College of Education

LESSON PLAN FORMAT

ELED 450

LESSON PLAN FORMAT

Standards w/Assessments Named-Write standard out and label it correctly! :

CCSS.ELA-LITERACY.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.

CCSS.ELA-LITERACY.L.5.5.C
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to
better understand each of the words.

Learning Target (I can statement in student speak): Make, revise, and confirm predictions

Criteria for Success (this should be tied to your assessment and is measurable): Make,
revise, and confirm predictions to understand text; make inferences/ Draw conclusions while
reading

Assessment: consistently make, revise, and confirm predictions about fictional text while
reading; consistently use story clues and prior knowledge to make inferences and draw
conclusions while reading; correctly understand and use adverbs in sentences during discussion
and on a worksheet; accurately identify synonyms during discussion and on a worksheet

Type of Lesson: Guided Reading

Contextual Factors (describe the student population and environmental factors that will
impact your lesson plan): This guided reading lesson will be given in a small group, three
students who are at the middle of the road reading ability. Some factors that might impact my
lesson is the other students who are not in this particular guided reading might be distracting to
my guided reading group, the students also might have a hard time paying attention within our
group.

Materials and Resources Needed:

Text title: The Mystery Twin by Rachel Kamb

Lexile or Grade Level of the text

Fifth Grade
Other Required Materials Book
Chalkboard or dry-erase
Dictionaries
Thesauruses

Resources
(website you used to support planning, etc)

A. The Lesson (Including a time frame may help in planning.)

Introduction (2-3 minutes)- (Think about the connection on pages 87-89 in your text)

Getting attention
How many of you have siblings? Can you
tell any of the same features that you and
your sibling share?
Relating to past experience and/or knowledge
Have any of you seen identical twins?
Were you able to tell them apart? The
story we are going to read today focuses
on the traits and similarities within
family.
Creating a need to know We are going to focus on predictions
and how they help us read a story. Many
times our predictions are wrong and we
need to change them and that is all right;
authors create questions throughout a
book in order for us as the reader to
read and make predictions about what
might happen.

Sharing objective, in general terms
We are going to make, revise, and confirm
predictions throughout our story today
and we are going to use clues and prior
knowledge to make inferences and draw
conclusions while reading.

1. Methods (core of the lesson) (time frame: total of 30-40 minutes with worktime)

Before Reading
(Think about the teaching
phase on pages 89-91 in
your text)
Invite students to tell about features and traits they share with their
parents or grandparents. Encourage students to explain what they
know about how traits are passed from one generation to the next.
Guide students to understand that some traits are dominant, and
therefore more likely to occur, and some traits are recessive, and
therefore less likely to occur. Give an example, such as brown eyes

During Reading-
List specific questions and
pages you might ask them
(Think about the active
involvement phase from
your 91 -94 in your text We Do (Asking questions, and giving them a chance to try
book)
After Reading-
What might students
practice in their
independent reading time
(Think about the linkpgs Have students complete their make, revise, and confirm predictions
94-96 in your text book)
is dominant over blue eyes
Introduce the book; give students a copy of the book and ask them
to preview the front and back covers and read the title.
Introduce the reading strategy; make, revise, and confirm
predictions- review and explain that good readers make predictions
about what might happen in a book based on what the characters
say, do, and think in the story.
Introduce the comprehension skill; explain that an author often will
leave ideas unsaid, such as what a character might be thinking.
Explain that to get the most meaning form a story, readers connect
the clues in the text to information already known.
I Do (modeling-Making your thinking visible): model-making
predictions using the illustrations. Think-aloud- I see a girl looking
at herself in a mirror. Since the title of the story is The Mystery
Twin, I predict that she might be trying to find her twin.
whatever strategy or concept your teaching)
Based on the information in the story and information they already know,
invite students to explain the inference made (she worried about the best
chance for them to be adopted, it was a difficult decision, she included a
photograph). Have students explain why this inference might lead to the
prediction that the Altos will tell Heather about the note
Have the students make a question mark in their book beside any word
they do not understand or can not pronounce. Encourage them to use the
strategies they have learned to read each word and figure out its meaning.
Ask students what words, if any, they marked in their book. Use
this opportunity to model how they can read these words using
decoding strategies and context clues.
worksheet. Discuss how making, revising, and confirming
predictions keeps readers actively involved in the story and help
them remember what they learned. As I read and learned more
about Amelia, I revised my prediction that the girls on the back
cover were twins. I think that the information about Harry hatched
more closely with what I knew about heather. I revised my
prediction as I kept reading, which helped me stay interested in the
story.
You do (what can they do to show progress/mastery in the
concept or topic)
Ask students to share their prediction about each chapter and
explain why they made each prediction. Have them compare their
predictions with actual events in the story.
Student Worktime:
Time Frame:__45-50__ Students will be working on their worksheet
Describe what students as we are reading with 10 minutes at the
will be doing to practice end to finalize their thoughts.
what you have
taught. This will be during
a reading workshop. This
should be very closely
connected to the after
reading component.

Closure:
Time Frame:__5___ I will make sure students understand the
Think about the follow-up importance of predictions and why readers need to
pgs 96-99 in your text make them. I will also emphasis using clues and
book. Make sure to tie this prior knowledge to make inferences.
back to the learning target
of the day

Ideas for differentiation Low level readers: slower reading

(account for all scenarios
described in your
contextual factors)
Gifted Students: I might have had them make more predictions
about the story before we started reading
English Language Learners: Additional vocabulary support
IEP modifications: A scribe might need to be provided for a student
who is on an IEP for reading or writing

Note: Make sure to attach copies of any worksheets that you use.

A. Reflection Part 1: To be filled out after teaching. Assessment-Did your students

understand the lesson? What was you evidence? Be Specific. This should be tied to your
assessment and criteria for success.
Yes they did; we focused on making predictions and being about to use illustrations and knowledge to
make a good prediction. The worksheet was a great way for them to write down an initial prediction, revise
and then confirm that their prediction was correct. Each student was able to make a prediction and see how
he or she can change a prediction once more information is known.

B. Reflection Part 2: To be filled out after teaching. Next Steps-Based on how your
lesson went, what did you do well, what could be improved? If you had the
opportunity to teach the same group of kids tomorrow, what would you do?

I thought I did a good job explaining what it meant to have traits and how there are certain traits that are
dominant and recessive. I also thought I did a good job talking and explaining how readers should make
predictions about the books they read. Towards the end we ran out of time so I read the final three pages, if
I were going to change anything it would be to have had a few more minutes so that the entire book could
be read by the students.
 Name: ___________
Instructions: Write a prediction in the Make column before reading
each chapter. Revise the prediction as you read in the Revise column,
and write a check mark in the Confirm column if you can confirm your
prediction after reading each chapter.

Chapter Make Revise Confirm

The Note

Telling
Heather

The Search

The
Interviews

The
Selection