Viterbo University

Lesson Plan Template

Effective Fall 2014

This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each
of the lesson plan components, see the Viterbo Essential Elements posted on Moodle in the Education Majors
course. All items below will expand as needed to add text.
Name __Kate Willadsen___________

Date_12/09/14______________

Lesson Title_Key Ideas and Details in Reading _______________

minutes__

Grade Level __3rd______

Time Frame_60

Learner Profile and Contextual Factors: 13 Male, 11 Female

2 Learning Disabled,
1 Emotional Behavior Disability,
1 Autistic,
2 Other Health Impaired,
1 Gifted and Talented
2 African Americans, and 1 Hmong
1 student reading far below grade level

Curriculum Standards:
RL.3.3 Key Ideas and Details: Describes characters in a
story (e.g. their traits, motivations, or feelings) and
explains how their actions contribute to the sequence of
events.
RL.3.2 Key Ideas and Details: Recount Stories,
including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in
the text.

Unit Goal/Central Focus TSW analyze

characters and their contributions in the
story along with the book/storys central
message.
Unit Summative Assessment
After reading a chapter book the student
will create a project, play, or write a paper
about the main character in the book and
how they contributed to the book and what
the main moral of the book was.

Resources
Materials:
The book Frindle: 6 books
The book Where The Red Fern Grows: 4
books
The book Junie B. Jones and a Little
Monkey Business: 5 books
The book: Chesters Way: 3 books
The book Pippi Longstocking: 6 books
Worksheets
People: Me (Teacher)
Paraprofessional

Prior Student Knowledge: What previous knowledge is necessary for the students to successfully master the objectives? What knowledge do
students already have that this lesson will build upon?
-What a character is
-Why characters are important to plots
-How to read
-What traits/characteristics are
-What motivations are

Lesson Objectives: Defines what the student will learn, understand, and
be able to do upon completion of the lesson. The instructions for writing
objectives and examples are found in the Viterbo Essential Elements.
Given a book TSW describe its characters and determine the characters
contributions to the story with 90% accuracy
Given a book TSW interpret the books central message by using key
details in the test with 90% accuracy

Formative Assessment: How will students demonstrate understanding

of lesson objective(s)? How will you monitor and/or give feedback?
Make sure that each assessment measures the learning expressed in the
objective. Please indicate the tool that you will use and how you will
measure student understanding. (See VU Essential Elements for more info.)
Before the lesson: Have the students write one sentence on the board
explaining what a moral in a story is.
During the lesson: The students will fill out a worksheet with their book
groups after reading a section of their book and discuss the questions
together.

Academic Language:
What is the key language demand/function?
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?
INSTRUCTION
Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment.
You should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the
lesson from the plan.
Time

Intro/Motivation/Anticipatory Set: How will you engage

your students interest and set the purpose and relevance for the
lesson? Use knowledge of students academic, social, and
cultural characteristics.

Differentiation for All / Multiple Pathways/Alternative Teaching

Approaches

7 min

45
min

Instructional Procedures/Developmental Lesson/Universal

Core: See the VU Essential Elements for a List of Best
Teaching Practices to consider as you plan. Also, consider the
questions and/or activities that you will use to engage your
students in higher order thinking.

5 min

Refresh students on how morals/lesson in stories

give books reason.
Ask students if they think characters make a
difference on the lessons in books.
Do a formative assessment and ask students to
write an example of a story in which if the
character was different the lesson would be
different.
Ask if the students can give you a few examples.
Go on to explain their upcoming project.

Explain how the students will be put into book

groups (predetermined groups picked by reading
level and book level)
Explain that each day the students will have a set
section they will need to reading and after that
section is read as a group they will go over a
worksheet
Go over the questions on the worksheet with them
and show examples of answers for them
Explain how to use context clues and provide
visuals and examples
Ask them if they have any questions
Split them up into their groups/ offer students the
opportunity to work individually if that is best for
them
Have them start their reading and do the
worksheet after
Go around observing groups to see how they are
doing

Taylor:

Velcro under desk because it will help him with sensory

overload and it is something close to him at all times
Checklist with directions on desk because he struggles with
multistep directions
Alpha smart to take notes with because he struggles with
writing and it is easier for him
Seating near the door in case of needing to leave due to
emotional overload
Adjectives list on desk to encourage him to use them when
needed
Rate My Behavior worksheet to fill out after lesson to
show how his behavior affects his learning
In the Where the Red Fern Grows Group because he is
academically above average in reading

Kylie:

In the Where the Red Fern Grows Group because he is

academically above average in reading
May choose to do an even harder book just not in a group
setting

Desha:

Ryan:

Checklist with directions on desk because she struggles

with organization and staying attnetive
Computer/Ipad to type her answers because her
handwriting is far below grade level
Fidget toy to keep her preoccupied if her attention span is
waning
Pair Desha with an organized student because Desha
struggles with organization
In the Where the Red Fern Grows group because she
scored proficient in reading

Closure: Verbalize or demonstrate learning or skill one more

time. Connect to next steps or future learning.

Explain to students that this will be a daily thing

Explain how they are taking what they have
learned in the last few lessons and applying it to
their books they are reading
Ask students if they had any questions

Fidget toy to keep his attention when the teacher is

speaking so he is not disruptive
Check list on desk because he lacks organization and this
helps him know what is next
Allow him to take breaks when necessary because he needs
breaks to keep him from being inappropriate
Paraprofessional to keep him on task and to meet his
attention needs since he struggles when he does not have
attention
Reminder to stay on task/Rate My Behavior worksheet
to make him understand how his behavior affects his work
and his classroom
In the Junie B. Jones group because his academic
abilities are one grade below his peers

Molly:

Re-teach for Molly because she benefits from reteaching

and clarification
Written instruction/directions for lesson because the
written instructions will help her and she can reference
them at all times.
If asked, has all texts need to be read to her by classmate or
teacher because her reading level is 2 grades below her
peers
She should be partners with a cooperative, patient partner
because her reading level is so low
Allow Ipad/Computer or writing because her writing level
is a grade below where it should be and she struggles with
her words
In Chesters Way group because her reading level is 2
grade levels below her peers

Corey:

Checklist with directions on desk because he struggles

staying on task

Can video tape to explain instead of writing-Ipad because

he has significant problems in written expression
Reminder to stay on task/Rate My Behavior worksheet
because he has difficulty staying on task and this shows
how it affects his learning
Paraprofessional because his reading comprehension and
written expression levels are so low and they can assist him
is this
In Junie. B. Jones group because struggles with reading
comprehension and written expression

Mike:

Voice recognition program to provide written work because

he cannot write
Allow physical therapy because he need 30 minutes daily
Wheelchair accessible desk because he needs a wheelchair
In Frindle group because his academic ability is at grade
level

Suzie:

Seating in front of classroom for easy access to teachers

help
Fidget toy because she has a hard time staying on task
Checklist because she struggles staying on task
Computer/Ipad for typing responses because she struggles
with writing correctly
In Chesters Way group because struggles with reading

There is differentiation for all students in the classroom depending

on their reading level due to the different books levels I will be
providing. I also tell students they are welcome to work individually
if they do not like to work in groups. This is beneficial for introverts

who prefer to work alone and is also beneficial for students who
prefer group work. I also go over the questions with the class and
give examples. This reaches students who are verbal and visual
learners. I show students how to use context clues to answer
questions by providing an example on the board which is also
helpful for multiple different learning styles.

IEP Requirements
Taylor:

Velcro under desk for sensory overload

Checklist with directions on desk
Alpha smart to take notes with

Checklist with directions on desk

Computer/Ipad to type her answers
Fidget toy

Fidget toy
Allow him to take breaks when necessary
Paraprofessional
Reminder to stay on task/Rate My Behavior worksheet

Re-teach for Molly

Written instruction/directions for lesson
If asked, has all texts read to her by classmate or teacher
Allow Ipad/Computer or writing

Checklist with directions on desk

Can video tape to explain instead of writing-Ipad
Reminder to stay on task/Rate My Behavior worksheet

Desha:

Ryan:

Molly:

Corey:

Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.
In differentiation portion.
Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

Classroom Management:

Safety:

Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective?
How do you know? What is your evidence?

Reflection/Future Modifications: Provide specific, evidence-based example, not generalizations.

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of
student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?