Lesson Plan Template

EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon

Identify Desired Results Questions or key

understandings identified.
 Essential Questions/ Key Understandings: The key understandings of the lesson would Measurable objectives
be for the students to understand how dig deeper into the text and how it relates to the
world around them and how to better comprehend our story.

 Objectives (Measurable):
Content: Students will ask and answer questions to demonstrate understanding of the text.
Language: Students will read "Harvest Birds" as a class, listen to questions our teacher asks, and
discuss questions with each other in the class.
Assessment: IKIGIW I can identify character, setting, motivation, problem and solution.

Core Standards (Reading, Writing) List state standards

directly from the state of
 RI.3.1- Ask and answer questions to demonstrate understanding of a text, referring Idaho core standards
explicitly to the text as the basis for answers. document. Add Social
 RI.3.2- Determine the main idea of a text; recount the key details and explain how they Standards as applicable.
support the main idea.

Evidence of Student Learning/Understanding Evidence of learning

explicitly explained.
 The evidence that I am going to be looking for from the students learning and understanding is
going to be a t-chart that I will be giving the students after the discussion. The t-chart will be
split into one side being “text” the other side being “self”. On the text side the students need to
write a sentence about one thing they learned from the discussion. Then, on the “self” side, the
students will write one sentence about one thing that they related to or had a connection with
from the discussion.
 To differentiate with this evidence, I will allow some students to draw a picture of their
connections and write a caption underneath if they are needing that visual representation of
what they learned.
Lesson Plan Template
EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon

Materials Needed List all materials needed.

Select social studies
 Each student will need their Journey’s book. materials that will
 Each student will need a piece of notebook paper and a pencil. integrate ELA & Social
Studies standards. Please
attach materials (or
pictures of materials) that
you will use in the lesson.

Environment / Classroom Motivation & Management Strategies How will you keep the
classroom engaged?
 In class we have done discussions but not a structured discussion like this, where the What classroom
students are needing to help be the guides. So, in order to help keep everyone engaged I management strategies
may pull sticks if there is a need for participation. Pulling sticks means that I will pull a are appropriate for this
stick and whosever name is on the stick I will ask them if they have an answer to the lesson? How will you
questions we are talking about or if they have anything to add. connect student behavior
back to your rules?

Differentiation Include in your lesson the

types of accommodations
Accommodations- / adaptations needed for
 Small group administration in a separate, but familiar location. your classroom. This
should include listed
Classroom Adaptations- accommodations on
 For this one student the classroom discussion will be whole class but I will have the students’ IEP’s when
students talk with partners about the questions before answering a couple of times so applicable.
that will help this student have a smaller group interaction as well as a full class
interaction.
Lesson Plan Template
EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon
Assess Students Prior Knowledge / Background Knowledge How will you assess prior
knowledge? What
 I will assess prior knowledge of discussions and the text by asking the students: What background knowledge
do they think the text will be about and what do they want to find out? Then, we will do you need to provide
read the story. for students?

Learning Activities to Teach Desired Lesson Results Use the lesson approach
required for the
1) Read the Material and Prepare the Questions (make sure to list the text and the questions).: assignment. (Explicit
The reading material will be, “Harvest Birds” from the Journey’s curriculum. The Instruction with
questions are: modeling, Classroom
 What do tradition tales do to tell the readers about life? Discussion, Inquiry-
 What does our story, “Harvest Birds”, tell you about life? Based, Vocabulary
 What do the townspeople learn about Juan? Acquisition ). Describe in
 Why do you think Juan’s older brothers got to keep his father’s land? detail the lesson activities
 Why do the people in town laugh at Juan when he tells them that he is going to farm? you have planned. Make
 How does Juan teach readers about the importance of following a dream? sure each step is
explained in detail
 Do you agree with Juan’s point of view?
enough that an informed
Factual questions to ask before and during reading:
teacher could deliver the
1. What is the title of the story?
lesson. Include words
2. Who is the author of the story?
you will assess and words
3. Who is the main character in the story?
you will teach.
4. How many brothers does Juan have?
5. Where does Juan go to ask for money first?
6. Who gives Juan land to work on?
7. What things does Juan end up growing?

2) Plan and Cluster the Questions (three to four clusters).

 What do tradition tales do to tell the readers about life?
-What is the central message of the story? What did the author want us to learn?
Lesson Plan Template
EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon
- What was Juan’s dream? How did he achieve it?
 How does Juan teach us the important of following a dream?
-Why do youth think Juan’s older brothers got to keep his father’s land?
-What did Juan do after he didn’t receive any of his father’s land?
-Why do the people in town laugh at Juan when he tells them that he is going to farm?
 Do you agreee with Juan’s point of view and his decisions?
-Why does Juan go to Don Tobias to ask for money?
-What do the townspeople learn about Juan?
-How does Juan follow his dream?
3) Introduce the Model to the Students (Script how you will describe this to the students).
Me: “Today friends we will be practicing how to have a discussion as a whole class.
We have had discussions with partners and as a class but today we are going to practice
waiting to be called on, thinking individually first, and then sharing with the class. I
will ask you a question, you will think about it, and then share your thoughts when
called on. If you have a connection with the question or with someone’s answers you
may raise your hand and comment when called on. You will have your book in front of
you to refer back to, and a piece of paper to write down thoughts you may have.”

4) Conduct the Discussion.

Before Reading—Introduce the text and provide factual questions: What is the title of our
story this week? What genre is this story? What do you think it will be about?
During Reading—Students answer factual questions (may need prompts): (Questions will
be used from above). Example: Why does Juan ask for money? Why was Juan given
his name?
After Reading—Classroom Discussion of the Cluster Questions: Listed above.
Lesson Plan Template
EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon
5) Review the Process and Summarize Student Observations: I will review a couple of
things we learned and then have the students tell their elbow partners one thing they
learned and then they will return to their seats and do the t-chart.

6) Evaluate: To evaluate the students after the discussion we will do the t-chart where they
make one connection from the text and write about one thing they learned. This will
bring everything together and will help me see what they learned about.

Informal /Formal Assessments Connected to your

acceptable evidence and
 The informal assessment will also be the t-chart from the activity. I will be looking for addresses questions
one sentence about what they learned and one sentence about a connection they made. listed. This can be at any
point during the lesson,
but should definitely be
included at the end of the
lesson.

Closing the Lesson

 The closing of the lesson will be the t-chart and then sharing the t-chart with their
neighbors and having a quick discussion with each other on what they learned and
connected with.

Lesson Plan Reflection Consider and answer the

questions as part of your
1. What worked best in the lesson? reflection. Write in
 What worked best in this lesson was the structure and the engagement from students. I paragraph form.
felt that I planned the lesson out to help me keep organized and I had a paper with me
throughout the lesson that helped me keep track on the questions. I also feel the time
management worked great in the lesson. I was able to fit everything for the lesson in
Lesson Plan Template
EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon
the allotted time.
2. What would you do differently if you were to teach the lesson again?
 If I were to teach the lesson again, I would do more questions before the reading and during the
reading. When I read the edits, I knew I needed to add more factual questions but looked over
the part of adding them before the reading. So, I would ask more of those questions before and
during. I also would add more pair-and-share aspects of the discussion because I think that
helps those shy students and to keep everyone engaged. I think I wanted to keep this discussion
more whole group and that’s why I shied away from the pair-and-share but I would go back and
add more of those components next time.
3. Did you cover all objectives listed in the lesson plan? Why or why not?
 I was able to finish all of the objectives for the lesson and I am super happy about that.
I got through the reading, all of the questions for discussion, and the activity at the end.
4. How were you able to actively engage the students in learning?
 I first actively engaged the students with the reading by having them use the witch fingers for
pointers. I then engaged the students in the discussion by keeping good time management for
the questions and giving them a good amount of time when talking to a partner and then
coming back together as whole-class.
5. How was the pacing?
 Pacing was great! I was very pleased with how the pacing went. I wouldn’t go back and change
anything with the pacing of this lesson.
6. Discuss classroom management successess or difficulties.
 I was at first a little nervous about the classroom management in this lesson because we hadn’t
done a whole class discussion on a reading while sitting in a circle and I was worried about
keeping the students engaged. However, I felt that they knew the expectations, we repeated the
expectations, and they knew what their jobs were for the lesson. They were all actively engaged
and when there was small issue with playing with the witch fingers all I needed to do was a
small look and the student was back on task.
7. If there was group work, how did you monitor?
 The only work I monitored was making sure everyone was reading along and I would do quick
glances around the room to make sure everyone was following along.
Lesson Plan Template
EDU 532_533
Date: 10.25.2018
Name: Lilly Arbon
8. Were the materials appropriately selected to meet objectives?
 The only materials I decided not to use from my original plan was the pencil and paper for
each student. I decided that the paper and pencil would be more of a distraction for my
students and didn’t think they would be ready for it and after teaching the lesson I’m glad
I didn’t give them the paper and pencil.
9. Were the transitions smooth between different parts of the lesson?
 I felt the transitions were smooth between the parts of the lesson. I started with doing
the read aloud of the BFG, which we do every day after lunch while they get their
drinks and sit down after lunch. Then we moved into reading and each transition was
timely and smooth during the lesson.
10. How did you collaborate with others to plan and/or teach the lesson?
 I didn’t collaborate with others for this lesson except planning the lesson and getting
feedback before teaching it.
11. Based on your informal/formal and formative/summative assessments, did all students
meet the obectives? How will you reteach students who have not met the objectives?
 I was able to meet the assessments and the small assessment was the t chart where they said one
thing they learned and one thing they had in common with the story. I was happy to see that
most students finished the chart and for those that didn’t, they would have time in workshop the
next day.