Middle Childhood Education Preservice Planning

Middle Childhood Education Lesson Plan Template

Teacher Candidate Name: Stephen Luther

Lesson Title/#: Analyze Setting for Chapters 1-3 of The Watsons go to Birmingham #1
Grade Level: 7th Grade English Language Arts
Lesson Foundations
Content Standards RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).
Learning Objective(s) 1. SWBAT describe the different settings in which events Assessment(s) 1) Journal Entry (LO1)
occur within the first three chapters. (Understand). 2) Graphic Organizer (LO1&2)
Include LO being 3) Exit Slip (LO2)
addressed
2. SWBAT explain the social interactions between
characters within the first three chapters. (Understand)
Materials & Resources Class set of The Watsons go to Birmingham
Student Journals
Writing utensil
Power point the includes LO, writing prompt, content standard, and graphic organizer
Graphic Organizer
Class set of exit slips
Projector and screen

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will

Instructional procedure, questions you will ask, checks for
understanding, transitions, and evidence of culturally responsive
teaching practices.
Opening Opener: Journal entry, answering prompt given to
____10___ Minutes them. (LO1)
1. Teacher will greet students at the door and direct
them to pick up their journal from the bin and to get
started on the writing prompt on the screen at their
assigned seat and to work individually.
What will students be doing?
What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and application.
Opener: Journal entry, answering prompt given to them.
1. Students will walk into the classroom and will find their
journal from the class bin that will be placed on a table at
the front of the class.

2. Teacher will have writing prompt on the screen so
the students can get started right away.(A1)
a) Think back to the first chapter of The Watsons
go to Birmingham, and how they describe the freezing
weather that they are dealing with in Flint Michigan.
Describe the coldest environment/weather that you
have ever lived in. How did you stay warm? Who were
you with when you experience this type of weather?
(Apply)
3. Teacher will then as for students to volunteer to
read their journal entries to the class. Teacher will
take three volunteers or call on students until three
students have shared.
4. Teacher will then ask the students to pass their
journals forward and collect them to place them back
into the bin.
Instruction Graphic Organizer: setting, characters,
_____25___ Minutes problems/events, and solutions/results. (LO1&2)
1. Using the document camera and the projector
screen the teacher will display the graphic organizer
given to the students and read over each category that
the students will fill out.
2. The teacher will then go through chapter one of the
hand out with the students. The teacher will fill out
the hand out while it is displayed on the projector
screen so that the students can write down the
answers for chapter one. (A2)
a) Setting: Chapter 1 (Understand)
Middle Childhood Education Preservice Planning
2. Students will sit at their assigned seat and work
individually on their journal entry, answering the prompt
provided to them on the screen at the front of the class. (A1)
a) The Watsons lived in Flint Michigan, where they
described it as about a zillion degrees below zero. Even
when they were inside their house they would put on layers
of sweaters, hats, scarves and socks. They had the
thermostat turned all they way up and sat real close
together on couch under blankets. The temperature is so
low that the family decides to spend the night at their Aunt
Cydneys house because she just had a new furnace put in.
3. Students will then volunteer to read their journal entries
to the class. Three students will share their journal entries
so that students get a chance to hear about others
experiences without taking up too much class time.
4. As the teacher is collecting the journals, student
volunteers will pass out the graphic organizer that they will
be going over next.
Graphic Organizer: setting, characters,
problems/events, and solutions/results. (LO1&2)
1. Students will sit at their desk as they go over the graphic
organizer as a whole class. The students will be told the
requirements of the assignment that include they must
write in complete sentences.
2. The class will go over chapter one together and will be
asked to raise their hands and answer questions, involving
the graphic organizer. As students know the answer the will
volunteer to answer the questions. (A2)
a) The setting from chapter one is at the Watsons house
as well as outside while the boys are scraping the ice off the

b) Characters: Chapter 1 (Understand)
c)Problem: Chapter 1 (Understand)
d) Solution: Chapter 1 (Understand)
3.The students then get in partners to fill out the rest
of the handout. While students are in partners the
teacher is walking around, visiting the groups to
discuss their answers and to check their
progress.(A2)
a) Setting: Chapter 2&3 (Understand)
b) Characters: Chapter 2&3 (Understand)
c) Problem: Chapter 2&3 (Understand)
d) Solution: Chapter 2&3 (Understand)
4. As the students finish they will turn in their filled
Middle Childhood Education Preservice Planning
brown bomber.
b) The characters involved in chapter one are Kenny,
Byron, the mom, the dad and Joetta.
c) The problems in chapter one are that the weather is
freezing cold. Also while the boys are outside scraping ice
off the car Byron gets his lips stuck to the mirror.
d) The family is going to their aunts house because it is
warmer there. Byrons mom pulls him off of the mirror.
3. The students will then get with a partner and work
together to fill out the rest of the graphic organizer. The
students will work together to answer the questions about
chapters 2 and 3. (A2)
a) Setting Chapter 2: The setting for chapter 2 is at Clark
Elementary School as well as on the bus that takes them to
school. Setting Chapter 3: The setting for chapter 3 is at
Clark Elementary School as well as the sandbox at the
Watsons house.
b) Characters Chapter 2: The characters in chapter 2
include Kenny, Byron, Larry Dunn, Buphead, and Rufus.
Characters Chapter 3: The characters in chapter 3 include
Kenny, Rufus, Wilona , LJ, Cody, and Larry Dunn.
c) Problem Chapter 2: The problem in chapter two is
that Kenny has to read to a fifth grade class that his brother
is in and fears that he will get beat up by his brother.
Problem Chapter 3: Rufus is starting to become Kennys
friend and on the bus Rufus gets picked on by Larry Dunn
and Kenny does nothing to help Rufus.
d) Solution Chapter 2: After Kenny has to read to the
class his brother does not pick on him and even shows him
some support. Solution Chapter 3: Kenny tells his mom what
happened on the bus and she goes to talk to Rufus and they
stay friends.
4. Once the students finish filling out their graphic organizer
 Middle Childhood Education Preservice Planning

out graphic organizer to the teacher. The teacher will they turn it into the teacher so that they can get a grade on
collect all the papers to check from accuracy and it.
complete sentences.

5. Once the students have turned in their filled out 5. The students will then pick up an exit slip from the
graphic organizer the teacher will hand an exit slip to teacher after they hand in their filled out graphic organizer.
the student to fill out.

Closure Exit Slip: Decide which character you want to do
_____10___ Minutes your final Character Analysis about. (LO2)
1. Once the students have received their exit slip to fill
out the teacher will then ask the students to continue
reading in their novel once they have finished their
exit slip. (A3)
Exit Slip: Decide which character you want to do your
final Character Analysis about.
1. The students will then take their exit slip to their desk to
fill out individually.

a) Chose a character from The Watsons go to
Birmingham that you will do a finial character
analysis on. Write a few reasons why you have chosen
this character. What events or interactions with this
character has made you chose them. (Analyze)
a) I will be writing my final character analysis on Byron.
I have chose Byron because even in just the first three
chapters you can see him becoming a better person. He is
becoming a better person because he is starting to treat his
brother Kenny better and not picking on him as much.

2. As the students work on their exit slip the teacher
will then walk around, checking in with the students
to make sure they are on task as well as check in with
them to see what their progress is in their reading of
the novel.
2. The students will then continue reading their novel
individually until the end of class. The students will be
reading chapter 4.

3. Before the students leave the teacher will collect 3. As the students leave the classroom they will give the
their exit slips as they leave the classroom. teacher their exit slip as they leave the classroom.
Planned Supports 1. The students will work in pairs. The students have been paired together based on their reading ability.
2. Students are given time to work at their own pace and additional activities are available for students that work at a
faster pace than other students.
3. The model done in the instructions allows students that need it a reference to go back to as they fill out their graphic
organizer.
4. The graphic organizer helps students organize their thoughts and help them with decision making.
Middle Childhood Education Preservice Planning