McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: S. Zajac Date: 4/16/18 – 4/20/18

Title of Lesson: Reading group Cooperating Teacher: A. Hannon

Core Components
Subject, Content Area, or Topic
Reading group: The only and only Ivan
Student Population
6
Learning Objectives
Students will be able to read a chapter book and pick out important events, themes and character
details.
Virginia Essential Knowledge and Skills (SOL)
4.5 The student will read and demonstrate comprehension of nonfictional text.
e)identify the problem and solution
h) draw conclusions/make inferences about text
i) make, confirm or revise predictions
j) identify cause and effect relationships
k) use reading strategies throughout the reading process to monitor comprehension
l) read with fluency and accuracy
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
The one and only Ivan (6 copies)
Notebook
Pencils
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Y Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Y Practice by Doing 75%
Y Discussion 50%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Demonstration 30%
Audio Visual 20%
Y Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*State the Objectives (grade-level terms)
I can find evidence in the text to support answers about a book.

Monday (4/16) Ivan Introduction

(before) * Today we are going to introduce a new chapter book. We are going to read The
one and Only Ivan.
(During) I want you to just look at the cover. In your notebook, I want you to turn to your
next clean page and write
cover: write what you think the book is about just based off of the cover. (Give students
time to write)
art: write what you think art could have to do with this story
Back: Now I will give you each a copy. I want you to read the back cover and then write
what you think will happen in the book.
Open your book to the glossary. Lets review some of these terms:
Silverback, domain, students can read the rest.
(After) I want you open the cover to Imagination. Read it. Did this page change what you
think about the book?
This story is about a Silverback named Ivan. He lives in a strip mall zoo, and has for most
of his life. His life changes when he meets a baby elephant name Ruby. He wants to save
her.
Today you are going to read independently pages 1-31. When you read Independently, on
days when you don’t meet me, I want you to answer the question that is going to be on
the board in your notebook.

Station read: p. 1-31

Tuesday (4/17): p. 31-62 (Independent)

Answer in your notebook:
Describe Ivan’s life at the Big Top Mall and what his domain looks like. Is this a
healthy lifestyle for animals? Why or why not?

Wednesday (4/18):
(before) How are you liking Ivan so far?
(during) Why does the sign for the Big Top Mall show Ivan as angry and fierce? Why
doesn’t Ivan express any anger in the beginning of the story? What kind of emotions does
Ivan express? Why? What is Mack like? What do you think of his relationship with Ivan?
Why do you think that the humans have a hard time seeing Ivan’s art for what it is?
(after) how has your impression of the story changed so far? How do you like it?

Station read: p. 63-89

Thursday (4/19): p. 90-120 (Independent)

Answer in your notebook:
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 What does Ivan think of Ruby so far? Has Ruby’s presence impacted Ivan in any
way?

Friday (4/20):
(before) Write in your notebook how the book is different from what you originally
thought.
(during) Is it a good thing that Ruby is a hit with the crowd? Why? Why is Ruby’s story
about the humans that helped her important? You see that Stella’s death effected Julia
and her father, how do you think Mack felt about it? Why does Bob keep making Ivan
repeat, “I am the one and only Ivan?” How do you think Ivan is going to save Ruby?
(after) What are some qustions you have about the rest of the book? Wrtie them down in
your notebook.

Station read: p. 121-153

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students can read at their own pace, by themselves or with a partner, as long as they finish the chapters due
that day.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015