edTPA Lesson Plan Template

Central Focus:
Subject: 2nd, Reading
Students will apply sequence strategy to understand
story structure: beginning, middle and end of a story.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.2.5

Describe the overall structure of a story,

including describing how the beginning
introduces the story and the ending concludes
the action.

Date submitted: Nov.17, 2016

Date taught: Oct. 27, 2016

Daily Lesson Objective:

Performance- Students will identify what happened in the beginning, middle and end of a story, Adams Wish using a
handout.
Conditions- Independently
Criteria Students will be given the opportunity to earn 10 points in total throughout this lesson by identifying what
happened in the beginning, middle and end of a story called Adams wish; students all expected to answer all three
questions correctly on their handout. Students will receive 1 point for putting their names on their handout and will receive
3 points for each correct answer. Students are expected to receive 8 out 10 point or 80% to show mastery.
Adapted from: O'Bannon, B. (2002). Planning for instruction: Writing objectives. Retrieved from http://itc.utk.edu/~bobannon/writing_objectives.html

21st Century Skills:

Academic Language Demand (Language Function and

Vocabulary):

Learning and Innovation Skills: Students will use

critical thinking skills when using the sequence to
strategy to identify the beginning, middle and end of
a story. Students will be using this skill throughout
guided practice and independent practice.
Life and Career Skills: Students will use social skills
during guided practice as they participate in ThinkShare-Talk to share their ideas.

Academic Language Demand: Identify, students will

identify the beginning, middle and end of a story.
Vocabulary: characters, plot (specific events, problem

and solution), setting, beginning, middle and end.

ALSO VIEW: http://www.passedtpa.com/tag/academiclanguage/

Prior Knowledge: Students know the basic elements of a story (i.e. characters, setting and events).

Activity
1. Focus and Review
10 points

Description
Good morning class! Remember yesterday when we went over the basic
elements of a story?
Okay, quickly, I want you to turn and talk with a partner to talk about any
basic elements we talked about in class yesterday.
(The teacher will allow students to reflect on what they discussed in class

yesterday about the basic elements of a story with their partners).

Go over elements of a story (character, plot and setting) and remind them
that knowing these elements will provide the foundation they need to think
more deeply about stories they read.
Today, for our reading lesson, we are going to practice with identifying the
beginning, middle and end of a story using a sequence strategy. At the end
of todays lesson, you are going to be able to identify the beginning, middle
end of a story on your own.

2. Statement of Objective
for Student
10 points
3. Teacher Input
10 points

Today, for our reading lesson, we are going to practice with identifying the
beginning, middle and end of a story using a sequence strategy. At the end
of todays lesson, you are going to be able to identify the beginning, middle
end of a story on your own.
Ask students to describe their morning routine before coming to school. (Let
two or three students share their routines with the class.)
Explain that today they will learn the word sequence.
Sequence is the order in which things happen. Good readers need to know
about sequence because it helps us understand different stories.
Tell the students that you would like to share with them the sequence of your
morning routine.
As you tell the students your routine, hold up the corresponding printed
image for each step. For example, say: First, I wake up and put on my
warm and cozy slippers. then, I go and brush my teeth using my purple
toothbrush. Last, I go to the kitchen and eat a bowl of cereal and drink some
orange juice and put on my coat and come to school.
Make sure that you use the words first, then and last in your description of
your morning routine. Emphasize each of these words as you speak.
After you have finished describing your morning routine, Accidently drop all
of the picture cards on the floor.
I wanted to hang these pictures in the correct order but look what
happened, they are all out of order now.
Do you think you guys can help me put the cards back in the right order?

Make sure to let students specifically describe where to place each card.
Guide them towards using the sequencing words. For example, ask
questions such as:
What happened last? What happened first?
When the cards have been correctly sequenced by the group,
explain that you heard the students use some special words. The
words first, then, and last are sequencing words. Explain that these words
help tell us the order in which events happened.

Retell the sequence of your morning routine again using the

sequence words.
Place the sequence word index cards above or below each picture.
Emphasize again that these key words tell the reader about the order of the
story.

Now, tell students that there are three parts in a story which are the
beginning, middle and the end.
And they work in the same order as the First, then and last
Take out the anchor chart out and post it next to the classroom whiteboard
so that students call all see it.

There are three parts in a story. Can anyone raise their hand tell me what
they are?
Yes, there are three parts in a story and they are the beginning, middle and
the end.
And now, I am going to show you guys a fun video about a sequence
strategy that we can use to help us identify the beginning, middle and the
end of a story.
https://www.youtube.com/watch?v=hnoJwfnzmqA

Did you guys enjoy the video?

I have some questions for you guys!
(make sure all students can view the anchor chart)
What happens in the beginning of a story?
(Allow time for students to share their ideas)
Thats right, the beginning is the start of a story; this is where characters are
introduced, the setting is introduced (where is the story taking place in?)
and also beginning introduced topics to get your attention!
What happens in the middle of a story?
(Teacher points at the anchor chart and uses it to later explain the question.)
You all are correct! The middle is where the good stuff happens. This is
where the details and actions take place and this includes what is happening
to the characters.
Good job, I can tell that you guys paid close attention to the video!
What part of the story do we have left now? thats right, the end.
So, what happens in the end of a story?
The end is the last part of a story and this is where the problem that was
posed in the beginning of the story gets solved
Take out your morning routine cards.
Now that we have learned how to use the sequence strategy to identify the
beginning, middle and end of a story. I want to use these pictures again to
explain the beginning, middle and end of my morning routine.
(Do a think aloud)
What is the beginning of my morning routine? Thats right! I wake up and
put my fuzzy slippers on!
What is the middle of my morning routine? Thats right! I brush my teeth!
What is the end of my morning routine? Thats right! I put on the coat and
come to school!
Go over the pictures one more time using new vocabulary words: the
beginning, middle and end.

4. Guided Practice
10 points

Okay, now that you have seen me apply this strategy, I want you to read a
short called called The Stone Soup to identify the beginning, middle and end
of the story using the picture cards.
Pass out copies of the story to each student with picture cards.
I am going to pass out construction paper to each of you, please make sure
to label each box with the letters B, M and E for beginning, middle and end. I
want you guys to first read the story and glue the pictures into the are where
you think it belongs.
Make sure you use the sequence strategy on identifying the beginning,
middle and end of the story. If you need help, refer back to the anchor chart
in the front of the classroom and I will also walk around to answer any
questions.

(Allow time for students to finish reading the story and glue the picture on
their construction paper.)
Now that you all have finished identifying the beginning, middle and end of
the story using picture cards. I want you to turn to your turn and talk partner
and share your work and explain to each other what happened in the
beginning, middle and end of the story.
(Allow time for students to share their work with each other)
Now that you shared your work with your partner and checked each others
work. Lets share with the class. Can someone come to the front of the
classroom and share what pictures you put under the beginning column?
Have students share their work using the classroom Doc. Cam.
Can you please explain to us what picture you have put under the beginning
part of the story?
How did you know these pictures go under this column?
As the student explains her work, check to see if other students agree with
him/her.
Thumbs up, if you agree with _____.
If a student disagreed on the students work, they would have to tell use their
thought process and we as a class would decide which one fit better.)
Repeat the instruction with the middle and end column.

5. Independent Practice
10 points

Great Job! Identifying the beginning, middle and end of the story. Now, I
want you to keep on your desk a pencil, you are going to practice your
knowledge on identifying the beginning, middle and end of a new story on
your own. I am going to handout each of you a new set of story called
Adams Wish. You are going to read the story by yourself and answer the
questions on the handout.
I will be walking around as you guys read and work on the handout to see if
you need any help.
Formative Assessment: Teacher will check for comprehension/ understand
by asking questions through out the lesson.

6. Assessment Methods of
all objectives/skills:
10 points

7. Closure
10 points

Summative Assessment: Students will be graded on their independent work

(handout).
There are three questions on the handout and each question is worth 3
points. Students will receive 1 point for putting their names on their handout.
Students must earn 8 out 10 points to show mastery.
Now that the assessment and worksheet have been completed. The class
will have a discussion about what they learned, and how they can use this
strategy at home and other subjects. We will also discuss if the strategy was
helpful.
Lewis, B. (2010). Lesson Plan Step #5 - Closure. Retrieved from

http://k6educators.about.com/od/lessonplanheadquarters/g/closure.htm

Assessment Result
90%

80%

80%

70%

60%

50%

8. Assessment Results of
all objectives/skills:
10 points

40%

30%

20%

10%

0%

80 % of the students achieved mastery. They were able to describe what

happened in the beginning, middle and end of Adams wish by writing 2-3
sentences.
20% of the students partially achieved mastery. Most of these students were
English Language Learners/struggling learners; they were able to describe
the what happened in the beginning, middle and end of the story orally but
had a hard time putting their answers in complete sentences.

Targeted Students Modifications/Accommodations

4 points

Student/Small Group Modifications/Accommodations

4 points

Students that are visually impaired or hard of hearing will be

seated in the front of the classroom so they have a closer view
and have a better range of sound.

If students are having trouble with the strategy the teacher

might want to revisit teacher input and find another way to
teach the strategy.

ELLs, can ask to have the story read aloud to them during the
guided practice, independent practice or the worksheet.

Before handing out the assessment the teacher can ask if anyone
is still having trouble, if they are the teacher can lead a small
group at the back table while the others silently complete the
worksheet. If the students are still struggling, use the
assessment to figure out where they are having complications.
You can conduct small groups based on where each student is
having trouble.

Gifted learners would be asked write 3-4 sentences to answer

each questions on their handout.

Materials/Technology:
1 point
worksheet, pencil, paper, smartboard, anchor chart, picture cards, copies of The Stone Soup, copies of Adams Wish, construction
paper and glues.

Lewis, B. (2010). Lesson Plan Step #7 - Required Materials and Equipment. Retrieved from
http://k6educators.about.com/od/lessonplanheadquarters/g/reqd_materials.htm

CT signature: ________________________ Date: ______ US signature: ___________________Date: ____

Supported Materials:

Student Work: