edTPA Lesson Plan
Name Celina Salzone
Lesson #, Lesson Title Lesson #1, Reading Literacy
Date and Day of the Week Monday October 22nd 2018
Grade Level and Class 2nd Grade
Period and Length 50 minutes
Materials Needed Graphic organizer for each group, stories for mini lesson, stories for small
group, smartboard, post its, small white boards (if needed)
Standards and Objectives
Standards: RL 2.1 I can ask and answer questions such as who, what, where, when, why and how. I can refer to the
text to find the answers.
Learning Objectives: SWBAT ask literal and inferential questions as they read to demonstrate understanding of key
details in a fiction story.
SWBAT Identify the difference between who, what, where, when, why and how.
SWBAT Ask who, when, where, how, why, and what questions to show understanding of key details in a text.
SWBAT Answer who, when, where, how, why, and what questions to show understanding of key details in a text.
Central Focus: Students will ask and answer questions to demonstrate key details given to them in the stories.
Academic Language Demands:
Students must be able to listen and respond on grade level.
Students should be able to read and write on grade level.
Students should be aware of phonetic language.
Struggling students will work in small groups with guidance from teacher.
Time Action Rationale
Launch (Motivation) Students attention will be grasped
by relating the story to something
5 Hand out short story ‘Picking Apples’ to students. they might have heard of outside of
minutes school.
“Raise a quiet hand if you have ever been apple picking before.”
Instructional Procedure (Explore)
Have 6 students tell what question words we have been using.
Who, what, where, when, why and how are the appropriate answers. Teacher will model as a whole
group what is going to happen
15 Good readers ask questions before, during, and after reading a story.
What are some questions that we can ask before we start reading? Turn when they go into small group.
minutes and talk to the person next to you and come up with a question to be
asked before we read the story.
Questions students may come up with before reading story: Students will have an opportunity
to show what they already know
“Who went apple picking?” about what kind of questions will
“What did they do there?” be asked after reading the story.
“When did they go?”
“Where did they go?”
“Why do you think they went apple picking?”
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“How did they get there?”
The teacher will call on 4-6 students to share their pre-reading question
and have them write it on a post it and put on chart paper.
Then, the teacher will read the story aloud as students follow along.
During the reading of the story students will be asked to define words
such as “orchard”.
Throughout the story, the teacher will pause and model asking questions
during reading.
After reading the story, have students answer the 5 W’s and How.
(Questions to be asked are: Who is the main character? Why did they go
apple picking? How does Jenny reach the top of the tree? What color
apples did they see? When did they go apple picking? Where did the
main character go?)
Remind students to go back to the story to look for the answers.
Structured Practice and Application
After discussion about the story, Picking Apples, students will break up
into their small groups.
Group A- Students who are on or slightly above grade level
Students will be able to
Group B- Students who are approaching grade level
demonstrate knowledge gained on
Group C- Students who are below grade level. the standard.
25 Groups A and B will have the same story, Pumpkins for All. Group A Based on their group students will
minutes will work in pairs to read the story as they ask and answer questions as either work in pairs or with a
teacher circulates and meets with each pair. Group B will read the story teacher to help guide them with the
with the assistance of adult (paraprofessional or teacher.) reading and answers.
Group C will have the guidance of an ICT teacher as they read Pumpkin
Patch. The students will have a shorter story with questions addressing
the same standard. Group C will color code the story before using the
graphic organizer to help them visually see where the answers to the
questions are.
Group A and B will answer the questions in pairs and then as a group,
will review and discuss their answers together.
Group C will answer their questions together as a group with the ICT
teacher.
Students will share their answers with the group and they will show
where they found the answers in the story. Students will assess their
understanding of the standard as they check off their Success Criteria.
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Closure
5 Students will regroup on the carpet and talk as a class about the Regroup and have students repeat
minutes importance of the 5 W’s and How. the importance of the 5 W’s
“The 5 W’s and How let us break down the details of the story, it helps
us understand who the characters are, the setting of the story and other
details that the author wants us to know.
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