UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate:
Kate Goudzward
Lesson Title:
Literary Circles- Bridge to Terabithia
Grade Level: 6th grade
Number of students: 24
Unit/theme:
Literary Circles- Bridge to Terabithia
Where in the unit does this lesson occur?
Lesson 4 of unit. Students have prior knowledge of literary
circles.

Date developed:
9/28/2016
Date of lesson:
10/1/2016
Knowledge domain/subject:
ELA
Period/time/estimated duration:
60 minutes
Structure(s) or grouping for the lesson (all that apply):
Small groups, literary circles

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**
INFORMATION ABOUT THE CONTEXT,
My classroom is a group of 24 students, 15 females and 9 males. I have one IEP student in my classroom that is provided with
assistance from an inclusion teacher throughout the day. I do not have any ESL learners currently.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON

-paper (provided by me)
-markers (provided by me)
- Ruler of land handout
- Reflection handout
-The Book Bridge to Terabithia (provided by school funds)

CENTRAL FOCUS
The big idea for this lesson is for the students to learn how to become master of a literary circle while reading Bridge to Terabithia.
Each student will have tasks to do while reading the book and reporting back to their peers.

JUSTIFICATION/RATIONALE
I am teaching this lesson to teach them that the reflection on an assignment is important for their purposes and mine too. Also they
will be able to end the unit by creating their own land. They are able to create anything they want but will be held to certain criteria.

PRIOR KNOWLEDGE OF CHILDREN

I am sure that the students have participated in reflection of lessons before, but I am not sure they have done quite one like the one
I will hand out. I am sure the students have had to grade themselves on an assignment before.

LEARNING OBJECTIVE(S)
Students will be able to

identity the qualities of a good discussion.

model strategies that encourage conversation about difficult topics.

practice active listening.

come to consensus regarding a shared list of discussion norms.

engage in meta-conversation about discussion technique

CONTENT STANDARDS
SPI 0601.8.2 Identify the setting and conflict of a passage.
0601.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation.
0601.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

ACADEMIC LANGUAGE DEMANDS

LANGUAGE FUNCTION: Summarizing, classifying

Language Demand Identify

Discourse: Identify- tier 2, setting- tier 2, conflict- tier 2
Vocabulary: Identify
LANGUAGE SUPPORT- reflection

PLAN FOR ASSESSMENT OF STUDENT LEARNING

Diagnostic/pre-assessment: Pretest
Formative assessment/feedback to learners: The students will be responsible for filling in reflection completely and will be given a
deadline to turn in their Ruler of the Land project
Summative assessment (if any): Post test

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):
Exceeds expectations: The students will exceed expectation if they reflect in depth and get started on the ruler of the land
assignment in class
Meets expectations: The student will meet expectation if they finish the reflection thoroughly in class.
Below expectations: The student will not meet expectation if they do not participate in class or finish the reflection.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another teacher could
replicate your plan exactly!):
LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

What does a good reflection sound like/look like?

What could they have done better in class discussions?

What strategies can be used to deepen our conversations about books?

BEGINNING:
I will begin the lesson with explaining to them how important it is to me that they reflect on assignments. I will explain to them how it
helps me better prepare for future lessons.

MIDDLE: Instructional strategies to support student learning

During the bulk of my lesson, I will give them time to reflect and write about their experience with the literary circles. They will be
encouraged to discuss some of the questions with their teammates. I will encourage all students to be honest with their self and with
me. I will also go over the guidelines for the ruler of the land project. This will e a fun assignment that allows the students to be
creative while still hitting the standards above.

END:
I will end the lesson with telling the students that their Ruler of the Land assignment is due by the nest Friday.

DIFFERENTIATION/EXTENSION
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): I will assign them to a group without having a specific job to report back to the group with. They will be able
to draw conclusions from reading, but will not be responsible for being a group member.
Challenging experienced learners: I will encourage students if they finish to move ahead and being on the ruler of the land project
Facilitating a classroom environment that supports student learning: Good behavior is expected
Extension: Students who cannot come up with a well written reflection? I will refer them to the anchor chart for tips and sentence
starters.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . Get off task working? I will redirect their focus to the task at hand.
What if students cannot . . . reflect correctly? I will review good reflecting tips and refer them to anchor chart.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.