Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)
B. Objective(s) After the read aloud, students will be able to demonstrate their
understanding of the theme of the story by writing examples of fences in their world.
C. Standard(s): 4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend, or
novel; identify the theme and provide evidence for the interpretation.
II.
Materials
Paper with fences already printed on them in the middle
Markers/colored pencils for students to write their lists or draw pictures on their fence
page
- The Other Side By Jacqueline Woodson and illustrated by E.B. Lewis
Large class poster
Paint
III.
Anticipatory Set (4 minutes)
Call students by tables over to the carpet to sit in a circle around me ( make sure
Jamari sits next to me, and make a comment to Mattia that lets her know I need her to
pay attention and not talk to her friends).
You guys dont know a whole lot about me yet, but I grew up on a farm. I lived in
Kokomo, just a half hour that way, *point* There were three fields that surrounded
my house, and my dad and grandpa raised cows in pastures behind my house.
My siblings and I would run around the farm and play in the barns, and we loved to
compete. One of our favorite games was to go by the cow fence. The fence surrounding
the cow pasture was electric and if you held it for a second, it would shock you. Not too
much where it hurt really bad, but it felt uncomfortable and weird.
We would compete to see who could hold the electric fence the longest.
So even though the electric fence was good to keep the cows in the pasture, it hurt.
So today I am going to read The Other Side by Jaqueline Woodson and I want you to
pay attention to this fence and see what it represents and how it affects the two girls in
the story.
IV.
Purpose: Today, we are going to learn about theme, especially the theme from The Other
Side and apply that theme to our own lives.
PLAN FOR INSTRUCTION
Adaptation to Diverse Students
For students who have trouble connecting the metaphor of fences with personal
issues that they face, I will put a few examples of fences that we talked about in the
grand conversation on the board, so they can use those as on their fence paper and
add more after they understand the concept.
For Landon who has special needs, I will have him sit next to me during the reading,
and let him work at the group tables rather than his own desk so he can get help from
his classmates if he needs it or use the examples on the board.
(ACEI 3.2)
Lesson Presentation (Input/Output) (5 minutes)
Read the book aloud (Students still on the carpet)
Use southern accent and different voices
Grand Conversation (15 minutes)
Ask students: What did you like about the book?
Let two students respond
What did the fence mean in this story? Or what did the fence do?
Let two students answer
So the fence divided the girls because of their race. Why do you think this dividing
fence was wrong?
Let three students answer

So, we dont have these dividing fences anymore right? Because of the civil rights
movement, all races were declared equal and were not separated. But are there still
some people that act as though there is a dividing fence? How do you know that? How
do they treat people when they act like there is a dividing fence?
Let three students respond
So what about us? Even if we arent talking about race, do we think there are some
dividing fences between us sometimes? What could those fences be?
Let three students respond
What about people that might not dress the same as you? What about people who
arent the best at sports? Or people who arent the best at math? Do we let those
things divide us sometimes?
Let one student respond
And when we let those things divide us, how do we treat those people?
Let two students respond
Okay, so how can we work on this? What can we do to change and treat everyone as a
friend as the girls did in the book?
Let two students respond
Okay, so I am going to introduce a literature term that we just talked about. It is called
theme. In this story, there was a fence that divided the people because of their race
and it was not good. So our theme, or what we can take away from this is that there
are fences that divide us for unjust reasons, and we need to work to overcome those
fences just as the girls did.
(ACEI 2.1)
(ACEI 3.3)

V. Check for understanding.

Response Activity (15 minutes)
So now, I am going to give you each a piece of paper to discuss our theme. In the
middle of it is a fence. So on one side, it says at the top, I want you to write some
things that maybe we said or maybe you just thought of that are issues that divide us
as a class or community. Then on the other side of the fence, since you hopped over, I
want you to write some ways to overcome the things that divide us.
I will write a few of the things we said on the board in case you forget and need some
help. I want at least five examples on each side. You can use the markers or colored
pencils on your desk to write your list, and you can also draw pictures to help you
represent what is one your list if you want to.
Give me a thumbs up or down on how well you think you understand my directions
and what you are supposed to be doing.
Call students who are being quiet to go back to their table and begin their fence poster.
I will hand out the posters to the students on their way back to their tables.
VII. Review learning outcomes / Closure (15 minutes)
Now I want you to talk to your table mates and discuss some of the main issues or
dividing fences that we face and ways to overcome those that you wrote down.
Give tables two minutes
Now, even though there are definitely things we can do on our own to make a
difference, I think it helps when we all work together as a team to accomplish a goal.
Pull out large poster with the title We can overcome dividing fences by and then is
blank underneath
I want to hear your ideas that you discussed at your tables, and I am going to add
them to our class poster of ways we can overcome our dividing fences.
Let students give examples they all discussed and write them on the class poster
Now, I am not going to let you just talk about this and do nothing about it, so we are
going to keep each other accountable. I have paint on the circle table over there with
Mr. Brooks and you are going to go over by tables and put paint on your hand, and then
you are going to come to the poster and put your hand print on it. This is like your
signature that you are going to try your best to work on all of these things.

Call students over by tables to paint their hands, put them on the poster and then go
wash up in the bathroom
Now were going to hang this up in the class so you can constantly be reminded of our
class challenge.

PLAN FOR ASSESSMENT

For informal or formative assessment, I will listen to the student responses in the grand
conversation and make note in my head of the students who understand or who need extra help. I will
also make sure to call on each student during the grand conversation to make sure I hear where each
student is with the content.
For my summative assessment, I will have each student write the theme of The Other Side in
their own words, and then reason and write out at least five things that separate the people in the
class or in the community. Then I will have each student describe five ways that are applicable and can
help solve the division problem. I will only give a few examples on the board to make sure students are
thinking on their own about the issues surrounding them and ways they themselves can help to
improve them.
(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
7. Did the grand conversation stay on topic and go in the direction I wanted it to regarding
fences that divide us?
8. Were the students able to come up with their own ideas about fences that divide us or ways
to solve the problems?
Revision Date: August 3, 2015
2007 ACEI Standard

Indiana Wesleyan University

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

Goals
Objectives
Standards

Anticipatory
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

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 lesson plan

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

Outstanding 4
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 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
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

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.

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
Anticipatory Set
Purpose

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

The lesson plan

includes all required
self-answer questions.

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