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edTPA Lesson Plan

nd

Lesson Title: Analyzing Setting

Grade/Level: 2

Curriculum Standards
State Curriculum Standards (Include the number and text

Central Focus Question/Big Idea/Goal

of the standard. If only a portion is being addressed, then only list


the relevant parts).

CCSS.ELA-LITERACY.RL.2.7: Use information


gained from the illustrations and words in a print or
digital text to demonstrate understanding of its
characters, setting, or plot.

grade

What question(s), big idea(s), and/or goals drive your


instruction?

Students will demonstrate their knowledge of the


relationship between characters, setting, and plot
by identifying the story elements and analyzing
the elements using information from illustrations
and words from the story, Mr. Tanens Tie Trouble.

Lesson Objective(s)
Objectives are measureable.
Students will write and identify a setting to analyze using illustrations and words from the story, Mr.
Tanens Tie Trouble and meet or exceed the required benchmarks.
Vocabulary/ Academic Language (Language Function)
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?

The target skill for this lesson will be to identify setting, but the target strategy will be to analyze the
settings using illustrations and words from Mr. Tanens Tie Trouble. The students will be thinking about
the settings in the story and will identify what they look like and what may be happening in each setting.
Students will be engaged in pair/sharing and small-group discussions about setting and how we can use
illustrations and words to analyze setting and better understand the authors purpose for each setting in
the story. Students will complete a see the setting summative assessment about a single setting from Mr.
Tanens Tie Trouble. They will write sentences to describe the setting in words, and then they will be able
to draw an illustration to help another student identify the setting they are explaining.
Content/Academic Vocabulary
Pedagogy
1. Identify
2. Analyze
3. Setting
Academic
1. Setting: the place or type of surroundings where an event takes place.
2. Identify: indicate who or what something is.
3. Analyze: looking into detail the structure of information, looking at illustrations and text.
Discourse
Discourse
Students will engage in discourse when they are completing the gallery walk. They will complete this in
groups and the students will discuss what the setting is and what could be happening in the setting. When
each group is finished, we will come together as a whole group to discuss the settings. Allowing students
to engage in whole-group discussion and small-group discussion, about the specific settings, will help
students identify the settings in different ways. Group discussions will also help students who struggle
with understanding the skill. They will become better at identify settings and analyzing using illustrations
and words after having a peer help explain the concept to them.

Assessment/Evaluation
Formative (Informal): How will students demonstrate understanding of lesson objective(s)? How will you monitor
and/or give feedback?

In order to review the skill from the day before, I will use pre-prepared square cards that have higher order
thinking questions about characters. There are five cards with five different questions. The students will
use characters from Mr. Tanens Tie Trouble. The questions are as followed: 1) Do any characters
change in the story? How? 2) Are the characters believable? Why or Why not? 3) Who is the most
interesting character to you? Why? 4) What did you learn from a character in the story? 5) Which
character is the most like you? Each group of three-four students, five total groups, will receive a square
card. They will work with their peers to answer the question. While they are thinking and talking about
their answer, I will walk around and monitor what students are saying. I will also make sure that the
students are remembering to analyze the question in order to break it down for an answer. When each
group is finished, I will call on one student from each group to share the question and ask another student
in the same group to share the answer with the whole class.
After we read Mr. Tanens Tie Trouble, I will use pre-prepared square cards that have higher order thinking
questions about setting. There are five cards with five different questions. The students will use settings
from Mr. Tanens Tie Trouble to answer the questions. The questions are as followed: 1) Could the setting
be a real place that exists in our time? 2) How is the setting like another place you know? 3) Where else
could the story take place? 4) How does the setting make you feel? 5) What words does the author use
to create a clear picture in your mind about where the story takes place? Each group of three-four
students, five total groups, will receive a square card. They will work with their peers to answer the
question. While they are thinking and talking about their answer, I will walk around and monitor what
students are saying. I will take anecdotal notes about each group to help determine which students may
need extra help with the concept. When each group is finished, I will call on one student from each group
to share the question and another student from the same group to share the answer with the whole class.
Students will receive a complete or incomplete on this assessment. If the students share their question
and give a correct response, then they will receive a complete. If a group shows a lack of completing the
question, then they will receive an incomplete.
Summative (Formal): What evidence will you collect and how will it document student learning/mastery of lesson
objective(s)?

For the summative assessment, students will use the graphic organizer titled See the Setting. The
directions for this summative assessment is to have the students choose one setting from Mr. Tanens Tie
Trouble. Once they choose a setting, they will write sentences to describe the setting in words. The
above grade level learners will write six-seven complete sentences to describe the setting they choose.
The on grade level learners will write four-five complete sentences to describe the setting they choose.
The below grade level learners will write two-three complete sentences to describe the setting they
choose. I will be walking around monitoring what students are writing and I will also be available to give
students any assistance they may need. When they finish, they will place the See the Setting in the
complete tub. I will look over the summative assessments and give each student feedback. I will also use
a rubric in order to give each student a grade for his or her work. The students will show learning of the
lesson objective by being able to choose a setting and describe the setting in words so others may
understand the setting. Students will show mastery of the lesson objective if they meet the benchmark or
exceed the benchmark required.
Instruction
Set/Motivator: How to engage student interest in the content of the lesson? Use knowledge of students academic,
social, and cultural characteristics.

Before I begin this lesson, I will place images of different settings around the room. There will be five
different settings. The first image will portray a golf course, the second image will portray a birthday party
scene, the third image will portray a beach with chairs and a hammock, the fourth image will portray
mountains covered in snow, the fifth image will portray a playground at a park. To begin the lesson,
students will be placed in their groups. Group one will go to the first image, Group two will go to the

second image, and so on, until each group has an image. First, I will set a timer for two minutes and ask
students to look at the image silently. When the timer goes off, I will set the timer for three minutes and
students may begin discussing the image portrayed and complete the chart. The chart will have two
columns, one titled small group and one titled whole group with three rows in each column. Each row will
ask the students two questions. The first question, what is this setting? The second question, what could
you be doing in this setting? When the timer goes off, each group will rotate to a different image. The
students will answer the same questions, but use a different image for each rotation. We will only
complete three rotations due to time constraints. After the three rotations, I will pull up the chart on the
Smartboard and ask three different groups to help me fill in the whole-group column with three different
images. As Im writing on the Smartboard, each student will also write the answers on his or her paper.
Since students will return to the carpet to complete the whole group column, this will be a modeling
strategy. We will discuss together the different settings and answer the questions. Students will begin the
process of learning to use illustrations to analyze the setting. They will also slowly start working towards
mastery of the objective, write and identify a setting to analyze using illustrations and words from the story,
Mr. Tanens Tie Trouble and meet or exceed the required benchmarks
Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery.
1) Before we begin this lesson, I will ask the students higher-order thinking questions about the skill they
learned yesterday, characters. These questions will be about the characters from the story. The
questions are listed above and each group will receive one question to answer and share with the class.
2) To begin this lesson, I will have the students complete a gallery walk using different images of settings.
The students will complete a graphic organizer about each image with their small group and discuss each
image as a whole group.
3) After completing the gallery walk, we will read the story for a second time to refresh students memory.
We will use the settings in the story to answer higher-order thinking questions. The questions are listed
above and each group will receive one question to answer and share with the class. Students will receive
a complete or incomplete based on how they do working in their group and how they answer the question.
4) For the summative assessment, students will work independently to complete a See the Setting page.
Students will write complete sentences to describe a setting from the story. When they finish their
sentences, they will be able to include a drawing to help explain their setting. These will be collected and
reviewed with a rubric. Students will receive oral and written feedback and a grade on this assessment.
5) When students complete the summative assessment, they will return to the carpet. I will ask them two
rd
question: 1) What takeaways from this lesson will be important to know when you are in 3 grade? , 2)
Why do you think this takeaway is important? Students will have the opportunity to agree or disagree with
their peer, however, they must explain why if they disagree.
Questions and/or activities for higher order thinking: These cannot be answered by yes or no.
1) What are the features of each setting from the gallery walk?
2) Why do you think the author choose to use the playground as a main setting in Mr. Tanens Tie
Trouble?
3) What inference can you make about what is happening in the setting on page 28?
4) What is the relationship between the playground setting and the auction setting?
These questions will be answered throughout the learning segment. Students will discuss these questions
in whole group and small group settings. Some questions will have students pair/share their thinking.
These questions will keep students thinking about each setting and require them to analyze the
illustrations and words in order to give an answer.

Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
When everyone has finished the summative assessment, I will call all of the students to the carpet. I will
show them an anchor chart that has two questions written on it. We will discuss each question as a whole
group. The first question is; What takeaways from this lesson will be important to know when you are in
rd
3 grade? The second question is; Why do you think this takeaway is important? I will use the
clothespins to call on different students to give an answer and explain why. The other students will have
the opportunity to agree or disagree with what their peer has shared. If they disagree, they must explain
why. This will get students thinking about setting and will also help build on explaining their reasons for
choosing a takeaway. These questions will also be asked later in the unit to see if students have changed
any of their takeaways.
Material/Resources: What do you need for this lesson?
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Mr. Tanes Tie Trouble story


Higher-Order Thinking Question cards on characters
Gallery Walk Chart
Gallery Walk Images golf course, playground, snowy mountain, beach, and birthday party scene
Higher-Order Thinking Question cards on setting
See the Setting summative assessment
Anchor Chart with closure questions

Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual
students?

Above Grade Level learners: During group work, these students will be placed with one-two on grade
level and/or below grade level learners. They will be asked to help explain the skill to these students and
help them be successful with the group work. This will help this level of learner better understand the skill
because he or she is teaching it to his or her peers. During the summative assessment, this level of
learner will be asked to write six-seven complete sentences to explain the setting in words. When they
finish the summative assessment, they will have two choices either choose a literacy challenge page or
choose another setting and explain it in sentences.
On Grade Level learners: During group work, these students will be placed with an above grade level
learner and one-two below grade level learners. This lesson is constructed around this level of learner.
The summative assessment will ask this level to write four-five complete sentences to explain the setting
in words. I will be available to give assistance to these students, if they need help.
Below Grade Level learners: During group work, these students will be placed with an above grade level
learner and one-two on grade level learners. These students will be motivated to complete group work
with assistance from their peers. The summative assessment will ask this level to write two-three
complete sentences to explain the setting in words. This level of learner will also have the option to orally
explain the setting to the teacher. I will pull each student individually help explain what they have been
asked to do.
Management/Safety Issues: Are there any management and/or safety issues that need to be considered when
teaching this lesson?

In order to make sure students are staying on task, I will be walking around the room while students are
working in groups. I will be asking questions about the material to make sure they understand. I will also
be available for assistance with group work. While students are completing the summative assessment, I
will be available for questions. There are no safety issues for this lesson that need to be addressed.