edTPA Lesson Plan #1

Grade Level: 8
Subject / Content area: ELA (English Language Arts)
Unit of Study: Story Elements
Lesson Title: Characterization
Central Focus for the learning segment:
Content Standard(s): According to the CCSS this lesson meets the
following standards: RL.8.3

Learning Objectives: Students will learn how to accurately analyze texts

and determine indirect and direct character traits for individual
characters within the text.

Instructional Resources and Materials: Students will be using a notebook

to take notes off of a whiteboard. Students will also be read a story out
loud, which is shown via Hovercam. Students will be given a packet titled,
"Characterization in The Cat in the Hat", which will then be used for
individual, informal assessment.

Instructional Strategies and Learning Tasks: Students will first activate

their schema, activating prior knowledge on characterization. Then,
students will be introduced the acronym S.T.E.A.L., which will help
students learn about the different ways they can find character traits
within a text. Students will look at the speech, thoughts, effect on others,
actions, and looks of a character from the book, The Cat in the Hat, which
will be read aloud. Finally, students will discuss their findings out loud in
class, and with a partner. The book is being read out loud to help
struggling readers. Students are also encouraged to discuss their findings
in think, pair, share, to ensure understanding.

Differentiation and planned universal supports: When looking at Howard

Gardener's multiple intelligence theory, it is evident that this lesson is
geared towards the multiple intelligences of many students. Students who
are intrapersonal get to work collaboratively with other students through
large group discussion and think, pair, share. Students who think
intrapersonally will particularly strive in this lesson since it is focused
around the feelings, values, and understanding others. Visual/spatial
individuals will get to organize their ideas with the use of a chart and by
visually seeing the pictures from The Cat in the Hat. Verbal/linguistic
individuals will also strive since the lesson is based around discussion.

Language Function students will develop. Additional language demands

and language supports: Students will learn to define what
characterization is and apply their knowledge through describing the
characteristics of different characters in The Cat in the Hat. This will be
done verbally by speaking out loud in class, as well as out loud to a
partner.
Type of Student Assessments and what is being assessed:
Informal Assessment:
Students are asked to activate prior knowledge by brainstorming any
key ideas around the topic of characterization. Students are then
encouraged to share what they know as a class.
Students are read the story The Cat in the Hat. After reading the
story out loud, students are asked questions around the mnemonic
device "S.T.E.A.L". Students then discuss as a class and with
partners the different character traits for the characters read in the
story.

Formal Assessment:
Students will turn in their characterization packet for grading and
assessment.

Modifications to the Assessments:

Struggling readers are read the story aloud.
If a student needs more time on the packet, they can come in during
resource to work individually with the teacher (myself) to grasp the
concepts.

Evaluation Criteria: Students will be evaluated on whether they can

identify accurate character traits from the book and explain why/how they
know the trait.

Relevant theories and/or research best practices: Gardner, Howard.

Frames of Mind: The Theory of Multiple Intelligences. New York, NY:
BasicBooks, 1993. Print.

Lesson Timeline: This lesson will take one class (60 minutes) to complete,
but will be a continuous lesson for two more days.

edTPA Lesson Plan #2

Grade Level: 8
Subject / Content area: ELA (English Language Arts)
Unit of Study: Story Elements
Lesson Title: Characterization
Central Focus for the learning segment:
Content Standard(s): According to the CCSS this lesson meets the
following standards: RL.8.3, RL 8.5

Learning Objectives: Students will learn how to accurately analyze texts

and determine character traits for individual characters within multiple
texts.

Instructional Resources and Materials: Students will be using their

"Characterization in The Cat in the Hat packet from the previous day.
Students will also be using the textbook Prentice Hall Literature. Pearson
Education, Inc., publishing as Pearson Prentice Hall, Boston,
Massachusetts. 2007. Specifically, students will be using the work "The
Tell Tale Heart" by Edgar Allen Poe. Students will also need the graphic
novel version of "The Tell Tale Heart" by Rick Geary. Students will be given
a Venn diagram comparing and contrasting the two texts. A whiteboard
will also be used for instruction.

Instructional Strategies and Learning Tasks: Students will take out their
"Characterization in The Cat in the Hat" packet from the previous day. As
a class, students will engage in discussion about the direct and indirect
character traits they found withing The Cat in the Hat. Students will focus
on looking at the indirect character traits of Sally/the narrator, the cat,
and the fish through speech, thoughts, effect on others, actions, and
looks. Students will then spend class time individually reading two texts:
"The Tell Tale Heart" by Edgar Allen Poe and the graphic novel of "The Tell
Tale Heart" by Rick Geary. Students will then fill out a Venn diagram
comparing and contrasting the two texts for homework.

Differentiation and planned universal supports: Howard Gardener's

multiple intelligence theory is reached through this lesson in many
different ways. The interpersonal individuals will learn by discussing as a
class the character traits in The Cat in the Hat. Intrapersonal individuals
will strive by allowing students to dig deep into the attitudes and traits of
characters within multiple texts. Visual/spatial individuals will strive
through the use of a Venn diagram to compare and contrast. Musical
individuals will focus better during reading with rhythmic music playing in
the background. Verbal/linguistic students will learn through reading,
speaking, and writing in the Venn diagram.

Language Function students will develop. Additional language demands

and language supports: Students will discuss the direct and indirect
character traits they found in The Cat in the Hat. Students will also learn
to compare and contrast the findings from two different texts, which will
help develop a stronger sense of character. Students will construct their
own Venn diagram to assist in this process.

Type of Student Assessments and what is being assessed:

Informal Assessment:
Students will discuss as a class the indirect and direct character
traits found in The Cat in the Hat for the fish, the cat, and the
narrator/Sally.

Formal Assessment:
Students will turn in their characterization packet for grading and
assessment.

Modifications to the Assessments:

 Struggling readers are given two different versions of "The Tell Tale
Heart" to help comprehension and understanding, however an audio
version is also available, if necessary.
Students will be granted elongated time on the
readings/assignments, if needed.

Evaluation Criteria: Students will be evaluated on whether they can

accurately come up with indirect and direct character traits for
Sally/narrator, the fish, and the cat in The Cat in the Hat and explain
why/how they know these traits. Students will also be evaluated on their
ability to compare and contrast two different texts.

Relevant theories and/or research best practices: Gardner, Howard.

Frames of Mind: The Theory of Multiple Intelligences. New York, NY:
BasicBooks, 1993. Print.

Lesson Timeline: This lesson will take one class (60 minutes) to complete,
but will be a continuous lesson for one more day.

edTPA Lesson Plan #3

Grade Level: 8
Subject / Content area: ELA (English Language Arts)
Unit of Study: Story Elements
Lesson Title: Comparing and Contrasting
Central Focus for the learning segment:
Content Standard(s): According to the CCSS this lesson meets the
following standards: RL.8.2, RL 8.3, RL 8.5

Learning Objectives: Students will compare and contrast two different

texts: "The Tell Tale Heart" by Edgar Allen Poe and the graphic novel of
"The Tell Tale Heart" by Rick Geary. Students will analyze these texts
through the use of a Venn diagram.

Instructional Resources and Materials: Students will be using their Venn

diagram, Students will also be using the textbook Prentice Hall Literature.
Pearson Education, Inc., publishing as Pearson Prentice Hall, Boston,
Massachusetts. 2007. Specifically, students will be using the work "The
Tell Tale Heart" by Edgar Allen Poe. Students will also need the graphic
novel version of "The Tell Tale Heart" by Rick Geary. Students will also
need their notebooks to write down the story elements from "The Tell Tale
Heart". A whiteboard will also be used for instruction.

Instructional Strategies and Learning Tasks: Students will take out their
Venn diagram comparing and contrasting the two "The Tell Tale Heart"
texts. As a class, students will discuss the similarities and differences
between the two texts. Students will then turn in their Venn diagram for
assessment. Students will then get together with a partner and will
discuss story elements of "The Tell Tale Heart", including: setting,
characters, conflict, plot, point of view, tone, mood, and theme. After
discussing with a partner the story elements, students will discuss as a
class the setting, characters, conflict, plot, point of view, tone, mood, and
theme they found in "The Tell Tale Heart". Students will use the plot line to
help identify the character traits for the narrator. The students will then
turn in their plot lines for assessment.

Differentiation and planned universal supports: Howard Gardener's

multiple intelligence theory is reached through this lesson in many
different ways. The interpersonal individuals will learn by discussing as a
class the plot line and Venn diagram out loud as a class.
Bodily/kinesthetic students are able to get up and move around in the
room when getting with partners. Visual/spatial students will learn
through the use of a Venn diagram. Verbal/linguistic individuals will learn
through reading, speaking, and writing about the two different texts.

Language Function students will develop. Additional language demands

and language supports: Students will discuss the Venn diagram comparing
and contrasting the two different texts. Students will get together in
partners and discuss their findings, as well as construct a story element
diagram, assessing: setting, characters, conflict, plot, point of view, tone,
mood, and theme they found in "The Tell Tale Heart".

Type of Student Assessments and what is being assessed:

Informal Assessment:
Students will discuss the Venn diagram comparing and contrasting
the two different texts.
Students will get in partners and discuss the story elements of "The
Tell Tale Heart".

Formal Assessment:
The Venn diagram and story element sheet will be turned in for
assessment.
Students will take a test on characterization in "The Tell Tale Heart",
used to formally assess the entire lesson on characterization.

Modifications to the Assessments:

Struggling readers are given two different versions of "The Tell Tale
Heart" to help comprehension and understanding, however an audio
version is also available, if necessary.
Students will be working with a partner for the story element
components to help comprehension.
Students will be granted elongated time on the
readings/assignments/tests, if needed.

Evaluation Criteria: Students will be evaluated on their ability to compare

and contrast two different texts. Students will also be formally assessed
on their knowledge of indirect and direct character traits.
Relevant theories and/or research best practices: Gardner, Howard.
Frames of Mind: The Theory of Multiple Intelligences. New York, NY:
BasicBooks, 1993. Print.

Lesson Timeline: This lesson will take one class (60 minutes) to complete.