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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name of Teacher Candidate: Kaitlyn Callan Date: October 31,
2016
Central Focus: Historical Figures Grade Level: 1st
Grade
Lesson Title: Who was the Peanut Man?
Curriculum Areas Addressed: ELA and Social Studies
Time Required: 40 Minutes
Instructional Groupings: Are you using whole group, small group,
partners, quads, homogeneous, heterogeneous?
Whole Group:
24 students
14 boys and 10 girls
Standards: List the GPS/CCGPS that are the target of student
learning and are key to this lesson. Include the number and the
text of each of the GPS/CCGPS that is being addressed. If only a
portion of a standard is addressed, include only the part or parts
that are relevant.
SS1H1 The student will read about and describe the life of
historical figures in American history.
Identify the contributions made by these figures: George
Washington Carver (science)
Describe how everyday life of these historical figures is
similar to and different from everyday life in the present (food,
clothing, homes, transportation, communication, recreation).
ELAGSE1RI10: With prompting and support, read informational
texts appropriately complex for grade 1.
ELAGSE1L1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
As a result of this lesson/unit students will…
Be: (State the BE Bridge for the unit.)
Be able to acquire traits from the Historical Figures
discussed
Relevant Goal(s): (The relevant goal states the overall purpose
of the lesson. The purpose of the lesson is to …..)
The purpose of the lesson is for the students to recognize the
Historical Figures and their contributions to success.
Essential Question(s): (Essential questions should be used to
guide instruction.) What is a Historical Figure?
Learning Objectives: (Objectives are stated in
measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that
will be assessed.)
Student will be able to pinpoint every Historical Figure as an
explorer, inventor, president, scientist or activist (in this case
George Washington Carver as an inventor)
Student will be able to identify each Historical Figures
contributions such as peanuts
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed?
Identify the key vocabulary and/or symbols specific to the content
area.
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
These may be derived from the standards.)
Inventor: person who invented a particular process or device or
who invents things as an occupation. Scientist: person who is
studying or has expert knowledge of one or more of the natural or
physical sciences. Peanut: the oval seed of a South American plant,
widely roasted and salted and eaten as a snack. Product: an article
or substance that is manufactured or refined for sale Historical
Figure: famous person in history
Language Demands: (Language demands is defined as the specific
ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate
their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral
language.)
Listening
Speaking
Language Function: (The language function is represented by the
active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details;
analyzing and interpreting characters and plots; arguing a position
or point of view; predicting; evaluating or interpreting an
author’s purpose, message, and use of setting, mood, or tone;
comparing ideas within and between texts; and so on.
Identify the main idea and details of the informational text
over George Washington Carver
Identify what George Washington Carver is known for and whether
he is an inventor, scientist, or president
Syntax: (Syntax is defined as the set of conventions for
organizing symbols, words, and phrases together into structures,
such as sentences, tables, or graphs. Identify the supports that
will be provided for students to organize the information – charts,
graphs, diagrams. These must relate to the Language Function.)
All 24 students will collaborate together to complete a KWL
chart over George Washington Carver. Each student will have the
opportunity to share what they think they already know about Carver
and what they wish to learn. Time permitting, after the discussion
of the reading we will discuss what we have learned thus far.
Discourse: (Describe how the students will demonstrate/express
their understanding of the Academic Language.)
Before I introduce Carver, the students will have chance to
brainstorm with a buddy what they believe a Historical Figure is,
and then we will come together discuss the meaning. Through the
read aloud and discussion from the KWL chart students will have the
opportunity to discuss the rest of the academic language. After the
reading, I will pick a few of the words and the class will have the
chance to raise their hand provide their thoughts on what the word
means. The story will include a prop bag containing products,
George Washington Carver invented with the help of peanuts, which
will also be in the bag. This bag will be passed around after the
story to go in further detail of each word. Students will have the
chance to recognize that Carver had to be a scientist and inventor
to work with peanuts and create all the products.
Assessment (Each learning objective must be assessed. Questions
to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What
type of assessment will be used? Is the assessment formal or
informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes
success for the students?)
Assessment Strategy: (Identify the assessment
strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be
assessed. DO NOT restate the learning objective.)
Be able to provide input for the KWL chart over George
Washington Carver
Demonstrate the proper rug rules while listening to the read
aloud
Be able to identify who George Washington Carver was and what he
invented through the reading Evaluation Criteria: (Indicate the
qualities by which levels of performance can be differentiated and
that anchor judgments about the learner’s degree of success on an
assessment.)
All 24 students must raise their hand quietly to provide their
thoughts for the KWL chart over George
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Washington Carver o Student raises their hand and provides a
correct fact: exceed expectations o Student raises their hand and
provides a fact: meet expectations o Student shouts out with their
fact (s): does not meet expectations o Student does not provide any
input: does not meet expectations
All 24 stay seated on the carpet in rows of four sitting criss
cross applesauce o Student remains criss cross applesauce
throughout the whole read aloud: meets expectations o Student
cannot sit still throughout the read aloud: does not meet
expectations
All 24 students will identify Carver as an inventor and that he
invented peanuts and many other products o Student raises their
hand and explains he was an inventor that invented peanuts and
names one
product: exceed expectations o Student raises their hand and
states Carver was an inventor: meet expectations o Student raises
their hand and states Carver invented peanuts/products: meets
expectations o Student shouts out: does not meet expectations o
Student does not provide any input: does not meet expectations
Differentiation for IEP and Focus Students:
My 6 IEP students have an extremely hard time sitting still, so
therefore they will have the option to sit in a desk while the rest
of us sit at the carpet. Also since many of them are not
comfortable with the rest of the class, they will have the
opportunity to share with their para, myself or Mrs. Cazort their
thoughts one-on-one.
GK: Opportunity to share her thoughts one-on-one, since she has
a hard time focusing on the carpet
EI: Write down more than one fact on George Washington Carver
after we leave the carpet
LO: Verbally give more than one fact on George Washington Carver
while at the carpet (slowly becoming more comfortable to speak in
front of his peers)
Steps in the Lesson (Include the attention getter or the hook
for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the
students will be piqued at the start of the lesson.)
After coming in from recess, all 24 students will have circus
peanuts sitting on their desk, this will allow students to wonder
what we are about to discuss.
Introduction: (State how the lesson will be introduced. This
should communicate the purpose of the lesson, be directly related
to the goals and objectives of the lesson, tap into prior
knowledge/experiences, and develop student interest.)
Because you all love candy, can anyone raise their hand to tell
me what they have on their desk and what we might be learning about
today?
Instructional Strategies and Planned Supports: (Use a bulleted
or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students’
learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should
be evident.)
Hook: After coming in from recess, all 24 students will have
circus peanuts sitting on their desk, this will allow the students
to wonder what we are about to discuss.
Introduction: Because you all love candy, can anyone raise their
hand to tell me what they have on their desk and what we might be
learning about today?
Give a few students the opportunity to answer the question
before dismissing them to the carpet
“All students that are picks up today please quietly walk to the
carpet ”
“All dragon care students please quietly walk to the carpet”
“All bus riders please quiet walk to the carpet”
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Once all the students have been situated on the carpet, I will
ask them if anyone can tell me what a Historical Figure is
Using the pick me sticks, I will choose three students to
provide input before moving on
After the three students have tried, I will explain that a
Historical Figure is someone famous in history (which introduces
the first academic vocabulary word)
Students will be introduced to a KWL chart
Each student will have the chance to share what know about
George Washington Carver
Once we have created a sufficient list, we will then move onto
what we would like to learn about Carver
After we have again created a sufficient list, we will then move
onto the read aloud which introduces the rest of the academic
language
Throughout the reading, I will have a “prop bag” next to me
which contains examples of products and inventions from Carver
Students will have the chance to pull something out of the bag
and describe what it is
To introduce students to the rest of their academic language, I
will periodically stop throughout the reading to ask questions
To prompt students, I will ask them “what would you invent if
you were George Washington Carver?” “does George Washington Carver
remind you of anyone”
Once the reading has concluded and all items have been pulled
out of the bag, we will then discuss some words that might not have
made sense (academic language)
Discuss that George Washington Carver was an inventor and a
scientist because of his work with peanuts and many products we use
today; relating back to the bag used throughout the reading
Once we have finished discussing, we will then have a
collaborated discussion on what we learned from the story and
Carver as a whole, their responses will then be added to chart
When all students have provided what they learned orally, then I
will dismiss them to go back to their seats to pack up
Closure: George Washington Carver is a man of many traits, and
tomorrow we will be making a look alike of him out of a paper bag,
so tomorrow I want everyone to be wearing their thinking caps to do
their very best work!
Closure/Wrap up: (Describe how the content of the lesson will be
summarized. There may be a review of the core concepts, relevant
goals, or essential questions.)
George Washington Carver is a man of many traits, and tomorrow
we will be making a look alike of him out of a paper bag, so
tomorrow I want everyone to be wearing their thinking caps to do
their very best work!
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one:
Content/Process/Product
Product
How will differentiation be accomplished?
The differentiation will be accomplished based off how students
will share what they have learned from the lesson over George
Washington Carver. Some students will verbally discuss, a few will
write, some might draw, while others might need to discuss with me
one-on-one.
What strategies will be used to differentiate for focus student
1?
GK: verbally discuss one on one with me what she has learned
about Carver and what she wishes to learn about next; time
permitting she will illustrate a picture
What strategies will be used to differentiate for focus student
2?
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
EI: write down a few sentences on what he has learned about
George Washington Carver thus far
What strategies will be used to differentiate for focus student
3?
LO: verbally discuss with me one-on-one and then write a few
sentences independently
Instructional Supports
Resources and Materials Used to Engage Students in Learning
(Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and
the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Paper bag filled with pictures of peanuts, paint, and
shampoo
Flipchart
Markers
Paper
George Washington Carver by Martha E. H. Rustad
Circus Peanuts
Napkins
Music: https://www.youtube.com/watch?v=ZjLS4Mxg19s
Additional Resources and Materials Used to Increase Teacher’s
Background Knowledge of the Content: (List any websites and sources
of materials and background information that you will need or use
as the teacher to engage the students.)
(n.d.). Retrieved September 19, 2016, from
http://www.biography.com/people/george-washington-carver-9240299
BrainPOP Jr. - K-3 Educational Movies, Quizzes, Lessons, and
More! (n.d.). Retrieved September 19, 2016, from
https://jr.brainpop.com/
Developmentally Appropriate Practice by Caral Copple and Sue
Bredekamp
Why Read Informational Books? | National Association for the
Education of Young Children | NAEYC. (n.d.). Retrieved September
19, 2016, from
http://www.naeyc.org/books/so_much_more_than_the_abcs/excerpt
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and
Principles of Development:
Piaget
Interacting with their peers and myself when providing input on
the KWL about George Washington Carver. Together we will be
learning from one another.
Vygotsky
Working together to co-construct knowledge about George
Washington Carver, this guided learning can be found within the
zone of proximal development.
Social interaction plays a major role in cognitive development
for students.
Dewey
Students learn best through their interests and interactions.
After completing our second TWS I was able to gather that many of
my students love hands on activities and candy. Therefore these
students will be given circus peanuts
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
and the chance to pull items out of the “prop bag.”
Multiple Intelligences: Howard Gardner: Teaching to more than
one type of learning
Verbal: adding their thoughts to the chart while on the
carpet
Interpersonal: working together to complete the flip chart
Visual: the read aloud will have many picture that the students
can look at
Hands on: pulling the items out of the bag while we are
reading
DAP
“Teachers are warm, caring, and responsive. They help children
learn how to establish positive, constructive relationships with
others” (Copple 290).
“Teachers provide a safe environment and age appropriate
supervision as children are gradually given more responsibility”
(Copple 293).
“Teachers use reading to engage children in response activities
that involve them speaking purposefully to the group” (Copple
309).
“…. Teachers draw connections between social studies knowledge
and methods and everyday situations and events” (Copple 317).
Connections to Technology and/or the Arts:
Playing music from the era in which George Washington Carver
grew up, while they are packing up for Fine Arts
Some students will have the chance to illustrate what they
learned from the lesson; time permitting
Description of Collaboration with Others: (These might include
the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
I collaborated with my host teacher, Mrs. Stuart (IEP teacher),
and media specialist before implementing this lesson. Being that
first grade follows the same lesson plan across the board, I was
given the chance to discuss with the five other first grade
teachers, and my host teacher about what I was planning to do. They
were able to provide me their thoughts and feedback. Mrs. Stuart
provided me with background information on my 6 IEP students, since
they have different goals which need to be met this year. Lastly,
the media specialist was able to help me find books over Historical
Figures that would not be over their heads.
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Matching Game Activity to be sent home
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Parents and Families,
During the weeks of October 31st and November 11th, I will be
teaching a Social Studies unit to the students of Mrs. Cazort’s
class. We are learning about Historical Figures such as: George
Washington Carver, Thomas Jefferson, and Theodore Roosevelt.
Each student will receive a take home matching game throughout
the ten days to complete with family during homework. Each student
will receive a matching game that focuses on what the next days
will entail. The game has 12 cards that should be matched together
to form 6 groups of two cards. All cards should be placed face down
and the student should turn over two cards during a game. If the
student is to match George Washington Carver with a picture of
peanuts then they would receive another turn. But if the player
does not match two cards, then both must be turned back over so the
second player can find a match. The player with the most matches
wins the game.
Please work with your student on this matching game, because it
will help them when we take an assessment over the material at the
end of the unit; November 11, 2016. Throughout the course of the
ten days your student will be engaged in various activities
focusing on these Historical Figures such as going on an
exploration of the playground, making a puppet, and creating
bifocals similar to Benjamin Franklin’s.
Your support and participation is greatly appreciated! If there
are any questions or comments, please let me know.
Thank you,
Ms. Callan
Student Teacher
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name of Teacher Candidate: Kaitlyn Callan Date: November 1,
2016
Central Focus: Historical Figures Grade Level: 1st
Lesson Title: Why does George Washington Carver dress so
funny?
Curriculum Areas Addressed: ELA and Social Studies
Time Required: 30-40 mins
Instructional Groupings: Are you using whole group, small group,
partners, quads, homogeneous, heterogeneous?
Whole Group:
24 students
14 boys and 10 girls
Which will lead into independent work
Standards: List the GPS/CCGPS that are the target of student
learning and are key to this lesson. Include the number and the
text of each of the GPS/CCGPS that is being addressed. If only a
portion of a standard is addressed, include only the part or parts
that are relevant.
SS1H1 The student will read about and describe the life of
historical figures in American history.
Identify the contributions made by these figures: George
Washington Carver (science)
Describe how everyday life of these historical figures is
similar to and different from everyday life in the present (food,
clothing, homes, transportation, communication, recreation).
ELAGSE1RI10: With prompting and support, read informational
texts appropriately complex for grade 1.
ELAGSE1L1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
j. . Produce and expand complete simple and compound sentences
in response to questions and prompts (declarative, interrogative,
imperative, and exclamatory)
As a result of this lesson/unit students will…
Be: (State the BE Bridge for the unit.)
Be able to acquire traits from the Historical Figures
discussed.
Relevant Goal(s): (The relevant goal states the overall purpose
of the lesson. The purpose of the lesson is to …..)
The purpose of the lesson is for the students to recognize the
Historical Figures and their contributions to success and
strengthen their application and understanding of informational
writing.
Essential Question(s): (Essential questions should be used to
guide instruction.) What is worth inventing?
Learning Objectives: (Objectives are stated in
measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that
will be assessed.)
Student will be able to pinpoint every Historical Figure as an
explorer, inventor, president, scientist or activist (in this case
George Washington Carver as an inventor)
Student will be able to identify each Historical Figures
contributions such as peanuts
Students will be able to verbally discuss with their peers at
least five facts they have learned about
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Historical Figures
Students will be able to apply their knowledge of Historical
Figures to complete various activities in the classroom such as
self-portraits, binoculars, and a take home project
Students will be able to construct a writing piece of at least
five sentences long describing a Historical Figure(s) using
capitalization and punctuation
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed?
Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Inventor: person who invented a particular process or device or
who invents things as an occupation. Scientist: person who is
studying or has expert knowledge of one or more of the natural or
physical sciences. Peanut: the oval seed of a South American plant,
widely roasted and salted and eaten as a snack. Product: an article
or substance that is manufactured or refined for sale Success: an
accomplishment
Language Demands: (Language demands is defined as the specific
ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate
their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral
language.)
Writing their facts in well thought out sentences about George
Washington Carver
Verbally discussing the importance of George Washington
Carver
Listening to the instructions provided on how to construct their
Historical Figure out of a paper bag
Listening to the song/video about George Washington Carver
Language Function: (The language function is represented by the
active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details;
analyzing and interpreting characters and plots; arguing a position
or point of view; predicting; evaluating or interpreting an
author’s purpose, message, and use of setting, mood, or tone;
comparing ideas within and between texts; and so on.
Identifying key facts about George Washington Carver
Syntax: (Syntax is defined as the set of conventions for
organizing symbols, words, and phrases together into structures,
such as sentences, tables, or graphs. Identify the supports that
will be provided for students to organize the information – charts,
graphs, diagrams. These must relate to the Language Function.)
N/A
Discourse: (Describe how the students will demonstrate/express
their understanding of the Academic Language.)
The students will demonstrate their understanding the academic
language, by having the chance to activate their prior knowledge
from the previous day to explain what a product, inventor,
scientist, and peanut were. After we discuss what we learned from
the day before, then I will introduce them to a new word: success.
Students will express their understanding through writing and
completing the paper bag activity to their fullest potential.
Assessment (Each learning objective must be assessed. Questions
to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What
type of assessment will be used? Is the assessment formal or
informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes
success for the students?)
Assessment Strategy: (Identify the assessment
strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be
assessed. DO NOT restate the learning objective.)
Self-Assessment Checklist, which will show whether or not the
students followed directions, the steps to complete the paper bag
activity, proper use of punctuation and capitalization, write at
least five sentences describing Carver;
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
use of facts and characteristics
Evaluation Criteria: (Indicate the qualities by which levels of
performance can be differentiated and that anchor judgments about
the learner’s degree of success on an assessment.)
All 24 students were able to follow the directions/steps in
order to complete the paper bag activity o Student is able stay
seated and work independently, raising their hand if they have
any
questions: meets expectations o Student is off task and calls
out: does not meet expectations
All 24 students will write at least five sentences about George
Washington Carver (facts and characteristics)
o Student writes over five sentences: exceeds expectations o
Students writes five sentences: meets expectations o Student writes
less than five sentences: does not meet expectations
All 24 students will end their sentence with either a period,
question mark, or exclamation point o Student uses proper use of
punctuation: meets expectations o Student does not use proper use
of punctuation: does not meet expectations
All 24 students start their sentences with a capital letter o
Student starts all sentences with a capital letter: meets
expectations o Student does not start all sentences with a capital
letter: does not meet expectations
Differentiation for IEP and Focus Students:
IEP: Verbally discuss to their para, myself or Mrs. Cazort what
they have learned about George Washington Carver. Also when
everyone is doing the self-assessment, the following six students
will have the chance to work one-on-one to receive the guidance
they need.
GK: Verbally discuss what she has learned instead of writing.
She will also illustrate a picture to go along with the George
Washington Carver paper bag activity
EI: Write more than five sentences about George Washington
Carver
LO: Try and follow along with the rest of the class, I believe
he could do what is expected of him during the lesson
Steps in the Lesson (Include the attention getter or the hook
for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the
students will be piqued at the start of the lesson.)
There will be a picture of George Washington Carver on the
SmartBoard when students come back in from recess and every student
will have a paper bag standing up straight on their desk. They are
always so curious when stuff is put onto their desk, so this will
pull their attention in.
Introduction: (State how the lesson will be introduced. This
should communicate the purpose of the lesson, be directly related
to the goals and objectives of the lesson, tap into prior
knowledge/experiences, and develop student interest.)
Can someone raise their hand and tell me who we learned about
yesterday and why he is so important?
Instructional Strategies and Planned Supports: (Use a bulleted
or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students’
learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should
be evident.)
Hook: There will be a picture of George Washington Carver on the
SmartBoard when students come back in from recess and every student
will have a paper bag standing up straight on their desk. They are
always so curious when stuff is put onto their desk, so this will
pull their attention in.
Introduction: Can someone raise their hand and tell me who we
learned about yesterday and why he is so
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
important?
After their prior knowledge is activated, we will then discuss
what todays lesson will entail
We will make a list of some of the things everyone learned
about, so they have something to look back on when they start
writing
The paper bag activity will be explained step by step so that
everyone will be able to follow along
Paper bag and cut outs will be provided
All students will be expected to have their pencil boxes out so
they can complete the task
Students will receive an adequate amount of time to put the bag
together before completing the writing portion of the
assignment
All students will be able to look at the flipchart when
completing their writing portion
Students will be provided with a lined sheet of paper to
complete their writing
IEP students and GK will have the chance to verbally discuss
what they have learned instead of writing
LO will do what the rest of the classmates are doing
EI will be required to write more than five sentences
As the students are starting to complete their writing, I will
hand out their self-assessment
Before they begin their checklist, I will model how it should be
completed
Students will be expected to do their self-assessment after they
finish the activity and writing
If time permits, students will have the chance to share with
their peers what they wrote about
The paper bags will be displayed outside of the room to
demonstrate their hard work and creativity
Throughout the lesson, I will ask students to demonstrate how
they are feeling with thumbs up and thumbs down
Students will be asked to turn their self-assessments in by
their number
Music will playing throughout the activity, from the era of
George Washington Carver
Closure: So we learned George Washington Carver was a remarkable
inventor that invented many products we use today, if you could
invent anything what would it be? (each student will tell me and
then line up for Fine Arts)
Closure/Wrap up: (Describe how the content of the lesson will be
summarized. There may be a review of the core concepts, relevant
goals, or essential questions.)
So we learned George Washington Carver was a remarkable inventor
that invented many products we use today, if you could invent
anything what would it be? (each student will tell me and then line
up for Fine Arts)
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one:
Content/Process/Product
Product
How will differentiation be accomplished?
Throughout the process of completing the George Washington
Carver activities, the students will be pulled one-on-one to talk
with me. The activities will be student centered and relatable to
them so therefore the activity will not result in frustration.
What strategies will be used to differentiate for focus student
1?
GK: During the self-assessment she will have the important parts
highlighted, so therefore she will know what is expected of her.
Also instead of writing five sentences, she will verbally discuss
her facts with me.
What strategies will be used to differentiate for focus student
2?
EI: Write more than five sentences about George Washington
Carver and then share with a friend.
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
What strategies will be used to differentiate for focus student
3?
LO: Will write five sentences, and then share with me.
Instructional Supports
Resources and Materials Used to Engage Students in Learning
(Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and
the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Paper bag
George Washington Carver cut outs
Crayons
Lined paper
Pencil
Self-Assessment Checklist
Flipchart
Markers
Additional Resources and Materials Used to Increase Teacher’s
Background Knowledge of the Content: (List any websites and sources
of materials and background information that you will need or use
as the teacher to engage the students.)
(n.d.). Retrieved September 19, 2016, from
http://www.biography.com/people/george-washington-carver-9240299
Developmentally Appropriate Practice by Carol Copple and Sue
Bredekamp
Teachers Pay Teachers (George Washington Carver handout)
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and
Principles of Development:
Erikson
Expecting all the children to do the same thing at the same
rate… Autonomy vs. Shame Doubt: not all of the children are going
to complete the paper bag activity at the same time. Using their
prior knowledge will enable them explore their own sense of
creativity.
Vygotsky
Show and tell for scaffolding strategies will relate to the
students attempting their very own self-assessment after I model
for them what to do.
Piaget
Interacting with their peers and myself when sharing what they
have learned about George Washington Carver. We will learn from one
another based off of the various knowledge gained.
Montessori
Value of choice, making their one of kind George Washington
Carver out of a paper bag. They will have the chance to decide how
to color Carver, some students may make him look unique or color
him based of his physical features.
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Howard Garner: Multiple Intelligences: teaching to more than one
type of learning style
Verbal: making meaningful conversations and discussing what they
have learned
Intrapersonal: have the chance to work independently on their
paper bag activity
Visual: creating their very own George Washington Carver paper
bag
Affective Dimensions of Creativity:
Curiosity: Following intuition to see what happens Complexity:
Bringing order out of chaos Risk- Taking: Courage to expose self to
criticism or failure
DAP
“Teachers encourage all children to take pride in everything
that is created. Regardless of individuals’ varying skills.
Children have opportunities to experience music, art and dance in
the community” (Copple 318).
“Teachers demonstrate new techniques or uses of materials to
expand what children can do with them” (Copple 319).
“Teachers do not provide a model that they expect children to
copy” (Copple 319).
“Assessments are tied to children’s daily activities, including
during child-guided experiences and peer-to-peer interactions”
(Copple 323).
Connections to Technology and/or the Arts:
Students will be creating a hands on activity over George
Washington Carver using a paper bag, crayons and cut outs. They
will color the cut out of Carver and then place him on the bag in a
way that you could motion him to speak. All students will have the
chance to show their creative side when completing this
activity.
Description of Collaboration with Others: (These might include
the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Mrs. Smith is a first grade teacher at Dames Ferry Elementary
who also when through the Early Childhood Cohort at Georgia College
and coincidently did her Integrated Unit on Historical Figures. She
has been very helpful in providing feedback when putting everything
together. Everyone on yellow hall has been really supportive of
this unit and open to the activities that I will be implementing
such as this one.
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name: _____________________ Date: ______________
Self-Assessment Checklist
George Washington Carver Activity
1. I paid attention to the directions to complete the activity
Yes No
2. I colored George Washington Carver in entirety Yes No
3. I cut George Washington Carver out Yes No
4. I glued George Washington Carver onto the paper bag Yes
No
5. I learned at least three new facts about Carver Yes No
6. I wrote at least three complete sentences with a capital Yes
No
letter and punctuation mark
7. My behavior was acceptable during the whole lesson Yes No
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name of Teacher Candidate: Kaitlyn Callan Date: November 2,
2016
Central Focus: Historical Figures Grade Level: 1st
Lesson Title: Let’s go on an EXPLORATION!
Curriculum Areas Addressed: Social Studies and ELA
Time Required: 40 mins
Instructional Groupings: Are you using whole group, small group,
partners, quads, homogeneous, heterogeneous?
Whole Group
14 boys and 10 girls
~time will be spent independently as well
Standards: List the GPS/CCGPS that are the target of student
learning and are key to this lesson. Include the number and the
text of each of the GPS/CCGPS that is being addressed. If only a
portion of a standard is addressed, include only the part or parts
that are relevant.
SS1H1 The student will read about and describe the life of
historical figures in American history.
Identify the contributions made by these figures: George
Washington Carver (science)
Describe how everyday life of these historical figures is
similar to and different from everyday life in the present (food,
clothing, homes, transportation, communication, recreation).
ELAGSE1L1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
As a result of this lesson/unit students will…
Be: (State the BE Bridge for the unit.)
Be able to acquire traits from the Historical Figures
discussed.
Relevant Goal(s): (The relevant goal states the overall purpose
of the lesson. The purpose of the lesson is to …..)
The purpose of the lesson for the students to recognize the
Historical Figures and their contributions to success.
Essential Question(s): (Essential questions should be used to
guide instruction.) What is worth exploring?
Learning Objectives: (Objectives are stated in
measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that
will be assessed.)
Student will be able to pinpoint every Historical Figure as an
explorer, inventor, president, scientist or activist (in this case
Lewis/Clark as explorers)
Student will be able to identify each Historical Figures
contributions such as discovery of many plants and animals
Students will be able to apply their knowledge of Historical
Figures to complete various activities in the classroom such as
self-portraits, binoculars, and a take home project
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed?
Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Explorer: a person who explores an unfamiliar area; an
adventurer
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Expedition: a journey or voyage undertaken by a group of people
with a particular purpose Indian: indigenous peoples of America
Soldier: person who serves in the army Map: physical feature
representation of an area Hero: person noted for courageous acts
Travel: to make a journey Discovery: action or process of
discovering
Language Demands: (Language demands is defined as the specific
ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate
their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral
language.)
By speaking they will share what they found along our
“exploration” of the playground
Student will reflect on todays’ lesson by writing a few
sentences
Listen to some fun facts about Lewis/Clark/Sacagawea
Language Function: (The language function is represented by the
active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details;
analyzing and interpreting characters and plots; arguing a position
or point of view; predicting; evaluating or interpreting an
author’s purpose, message, and use of setting, mood, or tone;
comparing ideas within and between texts; and so on.
Predicting what they will be doing outside after they have been
handed a sticky note and a magnifying glass Comparing their
“discovery” to their partner Identifying the Historical Figures we
are discussing: Lewis, Clark, & Sacagawea
Syntax: (Syntax is defined as the set of conventions for
organizing symbols, words, and phrases together into structures,
such as sentences, tables, or graphs. Identify the supports that
will be provided for students to organize the information – charts,
graphs, diagrams. These must relate to the Language Function.)
Based off the discovery, as a class we will make a chart of what
we have found outside. The students will the opportunity to share
their findings with the class and describe what it is; answers may
vary based off the plant or animal they picked up outside. The
chart will then reflect some various plants and animals that Lewis
and Clark found on their expedition.
Discourse: (Describe how the students will demonstrate/express
their understanding of the Academic Language.)
After the exploration of the playground we will all discuss what
we did and how it relates to particular Historical Figure(s). This
will introduce the students to words such as explorer, expedition,
map, and discovery. The students will demonstrate their
understanding of the academic language through the collaborative
discussion and their reflective question self-assessment.
Assessment (Each learning objective must be assessed. Questions
to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What
type of assessment will be used? Is the assessment formal or
informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes
success for the students?)
Assessment Strategy: (Identify the assessment
strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be
assessed. DO NOT restate the learning objective.)
Reflective Question Self – Assessment
1. Name one thing you learned from today’s lesson. 2. Name one
thing you are still confused about from today’s lesson. 3. What is
something you really liked about today’s lesson? 4. What is
something you did not like about today’s lesson? 5. Any
suggestions?
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Evaluation Criteria: (Indicate the qualities by which levels of
performance can be differentiated and that anchor judgments about
the learner’s degree of success on an assessment.)
All 24 students are able to sit quietly during the
self-assessment o Student is able remain quiet throughout the
self-assessment: meets expectations o Student is off task
throughout the self-assessment: does not meet expectations
All 24 students are able to write legibly o Student makes an
effort to write their thoughts onto the paper to the best of their
ability: meet
expectations o Student does not make an effort and nothing is
readable: does not meet expectations
All 24 students are able to name one thing they learned o
Student is able to name more than one thing they learned: exceeds
expectations o Student is able to name one thing they learned:
meets expectations o Student is unable to name anything they
learned: does not meet expectations
All 24 students are able to write one something that still
confuses them o Student is able write/explain something that does
not make sense: meets expectations o Student provides no feedback:
does not meet expectations
All 24 students are able to name something they thoroughly
enjoyed about the lesson o Student is able to name more than one
thing they enjoyed: exceeds expectations o Student is able to name
one thing they enjoyed: meets expectations o Student is unable to
name anything: does not meet expectations
All 24 students are able to name something they disliked about
the lesson o Student is able name something they disliked: meets
expectations o Student is unable to name anything: does not meet
expectations
All 24 students are able to provide suggestions o Student is
able name one suggestion: meets expectations o Student is unable to
name one suggestion: does not meet expectations
Differentiation for IEP and Focus Students:
EIP/IEP/GK: Verbally discuss instead of writing for the
self-assessment
EI: Write at least three things for each question
LO: Write at least two things for each question
Steps in the Lesson (Include the attention getter or the hook
for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the
students will be piqued at the start of the lesson.)
Each student will be handed a sticky note saying: Lewis, Clark,
Sacagawea and a magnifying glass for the “exploration” of the
playground.
Introduction: (State how the lesson will be introduced. This
should communicate the purpose of the lesson, be directly related
to the goals and objectives of the lesson, tap into prior
knowledge/experiences, and develop student interest.)
Today we are going to be explorers like some of the names on the
sticky notes that you are holding, I want everyone to follow me
outside and use their magnifying glass to locate an item that has
their name on it. I am looking to see who can the very best
explorer can be outside!
Instructional Strategies and Planned Supports: (Use a bulleted
or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students’
learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should
be evident.)
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Hook: Each student will be handed a sticky note saying: Lewis,
Clark, Sacagawea and a magnifying glass for the “exploration” of
the playground.
Introduction: Today we are going to be explorers like some of
the names on the sticky notes that you are holding, I want everyone
to follow me outside and use their magnifying glass to locate an
item that has their name on it. I am looking to see who can the
very best explorer can be outside!
When we get outside, everyone needs to quickly without screaming
or yelling find their item with their name and line back up
Remember do not pick up anyone else’s’ because that would be
unfair to your friend
(assuming this may be a little chaotic Mrs. Cazort, the para and
myself will be guiding the students some)
Once the students have picked up their item and have lined up
then we will head inside (should approximately take about ten
minutes)
After we have gotten our item and made it back inside then we
will reflect on what we did outside
Can anyone tell me why we went outside today? My hope this will
prompt my students to think about the Historical Figures we will be
discussing
I will allow a few students to provide their thoughts before I
tell them why
This will lead into us discussing an exploration and they we
used a tool such a magnifying glass to find something
I will ask the students what is something else we could have
used instead of magnifying glass, such as a map
To further the conversation, I will ask some of the students
what their sticky notes said, prompting them about the figures
I will then ask the students what they think these figures are
such as explorers, presidents or scientists
We will make a chart of all the items we found ask outside,
students will be prompted to explain some of the physical figures,
which will determine if some of them can apply their knowledge of
adjectives
After we have made a chart we will continue discussing Lewis and
Clark and how they discovered man plants and animals similar to the
ones we did today
Time permitting: I plan to show two short videos which about two
minutes a piece from Safari Montage which go more in depth about
these Historical Figures
Showing them these videos will allow for some down time before
they complete their self-assessment
Once the video concludes, I will hand out self-assessment; the
questions will be read to them
Students will be pulled to another table so they can perform the
assessment verbally
As each student finishes up they will asked to quietly pack up
before being dismissed to fine arts
Closure: Can anyone tell me what is worth exploring for
them?
Closure/Wrap up: (Describe how the content of the lesson will be
summarized. There may be a review of the core concepts, relevant
goals, or essential questions.)
Closure: Can anyone tell me what is worth exploring for
them?
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one:
Content/Process/Product
Product
How will differentiation be accomplished?
Differentiation will be accomplished through the completion of
the self-assessment.
What strategies will be used to differentiate for focus student
1?
GK: Verbally discuss the self-assessment one-on-one.
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
What strategies will be used to differentiate for focus student
2?
EI: Write at least three things for each question
What strategies will be used to differentiate for focus student
3?
LO: Write at least two things for each question
Instructional Supports
Resources and Materials Used to Engage Students in Learning
(Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and
the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Plastic plants and animals
Magnifying glasses
Sticky notes
Paper for self-assessment
Pencil
Crayons
Chart paper
Smartboard to show videos from Safari Montage
Introduction of handouts for reading groups
Additional Resources and Materials Used to Increase Teacher’s
Background Knowledge of the Content: (List any websites and sources
of materials and background information that you will need or use
as the teacher to engage the students.)
(n.d.). Retrieved September 19, 2016, from
http://www.biography.com/people/william-clark-9542620
(n.d.). Retrieved September 19, 2016, from
http://www.biography.com/people/william-clark-9542620
(n.d.). Retrieved September 19, 2016, from
http://www.biography.com/people/meriwehter-lewis-9381267
Safari Montage
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and
Principles of Development:
Entry Point: Nature: The strong desire for children to go
outside and explore their surroundings
Montessori
Prepared environment, each student will be provided with a
sticky note and magnifying glass to find their item that has been
previously placed outside
Vygotsky
MKO, each student will be learning from one another when they
present what creature/plant they found outside
Piaget
Use of the environment to enhance their understanding of
discovery. They will have the chance to go outside and explore what
we will be discussing.
Howard Gardner: Multiple Intelligences: Teaching to more than
one type of learning
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Naturalistic: understanding what is beyond the classroom door
that leads outside
Verbal: explaining the creature/plant they found outside
Bodily/Kinesthetic: moving outside to explore their
surroundings
Affective Dimensions Of Creativity:
Curiosity: Playing with ideas Risk-Tasking: Willingness to
express ideas to others
DAP
“Assessments are tied to children’s daily activities, including
during child-guided experiences and peer-to-peer interactions”
(Copple 323).
“…. Teachers draw connections between social studies knowledge
and methods and everyday situations and events” (Copple 317).
Connections to Technology and/or the Arts:
Smartboard to watch videos from Safari Montage
Description of Collaboration with Others: (These might include
the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborated with my host teacher to find videos that would age
appropriate for my students. Also from TWS: Getting to Know Your
Students I was able to gather many of my students love being
outside, which is why I decided to do this exploration
activity.
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name: ______________________ Date: __________________
Self-Assessment Reflection Questions
1. What is one thing you learned from the lesson?
2. What is one thing you are still confused about from the
lesson?
3. What is something you liked about the lesson?
4. What is something you did not like about the lesson?
5. Any suggestions?
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name of Teacher Candidate: Kaitlyn Callan Date: November 3,
2016
Central Focus: Historical Figures Grade Level: 1st
Lesson Title: Let’s go find the Underground Railroad!
Curriculum Areas Addressed: Social Studies and ELA
Time Required: 40 mins
Instructional Groupings: Are you using whole group, small group,
partners, quads, homogeneous, heterogeneous?
Whole group
14 boys and 10 girls
Standards: List the GPS/CCGPS that are the target of student
learning and are key to this lesson. Include the number and the
text of each of the GPS/CCGPS that is being addressed. If only a
portion of a standard is addressed, include only the part or parts
that are relevant.
SS1H1 The student will read about and describe the life of
historical figures in American history.
Identify the contributions made by these figures: George
Washington Carver (science)
Describe how everyday life of these historical figures is
similar to and different from everyday life in the present (food,
clothing, homes, transportation, communication, recreation).
ELAGSE1RI10: With prompting and support, read informational
texts appropriately complex for grade 1.
As a result of this lesson/unit students will…
Be: (State the BE Bridge for the unit.)
Be able to acquire traits from the Historical Figures
discussed.
Relevant Goal(s): (The relevant goal states the overall purpose
of the lesson. The purpose of the lesson is to …..)
The purpose of the lesson is for the students to recognize the
Historical Figures and their contributions to success and be aware
that our traits shape who we become.
Essential Question(s): (Essential questions should be used to
guide instruction.) What is worth fighting for?
Learning Objectives: (Objectives are stated in
measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that
will be assessed.)
Student will be able to pinpoint every Historical Figure as an
explorer, inventor, president, scientist or activist (in this case
Harriet Tubman as an activist)
Student will be able to identify each Historical Figures
contributions such as the Underground Railroad
Students will be able to verbally discuss with their peers at
least five facts they have learned about Historical Figures
Students will be able to actively participate in each lesson by
raising their hand, providing thoughts/feedback, and completion of
necessary activities for each lesson
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed?
Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Activist: a person who campaigns to bring about political or
social change
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Underground Railroad: a secret network for helping slaves escape
from the South to the North and to Canada in the years before the
Civil War Civil Rights: the rights of citizens to political and
social freedom and equality.
Family: a group consisting of parents and children living
together in a household.
Safety: the condition of being protected from or unlikely to
cause danger, risk, or injury
Language Demands: (Language demands is defined as the specific
ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate
their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral
language.)
Listen to the reading about Harriett Tubman
Writing down a fun fact about Harriett Tubman
Language Function: (The language function is represented by the
active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details;
analyzing and interpreting characters and plots; arguing a position
or point of view; predicting; evaluating or interpreting an
author’s purpose, message, and use of setting, mood, or tone;
comparing ideas within and between texts; and so on.
Identifying the main idea and details from the story
Identifying Harriet Tubman’s contributions to success
Identify who Harriet Tubman was
Syntax: (Syntax is defined as the set of conventions for
organizing symbols, words, and phrases together into structures,
such as sentences, tables, or graphs. Identify the supports that
will be provided for students to organize the information – charts,
graphs, diagrams. These must relate to the Language Function.)
N/A
Discourse: (Describe how the students will demonstrate/express
their understanding of the Academic Language.)
Students will demonstrate their understanding of the academic
language through their writing of facts and illustrations. Through
the interactive read aloud we will go over the important words
which describe Harriet Tubman.
Assessment (Each learning objective must be assessed. Questions
to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What
type of assessment will be used? Is the assessment formal or
informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes
success for the students?)
Assessment Strategy: (Identify the assessment
strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be
assessed. DO NOT restate the learning objective.)
Demonstrate proper rug rules while listening to the read
aloud
Be able to identify who Harriet Tubman was and that she is known
for the Underground Railroad
Write at least three facts about Harriet Tubman
Illustrate a self a portrait of Harriet Tubman (focus(GK), EIP,
IEP) Evaluation Criteria: (Indicate the qualities by which levels
of performance can be differentiated and that anchor judgments
about the learner’s degree of success on an assessment.)
All 24 stay seated on the carpet in rows of four sitting criss
cross applesauce o Student remains criss cross applesauce
throughout the whole read aloud: meets expectations o Student
cannot sit still throughout the read aloud: does not meet
expectations
Students will identify Harriet Tubman was activist that was
known for the Underground Railroad o Student identifies Harriet
Tubman as an activist and what she is known for: exceeds
expectations
-
Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
o Student identifies Harriet Tubman as an activist: meets
expectations o Student identifies what Harriet Tubman was known
for: meets expectations o Student cannot identify either: does not
meet expectations
Students are able to write at least three facts about Harriet
Tubman o Student writes more than three facts: exceeds expectations
o Student writes three facts: meet expectations o Student provides
no facts: does not meet expectations
Students are able to illustrate a self-portrait of Harriet
Tubman o Student colors in the lines and verbally explains his/her
facts: meets expectations o Student rushes and does not verbally
explain his/her facts: does not meet expectations
Differentiation for IEP and Focus Students:
IEP and GK (focus student) Illustrating a picture and then
verbally discussing their facts instead of writing them down.
Steps in the Lesson (Include the attention getter or the hook
for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the
students will be piqued at the start of the lesson.)
Have the book sitting at the front of the room, with the picture
of railroad tracks on the board.
Introduction: (State how the lesson will be introduced. This
should communicate the purpose of the lesson, be directly related
to the goals and objectives of the lesson, tap into prior
knowledge/experiences, and develop student interest.)
Raise your hand if you have ever used a train as your mode of
transportation to get you from place to place?
Instructional Strategies and Planned Supports: (Use a bulleted
or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students’
learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should
be evident.)
Hook: Have the book sitting at the front of the room, with the
picture of railroad tracks on the board.
Introduction: Raise your hand if you have ever used a train as
your mode of transportation to get you from place to place?
After the pick me sticks are used to call on a few student’s,
then we will make our way to the carpet for the read aloud
All students that bus riders today please quietly walk to the
carpet
Students that are dragon care today please quietly walk to the
carpet
Students that are pick-ups today please quietly walk to the
carpet
The read loud focuses completely on Harriet Tubman and her
life
Throughout the read aloud we will pause and discuss our academic
language
Students will be prompted with questions such as: “what would
have done if you were in Harriet’s shoes” “would you be
scared?”
As the story comes to a close, we will think about some facts we
learned throughout the reading
As a class we will generate a list on a flip chart paper to
document these facts
After we have created an adequate list, then students will be
dismissed to their seats with a job: as a writer or an
illustrator
Some students will be writing facts while others will be drawing
a picture
The flip chart will be used as a guide to complete their writing
and pictures
If time permits, those that are writing will have the chance to
also illustrate a picture
Those that are illustrating will still have to verbally explain
to myself, the para or Mrs. Cazort their facts
It is my intention that the students will have the opportunity
to share what they have done with their
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
peers
Closure: To wrap it up, we will have a collaborated discussion
on what would be worth fighting for; I would prompt students to
think about something they care deeply about.
Closure/Wrap up: (Describe how the content of the lesson will be
summarized. There may be a review of the core concepts, relevant
goals, or essential questions.)
Closure: To wrap it up, we will have a collaborated discussion
on what would be worth fighting for; I would prompt students to
think about something they care deeply about.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one:
Content/Process/Product
Product
How will differentiation be accomplished?
Some students will be drawing pictures while the others will be
writing.
What strategies will be used to differentiate for focus student
1?
GK: illustrating a self-portrait of Harriet Tubman and verbally
explaining facts
What strategies will be used to differentiate for focus student
2?
EI: writing at least six sentences consisting of facts about
Harriet Tubman
What strategies will be used to differentiate for focus student
3?
LO: writing at least four sentences consisting of facts about
Harriet Tubman
Instructional Supports
Resources and Materials Used to Engage Students in Learning
(Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and
the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Harriet Tubman by Martha E. H. Rustad
Paper
Crayons
Lined paper
Additional Resources and Materials Used to Increase Teacher’s
Background Knowledge of the Content: (List any websites and sources
of materials and background information that you will need or use
as the teacher to engage the students.)
(n.d.). Retrieved September 19, 2016, from
http://www.biography.com/people/harriet-tubman-9511430#!
Why Read Informational Books? | National Association for the
Education of Young Children | NAEYC. (n.d.).
Retrieved September 19, 2016, from
http://www.naeyc.org/books/so_much_more_than_the_abcs/excerpt
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and
Principles of Development:
Piaget
http://www/
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Interacting with their peers and myself when providing input on
Harriet Tubman. Together we will be learning from one another.
Dewey
Students learn best through their interests and interactions.
Many of my students enjoy expressing their thoughts through writing
and drawing. Also many of my students enjoy reading.
Multiple Intelligences: Howard Gardner: Teaching to more than
one type of learning
Verbal: adding their thoughts to the chart while on the
carpet
Interpersonal: working together to complete a list of facts
Visual: the read aloud will have many pictures that the students
can look at
Hands on: creating an illustration/completing a writing
piece
DAP
“Teachers use reading to engage children in response activities
that involve them speaking purposefully to the group” (Copple
309).
“…. Teachers draw connections between social studies knowledge
and methods and everyday situations and events” (Copple 317).
“Teachers provide a safe environment and age appropriate
supervision as children are gradually given more responsibility”
(Copple 293).
Connections to Technology and/or the Arts:
Students will illustrating a self-portrait of Harriet Tubman
Description of Collaboration with Others: (These might include
the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
I collaborated with the media specialist in order to find books
that are age appropriate for the students.
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Name of Teacher Candidate: Kaitlyn Callan Date: November, 4,
2016
Central Focus: Historical Figures Grade Level: 1st
Lesson Title: Around the World with Historical Figures
Curriculum Areas Addressed: Social Studies and ELA
Time Required: 40 mins
Instructional Groupings: Are you using whole group, small group,
partners, quads, homogeneous, heterogeneous?
Small group
Split among five groups
14 boys and 10 girls
Standards: List the GPS/CCGPS that are the target of student
learning and are key to this lesson. Include the number and the
text of each of the GPS/CCGPS that is being addressed. If only a
portion of a standard is addressed, include only the part or parts
that are relevant.
SS1H1 The student will read about and describe the life of
historical figures in American history.
Identify the contributions made by these figures: George
Washington Carver (science)
Describe how everyday life of these historical figures is
similar to and different from everyday life in the present (food,
clothing, homes, transportation, communication, recreation).
ELAGSE1RI10: With prompting and support, read informational
texts appropriately complex for grade 1.
ELAGSE1L1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
j. . Produce and expand complete simple and compound sentences
in response to questions and prompts (declarative, interrogative,
imperative, and exclamatory)
As a result of this lesson/unit students will…
Be: (State the BE Bridge for the unit.)
Be able to acquire traits from the Historical Figures
discussed.
Relevant Goal(s): (The relevant goal states the overall purpose
of the lesson. The purpose of the lesson is to …..)
The purpose of the lesson is for the students to recognize the
Historical Figures and their contributions to success and
strengthen their application and understanding of informational
writing.
Essential Question(s): (Essential questions should be used to
guide instruction.) What is a Historical Figure?
Learning Objectives: (Objectives are stated in
measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that
will be assessed.)
Student will be able to pinpoint every Historical Figure as an
explorer, inventor, president, scientist or activist
Student will be able to identify five characteristics of each of
the eight Historical Figures
Student will be able to identify each Historical Figures
contributions such as peanuts, the Underground Railroad, discovery
of plants/ animals, Declaration of Independence, etc.
Students will be able to apply their knowledge of Historical
Figures to complete various activities in the
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
classroom such as self-portraits, binoculars, and a take home
project
Students will be able to verbally discuss with their peers at
least five facts they have learned about Historical Figures
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed?
Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Explorer: person who explores an unfamiliar area Activist:
person who campaigns to bring about political or social change
Inventor: person who invented a particular process or device or who
invents things as an occupation. Scientist: a person who is
studying or has expert knowledge of one or more of the natural or
physical sciences Success: accomplishment of an aim or purpose
Lifestyle: the way in which a person or group lives Clothing: items
worn to cover the body
Language Demands: (Language demands is defined as the specific
ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate
their disciplinary understanding. Identify the following way/ways
that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral
language.)
Speaking in a respectful manner with their peers at the given
station
Listening to the directions provided for each station on the
Historical Figure
Based off the activity provided the student will write down the
necessary material
Language Function: (The language function is represented by the
active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details;
analyzing and interpreting characters and plots; arguing a position
or point of view; predicting; evaluating or interpreting an
author’s purpose, message, and use of setting, mood, or tone;
comparing ideas within and between texts; and so on.
Identify each Historical Figure discussed thus far and their
contributions to success Identify attributes of the Historical
Figures through drawing or writing
Syntax: (Syntax is defined as the set of conventions for
organizing symbols, words, and phrases together into structures,
such as sentences, tables, or graphs. Identify the supports that
will be provided for students to organize the information – charts,
graphs, diagrams. These must relate to the Language Function.)
Each station will focus on George Washington Carver, Harriet
Tubman, Lewis/Clark and Sacagawea containing a mixture of handouts,
reading passages, and activities. One of the most common activities
found throughout each station will be a KWL chart, so I can see
what my students have learned over the course of the first four
days. They will be able to organize their new found knowledge in
the chart. Also students will be able to write a few sentences
explaining a Historical Figure which will organize their thoughts
as well.
Discourse: (Describe how the students will demonstrate/express
their understanding of the Academic Language.)
Each station will review the academic language we have discussed
over the course of the first four days of the Integrated Unit.
Through the students completing KWL Charts, handouts, writing
passages, reading passages and group work they will demonstrate
their understanding. Through their writing and illustrations it
will express the knowledge they have gained thus far. Since each
station is focusing on the figures in more detail, I will be able
to see how well the students will apply their understanding.
Assessment (Each learning objective must be assessed. Questions
to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What
type of assessment will be used? Is the assessment formal or
informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes
success for the students?)
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Assessment Strategy: (Identify the assessment
strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be
assessed. DO NOT restate the learning objective.)
Yes/No Cards Formative Assessment
1. George Washington Carver was a scientist and inventor 2.
George Washington Carver made over a 100 products 3. George
Washington Carver is known for peanuts 4. Lewis and Clark and
Sacagawea are known for their Voyage of Discovery 5. Lewis and
Clark were explorers 6. Sacagawea was an Indian/ interpreter for
Lewis/ Clark 7. Lewis and Clark are known for the discovery of
various plants/animals 8. Harriet Tubman was an activist 9. Harriet
Tubman was known for her bravery and the Underground Railroad 10. A
Historical Figure is someone famous in history; explorer,
president, scientist, writer etc
Evaluation Criteria: (Indicate the qualities by which levels of
performance can be differentiated and that anchor judgments about
the learner’s degree of success on an assessment.)
All 24 students are able to sit quietly during the
formative-assessment o Student is able remain quiet throughout the
formative-assessment: meets expectations o Student is off task
throughout the formative-assessment: does not meet expectations
All 24 students are able to fold a piece of paper hamburger
style to write yes and no on it o Student is able is able to fold
the paper independently: meets expectations o Student raises their
hand for help in order to fold the paper: meets expectations o
Student does not fold paper at all: does not meet expectations
All 24 students are able to write yes/no on each side of the
paper o Student is able to write yes and no with or without
guidance: meets expectations o Student chooses not to participate:
does not meet expectations
All 24 students are able to are able to provide honest answers
throughout the assessment o Student does not look at anyone else’s’
paper but their own when showing their card: meets
expectations o Student looks at their peers card when answering
questions: does not meet expectations
All 24 students can answer the YES/NO questions o Student
answers 10 out of 10 questions correctly: exceeds expectations o
Student 6-9 questions correctly: meets expectations o Student
answers below 5 questions correctly: does not meet expectations
Differentiation for IEP and Focus Students:
Yes/No Cards will be provided for my IEP/EIP students and GK
(focus student)
The following students expectations will vary for these
students, they will be required to get at least five questions
correctly during the assessment. Small group will potentially be
pulled by Mrs. Cazort or Mrs. Stuart.
Steps in the Lesson (Include the attention getter or the hook
for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the
students will be piqued at the start of the lesson.)
Each student will be assigned a Historical Figure and a picture
of that figure will be on their desk. The pictures will match the
buckets full of Historical Figure activities.
Introduction: (State how the lesson will be introduced. This
should communicate the purpose of the lesson, be directly related
to the goals and objectives of the lesson, tap into prior
knowledge/experiences, and develop student interest.)
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Elementary/Middle Childhood edTPA Lesson Plan Template John H.
Lounsbury College of Education, Georgia College
Today we are going to review everything we have learned about
this week, each of you has been assigned a Historical Figure and
when the timer goes off you will switch. Everyone quietly go find
where you will be sitting for the day.
Instructional Strategies and Planned Supports: (Use a bulleted
or numbered format to communicate the procedures for the lesson.
Describe the strategies which will be used to support students’
learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should
be evident.)
Hook: Each student will be assigned a Historical Figure and a
picture of that figure will be on their desk. The pictures will
match the buckets full of Historical Figure activities.
Introduction: Today we are going to review everything we have
learned about this week, each of you has been assigned a Historical
Figure and when the timer goes off you will switch. Everyone
quietly go find where you will be sitting for the day.
As the students transition to their stations, there will be
calming music playing since many of them have expressed their love
for music
Students will be required to take their pencil box to each
station, because it will be a surprise for them what will be in
each bucket
Some stations will be strictly books while the others will have
writing/reading passages, illustrations, organizer’s, charts
etc
I will walk around observing the students working with their
peers providing guidance/feedback when necessary
Students will be encouraged to tell me what they are working on,
so I know they are on