Student Teaching edTPA Lesson Plan Template

Subject: ELA Central Focus: To describe a character, setting, or event in depth

by using text evidence.
Essential Standard/Common Core Objective:

CCSS RL 4.3 Describe in depth a character,

setting, or event in a story or drama, drawing on Date submitted: Date taught:
specific details in the text (e.g. a character's
thoughts, words, or actions).

Daily Lesson Objective:

Students will work independently to be able to describe a character in depth by using character traits. They will be able to
support their belief with text evidence. Students should receive a 8 out of 10 on their exit ticket to show mastery.

21st Century Skills: Academic Language Demand (Language Function and

Collaboration- They will be working together to
read and understand character traits from characters
in the passage.
Life and Career Skills- Students are working on
their social skills when they are working in groups.
Vocabulary):
Identify- the students will identify the different character traits that
the character in the story has. They will be able to provide text
evidence that supports their answer.
Vocabulary:
Character, internal, external

Prior Knowledge:
They should know what a character is. They should know how to analyze and describe a character from their actions.

Activity Description of Activities and Setting Time

5 Minutes
“What are different ways we can describe someone?”

I would describe you guys as bright young students. Some of you are
1. Focus and Review
adventurous. Some of you have brown hair, and some of you are tall.

These are a few ways I can describe you.

2. Statement of Objective The student will be able to describe a character in depth, and support their
for Student belief with evidence from the text.

10
“When we describe a character, we can describe them by using both internal Minutes
and external traits.”

The teacher will show the “Character Trait” Paper on the board.
3. Teacher Input
The teacher will go over external traits and internal traits.

External Internal
pretty happy
tall sweet
 short adventurous
well-dressed active
blonde dangerous
student fearless

10-15
The teacher will pass out the passage, “Abraham Lincoln, the Inventor,” to all Minutes
the students.

The teacher will get the students to partner up with the person beside of them
and get them to read the passage.
4. Guided Practice
While the students are reading the teacher will walk around and ask questions:
- “Who are the characters in this passage?”
- “Do the characters change throughout the story?”
- “What are the characters doing in this story?”

10-15
During this time, the teacher will give the students the exit ticket. They will Minutes
draw a picture of the character that was in the passage. They will have to write
down four traits that describe the character and provide text evidence that
showed why that trait was picked.

The teacher will allow them to use their own creativity when drawing the
5. Independent Practice
picture of the character.

While the students are working the teacher can walk around and ask:
- “What character are you drawing?”
- “What things are you going to include in your picture that will
represent the trait you picked for the character?”

The students will get an exit ticket. They will be drawing a picture of what they thought the
character looked like. On the back, they will give four traits that represent that character,
and support that trait by providing text evidence.
6. Assessment Methods of
all objectives/skills: Rubric:
2 points/ for the picture
1 point/ for each trait (Total of 4)
1 point/ for each text evidence (Total of 4)

5 Minutes
Have the students come back to the carpet. During this time have a few
7. Closure students share their drawings, and what traits they gave to their character. Ask
them what in the passage made them think of these traits that they shared.

After looking at the students exit ticket, I would start my next lesson off with a review of
8. Assessment Results of what we learned the day before and then move on to the next topic. Most students received
all objectives/skills: a 8-10 on their exit tickets and receive mastery.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Students that having difficulties hearing and are
visually impaired will be placed at the front of the
classroom to better see the board and hear the
instruction being given. Students that are English
language learners can have a dictionary that
corresponds to their native language and English.
Gifted learners will be able to find more character traits
from the reading. They will have to find 6 character
traits that represent the character in the passage.
If students struggle through guided practice the teacher will add
additional examples to provide a better understanding. If it
seems to be several students that are not understanding, the
teacher will revisit the teacher input section and find another
way to teach character traits.
Before the assessment is given, the teacher will see if students
are struggling. This allows the teacher to have a small group
lesson for the students that continue to struggle with the lesson.
The teacher can use the assessment to assess the struggling
students and see where they are still getting confused. The
teacher can revisit the lesson taught and have small groups
based on their level of understanding.

Materials/Technology:
- passages for every student
- pencils
- paper
- character worksheet for each student
- projector
- character trait paper to project on the board
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______