Lesson Plan Template

EDU 230 Social Contexts I Lesson Plan Template Teacher Candidate: _____Sarah Gianni____________ Date: _____11/27/11_______

Unit Title: ___Reading/Literacy______________ Subject: __English____ Grade Level: _3__ Essential Question(s): Who, what, where, why, how? _ Lesson Title/Number Lesson Question (s) The essentials of reading: who, what where, why how? 1. 2. 3. 4. 5. Who were the main characters What role did the main characters play in the story What were the main conflicts of the story Where did the story take place How did the story end

State Standards and Performance Indicators

Key Ideas and Details Ask and answer such questions as, who, what, where, when, why, and how to demonstrate understanding of key details in text.

Lesson Objectives (Blooms Taxonomy) ---Knowledge----Acceptable Evidence *Could be collected for accountability/auditing purposes.

1. Students will be able to Tell other students/ the teacher what happened in the story Be able to point out the main characters, and the conflicts in the story Be able to explain the plot and setting in detail ----------------------------------------------------------------------------------1. Evidence that students have achieved objective # 1 Be able to explain to the teacher, when asked the question Have a quiz (graded) about the characters and plot of the story

Bell Ringer and Prior Knowledge Tap

Formative assessment: ask a question on an entrance slip as soon as students walk in. 1. State a conflict in the story, also what characters were involved in the

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review _______________ Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

conflict? Formative assessment: throw around a soft ball, and as it lands on a student, ask a question about the story. 2. Where did this scene take place? ________________________________________________________ *The teacher willThe students will 1. The teacher will read the story out loud to the class, while the students just listen 2. The teacher will re-read the story, this time while the students take notes. For example: who, what, where, why, how 3. Immediately after second reading, teacher will ask the essential questions 4. The students will actively participate in answering the essential questions. The students will also come up with their own questions, to ask each other in small groups. Accommodations: Visual- The teacher will use the white board to write down the questions about the story, and also draw pictures from the story. 1. Smart board will be used for the visual learners. The teacher will prepare a presentation about the vocabulary, and include a vocabulary matching game. There will also be a game to test their knowledge about character matching to description. Accommodations: Auditory- The teacher will read the story slowly, so students can copy down the details easily. The teacher will also read the story twice. There will be a discussion afterwards.

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

* Technology Integration Include type and purpose

Accommodations: Kinesthetic- The students will act out certain scenes from the story. All of the main characters will be portrayed as well as the main conflicts Technology: the use of the Smart Board for the presentations.

Checks for Understanding Label: directions, procedures, routines, and content (formative)

Directions/ Procedures: Create a picture of some of the important parts in the story. Students will interpret this in their own way. Pictures will include a paragraph of description. Content: understand the plot and the characters Formative evaluation: The students will rewrite the ending of the story. They will say what and what they think will happen next.

Assessment Type and purpose

1. On either the midterm of the final exam, the essential question (who, what, where, why how) will be answered. There will be questions that will require a paragraph answer. The type will be formal, and will have a period of time that it will need to be completed.

(sometimes called evaluation) Closure Accommodations and/or Interactions with Support Staff Materials Students will comprehend the story, and understand the essential questions Students who struggle noticeably more than others, should receive outside help by leaving the room during an appropriate time during the lesson. They will see the literacy teacher in the build to receive extra help. In addition, the literacy teacher may come into the classroom, and work with the students during the lesson. 1. 2. 3. 4. Book Smart Board Art supplies/ extra paper Dress-up clothes for skit

Duration Planning & Implementation

Over the course of the week this book and activity will be completed and concluded The essential questions will be spread out, one per day There will be a day to cover just the plot and the conflict