Student Teaching edTPA Lesson Plan Template

Subject: Central Focus:

Reading, 1st Vocabulary
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases Date submitted: Date taught: Oct. 30st, 2018
based on grade 1 reading and content,
choosing flexibly from an array of strategies.

Daily Lesson Objective:

Students will be able to understand vocabulary and write a sentence using vocabulary words with 80 % accuracy by the
end of this lesson.
21st Century Skills: Academic Language Demand (Language Function and
Collaborating with others, using creative skills Vocabulary):
Students will be reading and writing throughout the lesson, as well
as using creative skills to represent a literacy term.
Prior Knowledge:
Students will need to have knowledge of the book Creepy Carrots, which was read to them the previous day.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
 Review the book Creepy Carrots. 5
 I will ask students questions about the plot to refresh their memory of
the book.
 “Can someone tell me what happened in the book we read yesterday?”
 “who was jasper?”
 “why was he scared of the carrots?”
 “How did he fix the problem?”
 Today, I’m going to introduce a few vocabulary words to you guys. ^
We are going to learn the words and then draw them and then use
them in a sentence.
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 I first am going to write the words on the board.
 Then I will re-read the vocabulary words in the context of the book.
 As I read each word, I will stop and write a simple definition for each
word on the board.
 Crisp: crunchy, hard, Victory: win, defeat an enemy, Ridiculous: silly,
funny, Creeping: sneaking, tiptoe, Hatched: created, brought to life,
Sinister: evil, frightening

4. Guided Practice
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 Students will be divided into groups based on literacy level
 Students will complete the 1st creepy vocabulary worksheet in their
groups
 Students will draw a picture that represents the word and then write a
sentence using the word.
 Once students finish they will discuss in their group the drawings they
made to show the word.

5. Independent Practice
 Students will independently work on the second vocabulary 10
worksheet.
 Students will draw a picture and write a sentence using the words on
this handout.
 During this activity I will be floating around and asking students
questions like; “why does this picture show the word (Blank)?” and
“How did you begin to come up with your sentence? Did you base it
around the vocab word?”

I will collect the independent practice and grade it out of 6 points.

6. Assessment Methods of
Students will need to receive 5 out of 6 points to achieve mastery.
all objectives/skills:
I will also assess students informally through observations.
5
 Teacher will have students turn and talk and tell their partner 2
7. Closure sentences using 2 or more of our vocabulary words.
 Teacher will summarize the vocab usage in the book

We did not get to the independent activity.

From what I observed, the students retained a lot of the vocabulary. The students were
writing good sentences in their groups and throughout the day when I would use our
8. Assessment Results of
vocabulary in class the students would identify it and be able to tell me what the word
all objectives/skills:
meant.

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

 For our struggling groups, I may have them  One of our struggling students will be placed in a
start by only drawing a picture and then have higher level group so that he can receive more 1-on-1
them attempt to write out a sentence if they attention during the group activity from the teacher.
have time.

Materials/Technology: 2 pages of Creepy Carrots, Creepy Carrots book, markers and crayons for students to draw with.

Reflection on lesson: I did not get to the independent part of my lesson because we ran out of time. In a future lesson, I
would plan for the teacher input and guided practice to be shorter so that we could get to the independent practice.
During independent practice, students need to rely on their own knowledge to apply what they have learned. When
students have time to work on something themselves it also helps them retain the information that they have learned.

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