The edTPA Lesson Plan

Teacher Candidate: Temeka Williams

Date: 9/28/2014
Grade and Topic: 5
th
grade Reading: literature
Length of Lesson: 45 minute lesson to a lesson that will take an hour each day for three days.
Mentor Teacher: Peggy Barber Murdock and Marla Phillips
School: University of Memphis - IDT 7061 for your school
Unit/Chapter/Objective/Generalization/Big Idea
This lesson plan is part of a unit plan on theme of a story.
Lesson Objective
Student will summarize, determine the theme of the story Old Yeller by Fred Gibson, and
other parts of the story as instructed by the teacher at 80% accuracy using microsoft
power point. Students will create 6 slides in total to present.
Standards Addressed
ISTE standard for Grades 3-5

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology

a. Apply existing knowledge to generate new ideas, products or processes

b. Create original works as a means of personal or group expression
Common Core RL.5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenge or how the
speaker in a poem reflects upon a topic; summarize the text.
Materials
PowerPoint software, Old Yeller book, Instructional handout
The sample will be included in a separate page
Background and Rationale
Students should be able to recount stories and determine the central message, and read
on level text with purpose and understanding.
The critical academic language Setting, theme, point of view setting, events
Students have learned how to determine the setting, theme, point of view, plot, problem,
solution, and prior to beginning this lesson?
Future lessons will build on subsequent lessons comparing and contrasting two or more
characters or setting in a story
Teacher will you need to plan differentiated activities or assessments to meet the needs of
all students. Students who need an accelerated lesson or reinforcement will compare and
contrast characters, and plot of two different stories Modifications for students who may
have disabilities or an IEP: Story is available in audio, use text to speech, and students
can use graphics to support or represent ideas. The lesson or technology use will be
modified to meet the needs of diverse learners.
Procedures and Timeline
Introduction: This is Jasmine first day at Fairley elementary. The class has already read
the story Old Yeller. Jasmine would like to know what the story is about. To explain this
to Jasmine we are going to create power point to present to Jasmine.
Procedures:
Before students go to the computer
o For the past two weeks we have been working on parts of a story. In our
presentation we will include a slide on the setting, the characters, the theme, the
point of view a summary, and the slide will include your favorite part of the story.
o I will show students a power example of the finished product
o The teacher will also give a over view of how to add graphic, and slides
o The teacher will review parts of the story as she explains what to put on each
slide.
o Teacher will also give students a instruction sheet to refer back to
o Teacher will differentiate for students with different learning needs or
backgrounds by allowing advance students to assist with other students.
o While at the computer Student will create 6 slides, each slide will have at least one
graphic to represent parts of the story. The first slide will include introduction- name, the
name of the book, the author and illustrator, the second slide will include theme and
setting, the third slide will list the characters name and significance in the story, the
fourth slide will include plot, problem and solution, the fifth slide will include a
summary, the sixth slide will include their favorite part of the story.
o If technology is being used, identify a rotation plan and supporting activities. A
rotation plan will be used if there are not enough computers for each child to
have their own. Students who are not at the computer will plan ideas for each
slide. Students will organize details of the story at their desk. Seven students will
be on the computer at a time. The teacher will monitor students at the computer
and make sure they understand how to complete assignment. Students who finish
early will help others at the computer.
o After the students are at the computer the students will work on their exit ticket
Closure: Students exit ticket: Students will write on a sheet of paper how to determine a
theme of a story.
Assessment Evidence
Students will be graded using the following rubric. Teacher will grade using a formative
assessment. These projects are best graded using a rubric. Total Score 100
1 2 3 4 5
Slides Few slides
included/ no
order
3 slides are
included/
slides are not
in order
4 slides are
included /
slides are not
in a flowing
order
Five slides
are included/
slides are not
in correct
order
All six slides
are included/
and slides are
in correct
order
Graphics Few graphics
to none used,
graphics do
not relate to
story
Graphics on 3
slides,
graphics do
not relate to
story
Graphics on
four slides,
all graphics
relates to idea
or story
Graphics on
five slides, all
graphics
relates to idea
or story
Graphic on
all six
slides/each
graphic
relates to
idea or story
Creativity No color
used/ same
fonts on each
slide
Little to no
difference in
fonts/ little to
not color used
Different
fonts used on
each slide/
little color
used/ little to
no bullets
used
Different
fonts used/
Color added
to some
slides/little to
no bullets
used
Different
fonts used/
Color added
to slides/
/bullets used/
columns used
Title page Title page is
incomplete/
partial name
or no title
page at all
Title page is
missing three
details/name
only
Title page is
missing two
details/ name/
author/
Title page is
missing one
of the details/
name/author/
illustrator
Title page has
the name of
student, name
of book,
author and
illustrator
Theme Does not
have a clear
understanding
of concept
Shows little
understanding
Show some
understanding
Almost show
understanding
of concept
Shows clear
understanding
of concept
Setting Does not
have a clear
understanding
Shows little
understanding
Show some
understanding
Almost show
understanding
of concept
Shows clear
understanding
of concept
of concept
Characters Little to none
characters
listed, no
descriptions
of point of
view included
Few
characters
listed,
description
not accurate,
point of view
not included
List some
characters,
description of
characters not
accurate,
point of view
not included
List most
characters,
gives short
description,
point of view
incorrect
List all
characters,
gives short
description
each/ also
includes the
point of view
Plot Does not
have a clear
understanding
of concept
Shows little
understanding
of concept
Show some
understanding
of concept
Almost show
some
understanding
of concept
Shows clear
understanding
concept
Summary Does not
have a clear
understanding
of concept
Shows little
understanding
of concept
Show some
understanding
of concept

Almost show
understanding
of concept
Shows clear
understanding
of concept
Favorite
part of the
story
Makes no
attempt
Details are
incorrect,
possibly
made up
Recalls
incorrectly
what
happened in
the story,
details are out
of order
Recall a short
piece from
the story,
details are
accurate
Recall a
significant
part of the
story in detail


Modifications

I am aware that modifications will be made for students who did not master the objectives
and for those ready for enrichment. However, modifications are not covered in this course
and are not part of this particular