Indiana Wesleyan University

Elementary Education Lesson Plan

Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
Goal(s)Student will identify theme based on interpretations of the details in the text that
imply certain inferences
B. Objective(s)(specific terms)
1. students will be able to identify details in the text that support a given inference in the
story
2. students will be able to identify theme not explicitly stated in a story from details in a
given text
A.

C.

Standard(s):

4.RL.2.1

Refer to details and examples in a text when explaining what a text

says explicitly and when drawing inferences from the text.
Paraphrase or retell the main events in a story, myth, legend, or
novel; identify the theme and provide evidence for the
interpretation.

4.RL.2.2

II.

Materials
a.
Items to decorate the room
b.
Printed pictures from the below picture book
c.
Something Beautiful by Sharon Wyeth
d.
Sticky Notes
e.
PowerPoint
f.
timer
g.
plickers
III.
Anticipatory Set (2 minutes)
Decorate room once the students go to lunch
Have Miss McAdams prompt students to express their thanks
Say youre welcome and model someone being happy to do something to beautify a
shared space if it makes the lives of others better
I did it in honor of thanksgiving!
Who knows the true meaning of thanksgiving?
o (take suggestions and write them on the board)
o Thankfulness is one of the themes
Themes are big ideas, subjects, topics, morals that are repeated and explored
o birthday parties
o books
o movies
o (above are the thanksgiving themes)
In this book, Something Beautiful by Sharon Wyeth a girl goes looking for something
beautiful and finds.mixed results, lets join her on her journey for a while and keep our eye
open for signs of thankfulness

IV.

Purpose:
a.
Today we are going to read like detectives and look at the details in
this story to see if we can find any connections between it and the themes of thanks
giving

PLAN FOR INSTRUCTION


Adaptation to Diverse Students-- Demonstrate your understanding of the development
and approaches to learning unique to the students in this class as you describe the specific
instructional opportunities provided in this lesson.
o Students will highlight text instead of writing it down for the learners who
struggle with writing
o Students who find the first two questions easy will be encouraged to deepen
their understanding by looking for an examples of elaboration in a fiction text
(ACEI 3.2)

Lesson Presentation (Input/Output)

o Input: Read Aloud (6 minutes)
o Grand conversation ( 7 minutes)
i.
What did you think of it?
ii.
what was the conflict in the story?
1.
what not-nice thing did she encounter?
a.
ugliness
iii.
Have you ever seen ugly things in a beautiful place?
1.
What feelings did it cause in you?
iv.
how do you think the word die got there?
1.
someone put it there
v.
How do you think finding someone had written the
word die made her feel?
1.
How did she feel when she erased the
hurtful word?
a.
powerful
i.
so
when the girl in the story encountered something bad she
vi.
What made her decide to clean off her door?
vii.
Why did she not do it at the start of the book?
1.
Did something happen that during the
book that inspired her to do something about it?
a.
Seeing Peoples
beautiful things
b.
She wanted to make
something more beautiful
i.
Did she
succeed?
1.
W
hat was it that she made that was beautiful?
a.
t
he cleaned space or was the beautiful
thing her action of making a change?
b.
D
o beautiful things have to be things?
viii.
Think about both Rebeccas beads and Miss Sugerpie
narrator chick being called beautiful?
1.
Are they both equally beautiful?
2.
Do you think they are the same type of
beautiful?
3.
Can something beautiful be not an item
a.
Like the sounds of
Georgina or the moves of Marcus
b.
They can be actions
4.
Was Georgina
ix.
What is it like to be thankful? How did you feel when
you are thankful?
1.
Your heart is happy

x.
If you looking at something beautiful means that your
heart is happy, and being thankful means being happy that you have something,
then how are beauty and thankfulness have to do with each other?
1.
are you thankful when you look at
something beautiful?
2.
do you think something is beautiful
when you feel thankful for it?
xi.
Did you see people being thankful anywhere in the
book?
1.
Isnt thankfulness something that
makes your heart feel happy?
2.
Arent you thankful for things when
they make you happy?
xii.
What does it look like when people are thankful
1.
They are Happy, smile, (is not
beautiful thing something that makes your heart happy?)
a.
Isnt thankfulness
something that makes your heart feel happy?
b.
Arent you thankful for
things when they make you happy?
2.
Say thank you
3.
Do things to help other people
xiii.
If no one mentions being thankful or if only one
thanks anyone else, can thankfulness still be happening when no one is
saying it?
xiv.
Can thankfulness be a theme if only one person
talks about it directly?
xv.
As A.C.E. reading detectives, when we find a cool idea
like maybe the hidden theme of this book is thankfulness or an awesome
question like how are thankfulness and beautiful things connected we must
examine the text to look for clues that support this idea! So we are going to do
just that!
xvi.
o Output: Clue Hunt (8 minutes)
i.
Move PowerPoint to appropriate slide that displays
partners,
1.
every good detective needs a partner,
so first partner up
ii.
Instruct students to get one yellow writing tool each,
be it crayon, highlighter, or colored pencil
iii.
Instruct them to look through the pages and highlight
examples of people (*bring up prompt slide*)
1.
Being thankful for something
a.
Girl and the fish
sandwich
2.
Using their talents to make other
peoples hearts happy
a.
Diner woman and her
fish
b.
Mr. Lee and the apple
c.
Miss and the door
3.
...having a reaction to a bad thing
a.
Miss and the trash
b.
Miss and the ally way
iv.
They must put the number of the claim they believe
the detail to be supporting Pass out 3 random pages of the book per pair of
partners
v.
Set on screen timer for (__6__) minutes and tell them to
be done by the time the timer goes off

vi.

Circulate among the groups, giving suggestions and

helping them
(ACEI 2.1)
V.
Check for understanding. How do you know students have learned? What
strategies will you implement if all students have not met lesson outcomes? Employ one or
more strategies to determine student learning.
a.
I will measure it by student participation and the formative assessment
discussed below
b.
IF students are struggling with this concept, I would reteach using the
book Extra Yarn by Mac Barnett to teach how to find theme using inferences and
supporting detail
VI.

Review learning outcomes / Closure

a.
Lets take a vote:
i.
use plickers to vote on weather the following claims are
true or false

b.

Claim

i.
Thankfulness is a theme in this book
ii.
In this book, people expressed their thankfulness by
using their talents to bless others
iii.
Something beautiful always refers to objects
iv.
Miss Sugerpie never found the something beautiful
she was looking for
v.
What makes something beautiful is that we are
thankful for it
vi.
When we are thankful for something, it looks beautiful
to us

PLAN FOR ASSESSMENT

Formative: observe students during their group worklook for the following
1.
Are they highlighting specific words and phrases?
2.
Are they just highlighting the entire page/paragraph?
3.
Are the two students sharing the task?
4.
When questioned do they remember why they highlighted a specific part?
5.
Do they have more than one item highlighted?
Summative 2: Collect the highlighted pages and check to see what examples they highlighted

(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did not,
why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences

Revision Date: August 3, 2015

2007 ACEI Standard

read aloud: 6 minutes

Grand Convo: 7 minutes
Conclusion: 2 minutes
Antipatory set: 2 minutes
Clue hunt: 8 minutes
25 minutes

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language

Goals
Objectives
Standards

Anticipator
y Set

Purpose

Needs
Improvement 1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

Outstanding 4

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

The lesson plan

contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness

Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard
3.2

Lesson
Presentatio
n
Reading,
Writing,
and Oral
Language
ACEI
Standard
2.1

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The lesson includes no

evidence of the
candidates ability to
use concepts from
reading, language and
child development to
teach reading, writing,
speaking, viewing,
listening, and thinking
skills or to help
students apply their
developing skills.

The lesson
demonstrates little
use of reading,
language and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
developing skills to
different situations.

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.

The lesson
demonstrates
developing ability to
use reading, language
and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
skills to different
situations.

The lesson
demonstrates
appropriate
knowledge,
understanding, and
ability to use concepts
from reading,
language and child
development, to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills and to help

Lesson
Presentatio
n
ACEI
Standard
3.3

Check for
Understand
-ing

Review
Learning
Outcomes

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak
and/or unclear.

The lesson plan

includes a plan and
the means to check
for student
understanding of the
lesson. A provision is
included to reteach all
or part of the lesson
to all or part of the
class.

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is
weak and/or poorly
written.

Lesson closure relates

directly to the lesson
purpose and/or
objective.

Closure

students successfully
apply their developing
skills to many
different situations,
materials, and ideas.
The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.

Plans to check for

student understanding
of the content are an
integral part of the
lesson, and include
frequent questions
and other actively
engaging forms of
formative assessment
during guided
practice.
Lesson closure is
clearly correlated to
the content of the
lesson and actively
engages students in
summarizing the
essential elements of
the lesson.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Reflection
and PostLesson
Analysis

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally
appropriate for the
students.

Emerging
Competence 2
Assessment activities
are included in the
lesson, but they are
not well correlated to
and/or do not cover
the full range of LP
goals and objectives.
The assessment
strategies do not
promote development
of each student.

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards

Score

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

Formal and informal

assessments
strategies are a
seamless and
integrated part of the
lesson. The
assessments are
highly correlated to
the learning objectives
and promote
continuous
intellectual, social,
emotional, and
physical development
of each student.

The lesson plan

includes all required
self-answer questions.

Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.

Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation
ACEI 2.1
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis
Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty