them at their table
when creating their summary. Struggling readers will be able to sit up front to receive extra
help from the teacher and classmates. They can also get a copy
of the article to have at their desks.

Early readers: will write why they think it is important to

recycle
Materials/Technology: Apple TV and doc cam, GIST worksheet for each student
Reflection on lesson:

What worked? What didn’t work? Why?

My lesson went really well. I was not expecting the students to work with me as well as
they did. When I explained to the students the 5 W’s and How they understood what I
was asking them to look for in the article. The students did really well responding to
questions about the article in the guided practice. What did not work as well as I had
hoped was that some of the students did not want to work together and if they were
working together they would argue about the words they wanted to use in their GIST.

Based on the implementation of this lesson, what instructional changes would you need
to make to prepare for future lessons?
Instructional changes that I would make are to make sure students are sitting with
others that they will work well with. I did not know the students well so I was not able to
tell who would work best together or not. I will make sure I know my students well
enough so that they can complete their assignment efficiently.
How might these changes improve student learning? What research and theory in
education would support the implementation of these changes?
Having a peer that the student works well with is important so that both students are
able to focus on their learning and assignment. We know that students can get
distracted easily so it is important to put students where my teaching will be most
beneficial to their learning.

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