edTPA Lesson Plan Template
Course: 5th Grade History
Candidate Name: Katherine Van Heidrich
Date: September 10,
2015
Background
A. Student Demographics
Class
5
Grade
28
Total
History
Subject
Topic
History as
Narrative
Proficiency Level
8
EO
EL’S
Special
Needs
Gender
Ethnicity
9
IEP
15
Male
19
Hispanic/Latino
0
504
13
Female
1
White
0
GATE
6
1
Emerging
2
Expanding
0
Black/African
American
Asian
2
Bridging
0
Filipino
0
RFEP
2
Other
Key Modifications and Accommodations:
Based on the needs of your identified students (see A1-5), what do you need to consider when planning
this lesson? Consider the accommodations and modifications necessary based on the following factors:
Academic – Behavioral – Cultural – Socioeconomic – Religious – Ethical - Other
-
Modified/simplified texts
Supplemental materials (visually supported context area texts)
Dynamic and highly intentional groupings
Lesson Vision
B. Central Focus
Is this lesson linked to a larger unit of study? If so, how?
What is the purpose of this lesson?
Why is this content important for your students to learn, beyond the fact that it is meeting standards?
 This lesson is linked to our larger unit of study, European Exploration and is designed around the theme of what
compels individuals to leave their homes. The purpose is to get students thinking about the myriad of positive and
negative push factors that might influence migration patterns and over time, changes in culture.
Social Justice:
How will students connect this to other subjects, their lives, and/or the real world?
My goal is to help students develop a critical lens through which they view and interpret the world around them. I
want students to have more compassion for the unique experiences of others while brainstorming creative solutions
to some of the world’s most pressing questions and issues.
C. Standards
Key Content Standard (List individual grade-specific standards. Be sure to include Common Core and Subjectspecific California standards when appropriate)
RI 5.9: Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
-
RI 5.2: Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
RI 5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on specific information in the text.
CA 5.2.2 History: Explain the aims, obstacles, and accomplishments of the explorers, sponsors and leaders
of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g. the
Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
ELD Content Standard by Proficiency Level
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics
3. Offering and supporting opinions and negotiating with others in communicative exchanges
B. Interpretative
5. Listening actively to spoken English in a range of social and academic contexts
D. Learning Target (Objectives) and Language Demand
Learning Target (Content Objective)
-
-
SWBAT closely read and annotate
a text by annotating like a PRO!
SWBAT determine the main idea of
a text and explain how they are
supported by key details through
boxes and bullets.
SWBAT compare and contrast
European Exploration push factors
and Syria by completing a venn
diagram.
Modified Content Objective
(Based on the modifications and
accommodations in A6, how will you
modify the content objective for the
identified students?)
Academic Language Objective (By proficiency level where
applicable)
N/A
Key Vocabulary
 Migrants
 Desperate
 Patrolling
 Refugees
 PUSH Factor
SWBAT complete the above mentioned
objectives, though with the help of sentence
frames, a word bank, and lots of visuals.
Academic Language Demand: (e.g., function, syntax, discourse)
Function
Discourse
E. Respect, Educate, Advocate & Lead (REAL) Dispositions with Embedded Teacher Performance
Expectations
Identify the REAL Dispositions with embedded Teacher Performance Expectations
-
-
Respect: Students will be encouraged to engage in respectful and meaningful conversations with one
another, while feeling respected in the creative ways in which they will be encouraged to engage with the
material (through guiding questions and not specific questions to answer; through the ability to use visuals
to take notes.
Educate: This lesson is meant to educate students on what’s going on in the world today while also
drawing connections to events of the past and overarching themes that exist between them.
Advocate: This lesson is meant to be a starting point for students to start organizing their thoughts and
opinions about human rights and the ways in which they should feel encouraged to advocate for the
extension of compassion and kindness to the world’s citizens.
Lead: Students will be given the opportunity to truly lead and guide this conversation, during the partner
work as they use a guide to generate their own questions and especially during the closing when they are
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2
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encouraged to speak specifically on what specifically spoke to them.
ASSESSMENT
F. EVIDENCE OF LEARNING
DIFFERENTIATION
Identify the type of assessment will you use during
the lesson
Formative: Informal, performed during
circulation of student partner work where I will
ask scaffolded questions to check for
understanding and push students to explain
their thoughts and opinions.
Summative:
Have students complete a venn diagram
Have students respond to a series of four
questions
How do you know your students have
mastered the prerequisite knowledge?
Through informational check-ins and by
circulating during partner work.
What evidence do you have that students
have mastered the prerequisite knowledge?
Through the ideas, opinions and judgments
students are able to express about the material.
How will you know the students have met
the objective? By assessing their counternarrative against a clear criteria for success.
What evidence will you accept to
demonstrate mastery of the objective? A set
of boxes and bullets that clearly articulates the
main idea and supporting details of the article; a
complete venn diagram that includes at least 3
similarities and 2 points of differences on each
side; thoughtful responses to the 4 questions
posed in complete and complex sentences,
citing evidence from the text.
How will the data collected inform your
instruction? The data collection from my
instruction will inform if and how I will re-loop
key ideas and concepts in future lessons. It will
also inform what small groups I may pull to
review what may not have been learned in the
initial lesson.
How will you differentiate
the assessment/s?
-
Graphic organizers
for group work
Sentences frames for
constructed
responses
An explicit exemplar
response provided
Work Bank
Opportunity to
present ideas visually
FEEDBACK
How will you share
evidence of learning
with the students?
-
-
-
Opportunity for
whole group
share out with
immediate
feedback from
teacher and
students
Clear criteria
for success
provided to
students at the
onset of the
assessment;
completed with
comments and
returned within
48 hours to
communicate
evidence of
learning
Sharing of
exemplars with
whole class
(with students’
permission) so
that students
can review
excellent work
in partners
using our rubric
G. Materials and Resources
What materials or resources will you need to conduct this lesson? Is technology needed to enhance this
lesson? If so list how.
Computer
Project
Speakers
Vocabulary handout
Annotate like a PRO! handout
Copies of News ELA articles (differentiated)
Graphic organizers
What Depth of Knowledge level/s is addressed in the lesson?
Level 3: Strategic Thinking
Level 4: Extended Thinking
H. Plan
October 23, 2013
Differentiation
3
Feedback
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Lesson Introduction (10 minutes)
 Pre-Requisite Knowledge
 Background Knowledge
 “Hook”
How will you link pre-requisite knowledge?
By asking students to share their understanding
of what is taking place in Syria right now and
how hundreds of thousands of people are
fleeing to find refuge in Europe.
How will you activate and build background
knowledge? By showing students images and
reviewing key aspects of what is going on now.
Have students turn and talk to share their
thoughts.
How will you engage students? By speaking
specifically on the incident of the young Syrian
toddler who washed ashore in Turkey. Engage
students in a conversation about the meaning of
humanity and what, if any is the world’s
response to tragedy and suffering.
State the objective in student friendly
language: Today, you will have the opportunity
to carefully and closely read an article that
details the present-day situation in Europe as it
prepares to deal with the hundreds of thousands
of individuals fleeing Syria.
State the purpose: Inform students that the
purpose of this lesson is to widen their
understanding of worldly events and themes
that emerge from them that can be tied to other
events throughout history.
October 23, 2013
How will you differentiate the
Lesson Introduction?
-
Visuals
Vocabulary and
annotation guide
Pre-annotated
information
How will you check for
understanding?
-
-
4
Turn and talks
to encourage
student
discussion.
Circulate during
this time to
monitor
conversations,
give real-time
feedback and
opportunities
for students to
feel affirmed in
their thinking
before being
called on to
share.
Scaffolded
questions to
check for
understanding
throughout the
lesson and
especially
before a
transition to a
different
section of the
lesson.
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LESSON BODY (35 mins)
 Direct Instruction (5 mins)
I will explicitly model how to carefully read the first
and annotate the first two paragraphs of the article
using our ANNOTATE LIKE A PRO model (which
emphasizes previewing, a solid use of symbols to
note key ideas, and a question, summary,
connection or summary written after each section to
synthesize our thoughts and reactions). I will do this
through a Think Aloud in order to model for students
how to process the information they are reading.
How will you differentiate
instruction?
- Think aloud
- Turn and talks
- Dynamic pairings
- Differentiated texts
- Visuals for vocabulary
- Pre-annotated texts
How will you check for
understanding?
- Scaffolded
questions
- One-on-one
check-ins
How will you differentiate the
closing?
- Re-iterate main ideas
and important
vocabulary through
review and images
- Project guiding
questions on board
How will you check
understanding?
- Encouraging
students to use
our classroom
non-verbals to
communicate
their responses
to student
contributions
(e.g. making
connections,
agreeing,
disagreeing)
- Have students
rephrase what
others have
said
- Cold call a
dynamic
sampling of
students
 Guided Practice (5 mins)
At this time, I will call on students so that we can
collaborate on annotating an additional paragraph.
 Independent Practice (20 mins)
Students will work with a partner to finish annotating
the article. They will then move to complete a set of
Boxes and Bullets (a literary strategy from their ELA
class) to record the main ideas of the article. Next
they will complete a venn diagram to compare and
contrast the PUSH factors that encouraged
European Exploration with the PUSH factors that
are compelling Syrians to flee their country.
What higher order thinking skills are addressed in
this lesson?
-
Understanding: Making sense of information
LESSON CLOSING (7 mins)
Restate the objective
Ask students to express what they have learned
- Bring students back whole group to discuss the
most interesting/troubling/startling information
while reading
- Have students share their responses and build
on each other’s thoughts
- Have students describe their feelings about this
current situation, focusing on how individuals
living through this are feeling
Reflection
I. Guiding Questions
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Using the data collected for this lesson, how will you use the data to inform your future lessons? Did you
meet your lesson objective? How do you know? Not fully. It was a lot of information to cover and students
needed much more scaffolding than I expected to access the materials.
How are you going to provide feedback for students based on strengths and needs?
By returning student work as assessed against a clear criteria for success.
Based on evidence of learning, what goals will you set with students?
1. To provide more details in their writing
2. To cite more specific examples from given sources to contextualize their writing
Were your students engaged? How do you know?
Yes, especially a group of my Arabic-speaking Yemenis students who had personal background knowledge of and
connections to what is happening overseas.
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