Elementary and Early Childhood Education Lesson Plan Template

Name: Taylor Swart, Claire Moses, Emily Ashworth, Kelsie Date: March 26, 2019
Hemmerling
Course: ECE3330 Lesson Plan #: 2
Subject Area(s): Comprehension Grade Level/Time Frame: 4th Grade, 45 minutes for 2-3 days

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom ● English Language Arts classroom - 4th grade
Context) ● Anchor charts, posters, and resources hanging throughout the classroom
● Desks set up in a horseshoe shape, every student facing the front of the room,
the teacher can clearly see each student
● Smart board and whiteboard at the front of the class
● Class set of laptops for online learning
● Students are aware of classroom norms and routines, they are adamant that
we follow/consider these things
● Behavior cards are used for classroom management

*the class has been reading “SoJourner Truth; Ain't I A Woman?” for a few weeks and
we have recently completed the novel*

Learner Description Number of students in class: 20

● Number of males: 8
● Number of females: 12
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 2 repeating directions independently
504 plans summarizing texts
frequent breaks
given the choice to stand up or sit down
during instruction

Students w/ EIPs 0 N/A

English learners 2 repeating directions independently
summarizing texts
elaborating information
Provide sentence stems for writing

Gifted 0 N/A
Students with gaps in 0 N/A
academic knowledge
Other learning needs 0 N/A
Personal Assets, Cultural,
Assets, Community Assets ● Personal: The activities involved in this comprehension lesson allow students
(also referred to as Funds of to demonstrate learning through creativity. The students will be more
Knowledge) engaged when they are given a chance to use their creative skills and
imagination to demonstrate knowledge of a topic.
● Cultural: The novel is focused around the lived experiences of African
American people during the time of slavery. Students can make connections
related to the changes in the lifestyles and treatment of African Americans
from then to present day.
● Community: Students will be creating their own daily schedule as if they were
living during this time, this will really provide a personal connection to the
book and real life, and the common practice related to daily routines and
scheduling.

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Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
Vocabulary
● Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the
text.
● The student has prior knowledge about summarizing text and identifying key
details of a text.
● The student has the prerequisite skill(s) to use rereading and decoding
strategies while reading.
The central focus of the lesson will be understanding key vocabulary, sequencing events
of a text, and identifying the main idea.
Learning Objectives:
I can sequence events from a historical text using specific information from the text.
I can create illustrations to represent my learning.
I can understand key vocabulary.
I can identify the main idea of a biography.
What potential misconceptions or developmental approximations are possible with
this content and how will you address each?
● Possible misconception or developmental approximation: Students may view
slavery as ‘just a part of history’ and they may not understand the true horror
people experienced during that time.
If the student does not understand the severity of slavery, I could get a guest speaker to
come in and read personal accounts from books.
Academic Language Whole Class Supports Differentiated Supports
Language function:
Reading
Comprehending
Multiple meaning words:
resolution
(to solve a problem or the
end of a story)
Academic vocabulary: Model the use of the
words in classroom
Summarize discussion related to the
Sequence tasks, elaborate when
Recount/Retell necessary.
Plot
Resolution
Subject Specific Review vocabulary before Create a “Sojourner Truth
Vocabulary: completing the the Comic Dictionary”, with each
Strip and Schedule. word and it’s meaning.
sojourner Allow EL students and
abolitionist Keep the Word Splash up students with EIPs to use
suffrage on the smart board, for this when completing the
reluctant students to reference, tasks.
emancipate while completing these
infamous tasks.
debacle
feminist
overseer
cateract
daguerreotype
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 function (e.g., sentence heckler
starters, graphic organizers)

Syntax: set of conventions for

organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Discourse: how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
Syntax:
Students should be able to
read and complete a
sequencing graphic
organizer.
Students should be able to
write in complete
sentences and use correct
capitalization/punctuation
.
Discourse:
Students should be able to
discuss the events of this
novel using the key
vocabulary.
Students should be able to
verbally recall details of
the novel.
Teacher will model how to Sentence stems will be
complete the graphic provided to help students
organizer by doing the first form complete sentences.
box as a whole class; then
she will demonstrate how
to read the graphic
organizer.
Teacher will model the use
of key vocabulary in class
discussions related to the
novel.
Teacher will demonstrate
how to discuss details and
events of a novel, using a
think-aloud method.

Students should be able to

discuss the events of the
novel in a clear, concise
manner, and in
chronological order.
How will students demonstrate understanding of the academic language in the
different language demands (e.g., writing, speaking, reading, listening) in the lesson?

Writing - Students will demonstrate their knowledge of the vocabulary through the
use of the words in the captions of their comic strips or on the schedule they create.

Speaking - Students will demonstrate their knowledge of the vocabulary through

classroom discussion related to the novel, and the presentation of their schedule.

Reading - Students will demonstrate their knowledge of the vocabulary by reading the
words in the word splash and understanding their meaning enough to use them in the
assignments.

Listening - Students will demonstrate knowledge of the vocabulary by actively

listening to class discussions about the novel and as other students present their
schedules.
Step 3: Design Assessment Plan
Assessment
Framework Georgia Performance Corresponding Learning Format of Assessment(s)
Standard(s) Objective(s) or Learning
Target(s)

WordSplash: Students will be presented with a

ELAGSE4RI3: Explain events,
procedures, ideas, or concepts
in a historical, scientific, or
technical text, including what
happened and why, based on
Learning Objective: I can
sequence events from a
historical text in chronological
order based on specific
information from the text.
WordSplash that contains key vocabulary from the
story that students might not be familiar with.
Comic Strip: Students will create a comic strip and
draw 6-10 pictures of key events that took place in
the story. These pictures should be completed in
chronological order.

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 specific information in the
text.
Type of Assessment
Pre-assessment
Formative assessment(s)
Summative assessment(s)
Students played word splash BINGO individually to learn the language, idioms and specific vocabulary from
the text Sojourner Truth: Ain’t I A Woman. Based on the focus of the pre-assessment, we determined students
would benefit from creating a comic strip using the language of the text as well as the main events in the
Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
Wordsplash Mini Lesson
Comic Strip
Handwritten Schedule
Pre-Assessment Data Summary
proper sequence.
Handwritten Schedule: Students will reflect on what
they have learned from the story. They will use this
information and put themselves into the shoes of a
slave during this time period. They create a schedule
and turn it in for a grade. It will be graded based on a
rubric. Students will present the schedule they
created, to their classmates.
Supports, Evaluation Criteria
Accommodations, How will you know or
Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Students will have access Students will be
to a word splash on the evaluated based on
PowerPoint slides. The their knowledge of the
teacher will read each vocabulary, language
word aloud and ask for and idioms. The teacher
clarification questions will ‘check’ by asking
before beginning the students which word or
game. phrase was marked for
each definition after
someone gets BINGO.
Students will be given a Students will be
template to follow for evaluated based on a
structure. Students will rubric that looks for
have access to sentence creativity, accuracy in
stems and a completed sequencing and proper
comic strip as a model. language.
Students will have access Students will be
to sentence strips and evaluated by a rubric
paragraph frames, as that assess
needed as well as conventions, syntax,
reference to the accuracy and creativity.
biography itself.

Step 4: Create Materials Needed Teacher Resources (must include podcasts): Green screen presentation created by the
Learning teacher team, Sojourner Truth: Ain’t I a Woman?, comic strip prompt, I can
Activities statements for the students to read prior to starting the lesson

Student Resources: Comic Strip prompt, pens/pencils/crayons/markers, Sojourner

Truth: Ain’t I a Woman?, word splash words, interactive word wall, brainstorming
paper, proper writing checklist, graphic organizers for sequencing, brainstorming and
comic strip

Technology Connection Students will read assignment from PowerPoint slides and have reference videos as
well as a green screen introduction to the summative writing assignment.

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Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
● I will support my students who struggle with writing by differentiating the
amount of words they must individually produce through the use of
sentence stems, starter, strips and paragraph frames.
● I will support my students who struggle with vocabulary by providing an
interactive word wall, specific to the content of the novel for reference
throughout the process.
● I will support my students who struggle with sequencing by provide a
graphic organizer to help order and organize internal thoughts.
● I will support my students who struggle with syntax with the continuous use
of anchor charts for proper writing as well as a writing checklist for this
assignment.
● Personal: The content of this lesson connects to students’ personal assets by
allowing them to demonstrate learning through creativity. Because students
are able to use their creativity and imagination throughout the lesson, they
will be more engaged and interested in the content provided. The activities
involved in this comprehension lesson allow students to demonstrate
learning through creativity.
● Cultural: The content of this lesson connects to student’s cultural assets by
allowing them to personally connect to the struggles and hardships that
African Americans were faced with during this time period. Because this
Novel focuses on the lives experiences of African American people during
the time of slavery, students can make connections related to the changes in
the lifestyles and treatment of African Americans from then to present day.
● Community: The content of this lesson connect to students’ community
assets by allowing them to create their own daily schedule as if they were
living during this time. This activity will help students to personally compare
their personal daily schedules to the schedules of slaves during this time
period.
According to research, students in fourth grade are switching from the mindset of
learning to read, to reading to learn. By using a history based biography, students in
this fourth grade class are learning about slavery through a historical account
(Hougen& Smartt, 2012). Research also supports are series of informal tests of
comprehension. By using a comic strip to show their understanding, the students are
being formatively assessed on their comprehension of the biography, Sojourner Truth:
Ain’t I a Woman?
Although the students are being formatively assessed for comprehension, the students
are showing the skills they have for the writing process and defining how the next step
in the process will go. Students need to have a strategy when completing a writing
task. Through our scaffolding process below, the students will first see a model and
then have specific time allotted for brainstorming, pre-writing, editing and sharing.
Because of the complexity of this task, the method is helpful for completing the task
(Hougen & Smartt, 2012).
The students are going to be actively participating in disciplinary literacy. Disciplinary
literacy, as defined by Hougen & Smartt is “the ability to reading and writing for the
acquisition of new content in a given discipline.” (Hougen & Smartt, 2012, p. 225). The
students will be learning historical content through the reading of the biography as
well as the writing process of brainstorming and editing.
I DO:
Teacher will review BINGO vocab
Teacher will present I can statements
Teacher will introduce comic strip prompt (formative assessment)
Teacher will introduce comic strip template
Teacher will give sentence stems/strips to EL students
WE DO:
Students will recall the vocabulary from BINGO
Students will brainstorm ideas about sequencing events with an elbow partner
Students will organize brainstorming ideas by highlighting or re writing
Teacher will rove the room and address misconceptions/questions
Students will ask questions
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 Teacher will prompt students to make connections (prep for extension)

YOU DO:
Students will check for properly sequenced events from the book
Students will begin work on the comic strip, writing first
Students will illustrate the words from the comic strip
Students will check their work using writing checklist
Students will share comic strip with elbow partner
Students will display comic strip on classroom wall for reference

Connection to the Arts
Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-Engagement,
Practice
Extensions
Students are required, by the rubric, to illustrate the sequence of events from the
biography. Their artwork will be displayed for the class for both personal
accountability and as reference tools for the extension lesson.
● Can you analyze what daily life was like for slaves during this time period?
● Can you discuss the mistreatment of slaves? What makes this treatment
unfair?
● How would you compare the lives of African Americans then and now?
Discuss the differences.
● Can you describe a triumph moment in Sojourner Truth’s life using your own
words?
● Can you describe the relationship between Abolitionists and Women’s Rights
Activists?
If students do not demonstrate understanding of key vocabulary from the text, I will
re-teach this vocabulary by creating an anchor chart containing each of these key
vocabulary words and their meanings. It will also include pictures as a visual aid for
students. This anchor chart can be displayed in the room for students to use in order
to refer back to the vocabulary words and their meanings.
● In order to extend this lesson further, I will ask students to research the time
period that this book takes plan in and create a timeline in order to
sequence key events that took place. This will extend their knowledge of
sequencing historical events further than just looking in the book.
● In order to challenge students, I will ask them to find 3 words from the book
that they did not recognize. These words cannot be words that we have
gone over in class. The students must research these words and find their
meanings. After writing their definitions, they should illustrate their personal
interpretations of the definition. This extends their learning of vocabulary
and creating illustrations to represent learning.

Lesson Closure The lesson will wrap up with the sharing of comic strips with elbow partners as well as
the displaying of the comic strip on the wall. Students will then watch an introduction
video into the writing component of the lesson which includes creating a schedule for
a typical day in the life of a slave, such as Sojourner Truth.
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection ● What went well and why?
● What did not work well and why?
● How did the learning environment and materials work together to support student learning?
● What improvements and changes would you make if you were to teach the lesson again and why?
● What did you learn about yourself as a teacher?

Learning Theories/Research Base

● To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
● What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?
● How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?

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 ● Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.

Appendix:

Hougen, M. C., & Smartt, S. M. (2012). Fundamentals of Literacy Instruction & Assessment, Pre-K-6. Paul H Brookes Publishing Co.

McKissack, F. & McKissack P. (1992). Sojourner Truth: Ain’t I a Woman? Scholastic: USA.

Rubric

Category Level 3 (5 points) Level 2 (3-4 points) Level 1 (0-2 points)

Outstanding Successful Needs Improvement

Sequence of Events All events sequenced in Most events sequenced in Little to no events sequenced
order. order. in order.

Syntax/Conventions Mostly correct use of syntax Somewhat correct use of Incorrect use of syntax and
and conventions; errors did syntax and conventions; conventions; errors affect
not affect meaning. errors affect meaning. meaning.

Creativity Colorful, meaningful and Colorful but meaningful OR Colorful but neither
accurate representation of accurate representations of meaningful or accurate
the event in the comic strip. the event in the comic strip. representation of the event
in the comic strip.

Vocabulary Correct use of vocabulary Mostly correct use of Incorrect use of vocabulary
words from the novel. vocabulary words from the words from the novel.
novel.

Graphic Organizers

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