Elementary and Early Childhood Education Lesson Plan Template

Name: Angie Flannigan Date: 01/17/2022

Course: YCE I Lesson Plan #: Lesson Plan 1
Subject Area(s): Language Arts (Reading) Grade Level/Time Frame: 5th grade // 45-50 minutes

Step 1: Identify Learner Description

Learners Learning Needs Number of Supports, Accommodations,
(Classroom Students Modifications
Context) IEPs or 504 plans 0 IEP Frequent check ins to stay on
(Individualized target, small group settings,
Education preferential seating, print out of
Plan) notes (ADHD)
2 504
1 pending 504 Supports still to be determined for
pending 504 (for OT)
EIPs 1 EIP (Early Small group work, one-on-one
Intervention opportunities, frequent check-ins
Program)
Bilingual/ None in ESOL, None in ESOL program, so no
Multilingual 3 multilingual language supports
English not necessarily 2nd language
of these multilingual students
Gifted 8 gifted Target focused class on
(target) Wednesday’s, where these 8
students get differentiated
materials and lessons from another
teacher.
Other learning ADHD Seating accommodations in back of
needs the class so it is not distracting to
the rest of the class
Assets (i.e., Funds of Personal assets: Students are well prepared for class every day and have
Knowledge) the means to purchase needed materials and wanted extras for class. A
 Personal Assets: majority have family who are willing to support them academically and
Describe your students’ socially, providing sports outside the school and help with homework/a
interests, knowledge, structured environment at home. The parents volunteer and visit children
everyday experiences, in the classroom. Students have the opportunity to show their own
family backgrounds, etc. personal skills in the classroom, reflected in the assignments they do (i.e.,
 Cultural Assets: Describe using creative means, writing stories, using personal sports knowledge,
your students’ etc.).
traditions, languages and
dialects, worldviews, Cultural assets: Students come from Korean, Hispanic, African, and
literature, art, music, European descent within the class. There are also various religious
dance, etc. practices, including Christianity and Judaism beliefs and traditions. During
 Community Assets: morning meeting students have an opportunity to share their culture with
Describe your students’ the class.
community resources,
such as local landmarks, Community assets: Students have access to a variety of sports, fields,
community events and playgrounds, and teams that a majority are involved in. There are also
practices, etc. historic monuments, such as Kennesaw Mountain, nearby. An accessible
aquatic center and library are no more than 5 miles away from the school.
Step 2: Identify Learning Standard (s) ELAGSE5RL6: Describe how a narrator’s or speaker’s point
Curricular of view influences how events are described.
Priorities List the standard(s) that apply
to the lesson. Write the
number and the statement. ELAGSE5RI6: Analyze multiple accounts of the same event
Remember to include those or topic, noting important similarities and differences in the
that apply to every subject point of view they represent.
area you are integrating in
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 the lesson. ELAGSE5W1: Write opinion pieces on topics or texts,
supporting a point of view with reasons.
b. Provide logically ordered reasons that are supported by
facts and details.
Learning Learning Target: I can describe how the points of view of
Objective(s)/Learning Esperanza and other characters influence the description of
Target(s)
events.
This (or these) should be
measurable; should indicate
what students will be able to
do at the end of the lesson.
Can be written as “I can”
statements [Check with your
instructor]

Cross-Disciplinary Skills Text-to-self connections: There is a point in the lesson where students
and/or Connections are asked to reflect on the perspective of their school as a different thing,
such as if they were an ant or a bird. This allows them to think about
themselves from different perspectives, see how those points-of-views are
vastly different, and apply this to the lesson. With this, it will allow them to
see how perspectives are important and how easily they can be different.

Prior Academic Knowledge Skills this lesson will activate: Students will be able to use their critical
and Prerequisite Skills thinking skills, communication skills, as well as their reading skills during
 What prior academic the entirety of this lesson.
knowledge and/or
prerequisite skills will Skills needed for this lesson: Students will need to be able to read, have
this lesson activate? read up to this portion in their book, and be able to critically think about a
 What prior academic topic. This way they can continue to read and be able to discuss the
knowledge and/or various topics with peers throughout the entire lesson.
prerequisite skills will
students need for this
lesson?

Potential Misconceptions If the student is not able to curate ideas on the various perspectives
and/or Developmental from the chapter, I will have them work with a small group for the student
Approximations to be able to hear ideas and gain a concrete idea of what these
perspectives may be.
What potential
misconceptions or
developmental
approximations are possible
with this content and how
will you address each?

Possible misconception or
developmental
approximation:
_____XXX______

If the student does

____XXX______, I will
________________________
__.

Step 2: Identify Vocabulary: Includes Vocabulary Language Supports

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Curricular words, phrases and symbols Multiple meaning words (if applicable):
Priorities used within disciplines. N/A N/A
 Multiple meaning
words are words
and phrases with
subject specific
meanings that Academic vocabulary: These vocabulary words
differ from Perspective are seen in this lesson,
meanings used in Point-of-view which is based around the
everyday life (e.g., idea of varying
table, ruler, force) perspectives/points-of-
 General academic views. These words will be
vocabulary used used throughout the
across disciplines lesson and will be defined
(e.g., compare, throughout for easier
analyze, evaluate) understanding by all
students.
 Subject-specific
vocabulary defined Subject-specific vocabulary: These words are seen
for use in the “visualize the memory” being explained in the
discipline (e.g., Tittering lesson. Students will have
vowel, numerator, the chance to critically
constitution, break down these
photosynthesis) meanings using context
clues and getting a deeper
Language Supports: understanding of the
instructional supports that words as well.
help students understand
and successfully use the
language function (e.g.,
sentence starters, graphic
organizers)

Step 3: Design Assessment Plan

Assessment Briefly describe any formative and/or summative assessments you will use throughout your lesson in the
Framework table below.
Learning Type of Assessment Evaluation Criteria Supports,
Objective(s)/Target(s) (What assessment (How will you know Accommodations, and/or
will you use to or measure if the Modifications
measure progress on students have met
the learning the learning
objectives) objective(s)/learning
target(s)?)
Target/Objectives: Pre-assessment: I will know that the If students want to write
I can describe how the points Review Sticky note students have met more than 1 example or
of view of Esperanza and the lesson objective metaphor, I will encourage
other characters influence if they are able to them to do so if the time
the description of events. accurately describe 1 permits. However, if they
main event or 1 need more support on this
Students will be able to metaphor from this activity, I will have them
identify the various chapter, not from quickly skim through their
perspectives of 2 different other chapters. book to see if any sections
characters and see how will jog their memory on
those impact their character. the happenings of the
book.
Formative I will know that the For students who need
assessment: students have met support in this activity, I
Observation of the lesson objectives can ask them guiding
student if they are questions that would
conversations during contributing ideas allow them to use the
triad discussions with their groups knowledge from the
that pertain to the chapter to answer to
topic they are prompt/topic, still adding
discussing as well as to their group
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 are accurate. conversations.
Exit ticket/formative I will know that the For students who may
assessment: students have met need a support for this
Perspective drawing the lesson objective activity, I will have them
and description if they are able to describe the camp and
activity accurately describe explain why they chose
and draw their those descriptors. Leaving
characters’ out the page number
perspective of the requirement for them may
camp as well as allow them to feel more
identify text confident in answering
evidence to support and allow them to equally
their answers. finish the task without
getting caught up in
finding the exact details in
the book.
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive your instructional
practices.
To begin the lesson, I will have students write on a sticky note 1 thing that they remember from the chapter
or 1 metaphor from the chapter. Once they are finished, they will place their sticky note on the number
chart on their number and sit back down. The information from these will be used for a later lesson; if I see
students are struggling in comprehending this chapter, I will change my approach on how they will read
these chapters and how I will assess them on this. With this, I can implement new strategies (such as small
groups, independent reading, round tables, etc.) that can improve their comprehension of future chapters.
How will your assessment strategies allow you to provide specific feedback to the whole class, small groups, and/or
individuals?
My assessment strategy will allow for me to see which students may need remediation on this chapter and which have a firm
grasp of the contents and comprehension. If I see that there is a need to remediate a small group of students on this chapter, I
can pull a small group the following lesson. This way, students have an understanding of the story as soon as possible to be
able to continually build on this knowledge and plot. With this, if I see a need to remediate the entire class, I could, for
example, have them reread the chapter during class or for homework, then we talk about the chapter as an entire class. This
way, every student has the chance to review the material and gain a firm understanding of the chapter.
Step 4: Create Research, Theories, or The research theory of Constructivism, developed by Vygotsky
Learning Principles of Child and Piaget, can be seen throughout this lesson. This research theory
Activities Development says that students will build knowledge on top of their pre-existing
knowledge through experience and observation. Students in this
What specific research, lesson will have a chance to do both. Students will be able to use
learning theories, and/or their own experiences to enhance and add to their responses, making
principles of child their connection and understanding of the topic deeper. With this,
development will guide (or they will be able to learn more about perspectives and points-of-
guided) your instructional
views, allowing them to learn that everyone may see the same thing
choices for this lesson? How
in a different way. Both aspects of this research theory are vital for
are they applicable to your
learning objective(s)/learning
this lesson and will enhance student learning throughout the entire
target(s)? lesson.

Materials Needed Teacher resources:

- Lesson PowerPoint
Teacher Resources (must - Esperanza Rising book
include podcasts): List all
- Activity handout
textbooks, children’s
literature, CDs/DVDs, videos,
and on-line sources that are Student resources:
resources for you, the - Esperanza Rising book
teacher, in determining the - Reading journals
content and in teaching the - Sticky Note
lesson. Provide proper APA - Pencil/pen
references. - Coloring materials
- Activity handout
Student Resources: List, and
include, all handouts,

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worksheets, and other
materials, including
assessments, that you will
have students use in this
lesson. Please make sure you
cite your reference in APA
style. Include slide shows you
plan to use. Note that slide
images can be copied from
Power Point and pasted into
Word documents. List all
other materials needed, and
the amount of each.

Technology Connection
 ISTE Standards 1.1.b: Students build networks and customize their learning environments
(Required for Clinicals I in ways that support the learning process.
and II)
 How will you, the 2.5.a: Use technology to create, adapt, and personalize learning
teacher, use technology experiences that foster independent learning and accommodate learner
to drive instruction? differences and needs.
 How will the students
use technology to
enhance their learning?

Connection to the Arts Students will have the opportunity to draw their characters’ perspective
of the camp, giving students the chance to use their art skills to portray
How is creative expression their thinking.
through drama, movement,
visual arts, and/or music
embedded in the lesson?

Supporting Diverse Learners This lesson is made to allow for differentiation in skill level and
capability of the students. Since the activity is to have students
How do you plan to draw and describe their drawing using text evidence, it is easily
differentiate your instruction moldable to the skill sets of each student. Based off of their abilities
related to the learning
and what we know they are capable of, we can gauge their effort
objective(s)/learning
target(s) (e.g., content, on completing the activity. For students who may struggle with
process, product; activities such as this, they can draw a simple drawing and
representation, action & accompany it with simple sentences and evidence. However, for
expression, engagement). students who need a challenge, they can draw their camp with
more detail and supporting that with more text evidence. This
Explain how the support will lesson will allow for differentiation to easily occur and for each
assist a specific student students’ skill sets to be portrayed.
and/or group of students
with respect to the specific
I will support my students who struggle with using text evidence
learning objective(s)/learning
target(s). For example: and comprehension of the chapter by differentiating the activity
 I will support my through the rigor and level to which they will complete the
students who struggle assignment.
with reading by
differentiating the
content through the use
of leveled reading books
that address the
concept of motion.

Make sure you address the

needs of the student(s)
identified in Step 1

Culturally Responsive This lesson will allow for students to use the text as well as their own
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Teaching experiences to support their claims on the perspectives. For example,
students may understand the struggles of Esperanza and her family, from
How is the content of your going from being rich to now being poor, if they experienced something
lesson connected to the like that as well. Likewise, they can use a personal example of teaching
students’ assets (personal, someone how to do a skill just as Miguel had for Esperanza with sweeping.
cultural, and/or community) The students can use their experiences to support their ideas and allow
within your classroom? Be their voices to resonate with the story as well.
specific.

Higher Order Thinking Demonstrate your understanding of the chapter “The Onions” be either
Questions (HOTQs) [These writing 1 thing you remember from the chapter or writing 1 metaphor from
questions can occur before, the chapter.
during and after the lesson] - This would be a level 3 question for Bloom’s Taxonomy, where
students apply what they read in the chapter and synthesizing it
Create at least 5 HOTQs into points they remember.
(along with anticipated
answers) using Bloom’s Using context clues, what does the word “tittering” mean on page 117.
Taxonomy (level 3 and - This would be a level 3 question for Bloom’s Taxonomy, where
above) or Webb’s Depth of students will be able to utilize context clues to determine the
Knowledge (DOK) levels meaning of a new word.
(level 2 and above), then
identify what level each Create a drawing based off of the paragraphs I am reading aloud to you.
question represents. Embed - This would be a level 6 question for Bloom’s Taxonomy, where
these questions into your students will have to create a product to reflect their thinking.
instructional strategies and
learning tasks section below Create a drawing of the camp based off of your assigned characters’
and highlight them in green. perspective on it.
- This would be a level 6 question for Bloom’s Taxonomy, where
students will have to create a product to reflect their thinking.

Support your drawing choices with text evidence.

- This would be a level 5 question for Bloom’s Taxonomy, where
students will have to evaluate their own drawing by defending
their choices alongside the text.
Instructional Strategies and Introduction/ Warm up:
Learning Tasks (Will VARY by To begin the lesson, I will have students take out the supplies that they
content area) will be using immediately I the lesson. Once they are ready with these, I
will have them write on a sticky note demonstrating 1 thing that they
remember from the chapter or 1 metaphor from the chapter. Once they
are finished, they will place their sticky note on the number chart on their
number and sit back down. The information from these will be used for a
later lesson; if I see students are struggling in comprehending this chapter,
I will change my approach on how they will read these chapters and how I
will assess them on this. With this, I can implement new strategies (such as
small groups, independent reading, round tables, etc.) that can improve
their comprehension of future chapters.

Lesson:
The lesson will officially begin with a close reading of 2 specific pages in
the chapter. I will have students flip open their own books to these pages
and have them actively follow along to ensure their engagement. After
reading these pages, I will have text-specific questions for them to answer
as a whole group. This way, I can see which topics may need to be further
explained and which ones they all grasp well. After the first few text
dependent questions, students will have a chance to discuss with their
triad groups another text dependent question for about a minute. After
this time, we will come back together as a whole group and discuss their
answers. I will then have them focus on page 117, where we will continue
to dive deeper into the paragraphs and various text-dependent questions.
For example, one question asks, “What does the word “tittering” mean?”,
having students use context clues to answer the question. Again, after the
first few questions that are answered as a whole group, they will have a
chance to converse with their triad groups about the third text-dependent
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 question. We will come together as a whole class after about a minute to
discuss some of their ideas. I will remind them to take special notice of how
words are used throughout the remaining chapters. As I am going over all
of these questions, my CT will be walking around as well and listening in to
their conversations to make sure that they are on task and having meaning
conversations. I too will be walking around, especially during their turn-
and-talk opportunities.
I will then continue on to the learning target of the day so that students
can see what the purpose of the lesson is and what they will be doing. I will
then ask them questions to get them started in thinking of what varying
perspectives may look like. After these, I will reread a portion of the
chapter to get their minds going on the descriptions and character
perspectives. I will have them close their eyes while I read, then allow them
to create a drawing in their journals of what they pictured in their minds. I
will then take a few minutes to allow for students to share what they drew
and why they drew it. Next, I will ask students if they drew the camp from
Esperanza’s or Isabel’s perspective and why, calling on a few students to
share out.

Group activity:
Moving onto the smaller group activity, students will be assigned into a
group based off of one of 2 characters. Once I place them into these
groups, they will be given their activity sheet and asked to get out coloring
materials. They will be instructed to reread some of the important
passages from the chapter that will contain evidence of their characters’
perspective. With this, they will take note in their groups what page
numbers to focus on. After their discussion, they will have 10 minutes to
create a drawing and write up the reasoning behind their drawings. I will
also emphasize that they need to use text evidence to support their
drawings when they are creating their captions under their drawings. They
are able to do this is small groups, partner pairs, or independently, but
everyone will be instructed to have their own work produced so that
everyone has something to turn in. As they work on this activity, my CT and
I will walk around to see if any students need differentiated instructions. I
will make sure to differentiate my instructions for those students that I see
are struggling (such as verbally communicating their ideas or not writing a
specific page number) or are in need of an extra challenge (such as
explaining as the other character or providing more text evidence). After
these 15 minutes, I will pair up one student from each character group to
discuss what they drew and why based on their character. Students will
have about 2 minutes to share out their ideas each, then head back to their
seats to get ready to wrap up the lesson.

Exit ticket/lesson closure:

To wrap up the lesson, I will ask some students to show and share their
drawings of the camp. I will prompt them to start by explaining which point
of view or perspective they used for their drawings. I will then have them
identify the parts of their drawing that their character would have noticed.
Finally, I will ask them what else they learned, added to their drawing, or
newly found out from their groups and looking back at the pages. I will
have them acknowledge the page numbers they used when describing the
camp to the class to justify their drawing and explanation choices. Students
will turn this in so I can see how well they have comprehended the
differing perspectives of the two characters.

Lesson Closure To wrap up the lesson, I will ask some students to show and
share their drawings of the camp. I will prompt them to start by
Give a brief synopsis explaining which point of view or perspective they used for their
regarding how you will wrap drawings. I will then have them identify the parts of their drawing
up the lesson. How will
that their character would have noticed. Finally, I will ask them
students summarize and/or
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 share what they have learned what else they learned, added to their drawing, or newly found out
related to the objective or from their groups and looking back at the pages. I will have them
learning target? acknowledge the page numbers they used when describing the
camp to the class to justify their drawing and explanation choices.
Students will turn this in so I can see how well they have
comprehended the differing perspectives of the two characters.

Re-teaching, Re- If a student does not reach the learning target from the lesson, I
Engagement, Practice will make sure to re-teach at a later class time. This can be done in
small groups if a handful of students aren’t sure of or didn’t meet
Describe at least one new the lesson target. I could do this by having students describe the
strategy for re-teaching the
lives of Esperanza and Isabel, see the differences, and then use
content and/or skills
presented for students who these pieces of background knowledge to determine how they
did not successfully meet the would view the camp. This can be done while other students
learning objective(s) or continue on to reading the next chapter. However, if the vast
learning target(s) identified majority or all students are seen as not meeting the lesson targets, I
in the lesson. will review this topic in a mini lesson the following day. This way,
students are able to see how the characters’ perspectives are
different and are able to keep this in mind with the rest of the
chapters that will quickly follow this lesson.

Extensions For those students who have finished early and need an
extension to this activity and lesson, I will give them the chance to
Describe at least one new find text evidence to support how the other character would view
strategy for enriching, the camp. This way, they can think beyond the one character they
challenging, or extending the
were assigned as well as contribute to the conversation more with
content and/or skills for
students who successfully varying perspectives from both characters. With this, by having this
met the learning objective(s) student extend their knowledge and the lesson, they will take more
or learning target(s) away from it than their peers, keeping them engaged and
identified in the lesson. interested during its entirety.

Step 5: Post Lesson Implementation (Be sure to address both whole class and small group or
Instruction individual learners)
Reflection
 What went well and why?
I think that the lesson went well, and I was able to accomplish everything that I had wanted to
cover with the students. Students stayed engaged and on task for the entirety of the lesson,
answering questions about the book chapter and building off the conversation. All students
turned in their assignments and showed great effort through their drawings and their
explanations. With this, their differentiated activity groups worked well when I grouped students
based on their skill levels and their areas of improvement. By me giving more individualized
attention to a small group of students, allowing them to succeed in this assignment, prevented
me from walking around and trying to sporadically help those students if they were dispersed
throughout all groups. This helped to give them the direct attention for the activity as well as
helped them take more away from the activity and lesson altogether. I was very proud of this
lesson and will continue to implement similar habits, procedures, and activities in future lessons.
 What did not work well and why?
I think one thing I could have worked on more was having the students work in small groups
to accomplish the activity. There were some students who did not want to participate with their
groupmates, and instead of helping or adding to the conversation, they sat there and
independently worked on the assignment. I think one thing I could have worked on was giving
students a choice on if they worked in a small group or independently; if I gave them this choice,
I would outline how they can go about option effectively. This way, there were set expectations
from all students and allowed them to see what they had to accomplish, whether with their
peers or independently. Besides this, I don’t think there was much else that did not work with
the lesson.

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 How did the learning environment and materials work together to support student learning?
I was able to use both the learning environment and the materials to complement each other
and make the lesson successful. Students were able to work around the room in their small
groups, giving them the flexibility to work where they feel most comfortable. With this, giving
the students a smaller half-sheet of paper for the assignment prevented them from being
overwhelmed with the task and to concisely explain their thoughts and draw their ideas. Both
worked well to benefit the students in this lesson.
 What improvements and changes would you make if you were to teach the lesson again and
why?
If I were to change this lesson, I would have a more collaborative or interactive entrance
ticket. This way, students would have the chance to share ideas with their peers and get the
reminder about the chapter that they would need for the remainder of the lesson. With this, I
could have had a more interactive technology piece, where they could have done a review game
on Kahoot or Blooket; this way, students would have been even more interested and engaged in
the entire lesson.
 What did you learn about yourself as a teacher?
I learned that I was able to direct students to find the answers on their own instead of just
giving them the answers outright. I asked thoughtful guiding questions that led students to their
own thinking and promoted their own ideas. By doing this, all students were able to complete
this assignment and were able to add constructive ideas into their small groups and in their own
work. I hope to continue working on my guiding question skills as to better the thinking and
communicative skills of all my students.

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that
framed your
instructional plan? Provide examples from your experiences teaching the lesson.
I was able to use my learning theory throughout my lesson, which stated that students learn
by building off previous information as well as learn new materials through instruction and
experience. Students were able to recall the information from a previous chapter to answer the
whole-class discussion. With this, they were able to learn new information and ideas from our
implementation of questions and small group discussions.

Assessment Analysis

 What information about student understanding did you learn from your assessment(s)? How
did
the student or student(s) do on the assessment? What patterns of learning do you see?
I was able to see which students may need more guidance in comprehending the book as well
as see what their ideas were for comparing the two characters that were focused on. Overall, the
students did very well and were thoughtful when answering the prompt. They used text evidence
as well as explained their thinking. Throughout all of the assessments, all students were able to
accurately depict how their character viewed the camp through their pictures as well as support
their drawings with their words. All students put great effort into this assessment and were very
thoughtful when answering the prompt.
 How will you act upon, and will students be able to act upon, the feedback provided form
each
assessment strategy used?
I was able to read and view all assessments and gave constructive feedback for all students.
They will be able to use this feedback to improve and further their skills on future activities and
assessments. With this, they can use this in their future assignments to provide additional
information and have a reference to base new thoughts and ideas off.

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 Resources

PowerPoint slides for lesson:

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