Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Caroline Butters

Grade Level 2nd Grade

Subject Language Arts

Date 2/7/19

Part One: Lesson Focus – “The What”

Thinking Points​: ​What am I expecting students to learn? What materials and resources am I
planning to utilize?What will I accept as evidence that my students have learned?

Content Objective​: - Students will be able to identify themes in fables

What do I want my students to with a partner.
know and be able to do?
Students will be able to ……

Standard ​: Reading: Literature Standard 2-

What is the CCSS that Recount stories, including fables and folktales from diverse
corresponds with this objective? cultures, and determine their central message, lesson, or
moral.

Language Objective​: - Students will be able to collaborate with partner to

What will my students do to determine themes in fables.
learn and/or demonstrate their - Students will be able to read fables and write the
mastery of the lesson by reading, message and theme of the story.
speaking, writing, or listening?

Assessment: - Student worksheet

What assessments will I utilize to
determine that my students have
learned and met the objective?
 Materials and Resources: - Smartboard
What materials and resources - Posters
will I utilize to facilitate student - The Dot by Peter H. Reynolds
learning? - Worksheet

Part Two: Lesson Implementation – “The How”

Thinking Points​: ​How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?

Lesson Components with Teacher Expectations: Student Expectations

Estimated Timeframe Instructional Strategies/Activities/
Questions

Lesson Introduction: - Remind the students the - Students will

_7_ minutes
How will I clearly
communicate the objective
and purpose for learning?
How will I provide background
knowledge? How will I “hook”
the students?
meaning of theme: theme is raise hand if
the message or lesson that the they have an
author wants you to take away idea of what
from the text. the theme of
- On smartboard, show class a video is.
videos from passiton.com and
pause videos to have students
guess the message of the
video.
- Video choices:
- Show posters from values.com

Check for Understanding: - Students’ answers to theme of

How will I know that all videos
students know the objective
and purpose of the lesson?

Instructional Strategy: - (class sitting at library)

Teacher Modeling –“ I Do”
_7_ minutes
What will I say and do as I
demonstrate the
demonstrated the concept?
- Ask class to think of the theme
of the book that will be read
aloud to them.
- Read the picture book “The
Dot” by Peter H. Reynolds
 Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
_9_ minutes
How will I engage my students
instructionally with the
concept?
Instructional Strategy;
Independent Practice
_10_ minutes
How will I provide my students
with the opportunity to
engage in independent
practice? What will the
students who have finished
early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
__minutes
How will I review and clarify
the concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
- Have class discussion on the
“The Dot” to determine the
theme.
- Show class the worksheet and
explain the sections on it. Talk
about how I would fill out the
worksheet if my story was “The
Dot” taking suggestions from
students.
- Students will be put in pairs - Students will
and read an Aesop’s fable and discuss with
fill out worksheet together to partner on
determine the message and fable to fill
theme of their fable. out
- (If students finish early) they worksheet.
may pick a picture of book from
the class library and see if they
can find a theme in it.
- Students’ answers on
worksheet
- Students can present their
fable and theme to the class.
- Based on the assessment of
students’ worksheet in this
lesson and what I’ve seen in
wonders and centers talking
about theme, I have come to

Reflection:
What components of the lesson
went well? What components
will I modify?
the conclusion that my
students have a good
understanding of what theme
is and how to identify it in a
story. As we read fables and
students share their
worksheet and conclusion of
the theme over the next
couple weeks, as a class we
can ask discuss other themes
that could only apply to the
fable.
- What went well? Using the
videos on passiton.com I
thought was great way to
introduce theme and keep it
really simple. I would
definitely use those videos
again in the future years as a
teacher. One strong
component of the lesson was
showing theme in several
outlets that it gave the chance
for students to see it in
different ways (Videos,
posters, picture book, fables).
I paired students up and I
think the pairing of students
worked really well too.
- What will I modify? While
students were working in
pairs on the worksheet, I was
going around the class talking
with pairs to aid in finding the
theme and understanding the
fable. I would of liked more
time to talk with each group
so if I did this lesson again, I
would try to allow for more
time on the worksheet so I
could talk with students. The
lesson went well but I would
of liked to try to be more
explicit with message, where
students write a short
sentence on what they
learned from the story.