Teacher Education Lesson Plan Template Teacher Candidate: Mary Beth Driver Date and Time of Lesson: October

12, 2012 1:15 PM School: Mathews Elementary School Reading/5th Subject/Grade Level:

Description of Lesson: During this lesson, we will be reading the book, You Can Do It by Tony Dungy and Amy June Bates. We will be analyzing the story by finding the theme of it and summarizing it. Lesson Title: You Can Do It! Curriculum Standards Addressed: National Standard(s): 5-2: Determine the theme of a story, drama, or poem from details in the text, including how characters in the story or drama respond to challenges or how the speaker in a poem reflects on the topic; Summarize the text.

Corresponding College and Career readiness Anchor Standard: Determine central ideas or themes of a text and analyze their development; Summarize the key supporting details and ideas Instructional Objective(s) Criteria: Assessment(s) of the Objectives: What should students know or be able to do Before the lesson: Students by the end of the lesson? Objectives should will write in their journal what be observable and measurable they think the central theme Antecedent: When given and read the story, of the book will be just by You Can Do It students will be able to find looking at the illustrations on the main idea and theme by brainstorming the front cover. with their peers. During the lesson: Students Behavior: Students will Determine the theme will think.pair.share about of a story, drama, or poem from details in what is happening in the book the text, including how characters in the and will summarize the first story or drama respond to challenges or how half of the book. the speaker in a poem reflects on the topic; Posttest: Students, Summarize the text. individually, will write in their journals the main idea, the Content: English/Reading central theme, and summarize the whole book. I Degree: I expect four of five students to be expect 9 out of ten students able to find the central theme and main to be able to do this with ideas from the text. 100% accuracy. List 5-2

Materials/Resources: The book, You Can Do It is needed to read to the class. We will also be using the Smart Board to summarize the book and write down the main idea and central theme. The class will write in their journals about the book. They will summarize and write down main ideas. They will also need two pencils. Prerequisites (Prior Knowledge): Social: Students are able to communicate with each other and share ideas during group work sessions. Cognitive: Students are able to talk about the main ideas of the book. They also know what the main idea is and they are able to analyze text to find the main idea. Physical: Students are able to stand up for short periods of time. They are also able to walk around and sit cross legged on the carpet. Emotional: Students can take constructive criticism and turn it into a positive experience. They can communicate with their friends effectively and share ideas in a positive manner. References: Mary Beths thinking Procedures: Begin the lesson with asking an open ended question. When you feel down or overwhelmed with things going on with you, who do you talk to? Personally, I go to my younger sister. She always seems to understand and I know when I talk to her she will give me some really good advice. Anyone else want to share about someone they talk to? Please raise your hand and be respectful of your peers. Share for about fifteen minutes. After that fifteen minute share time, ask students to turn to their partners and talk about what they think the book will be about. Im glad you all have someone special that you can always count on to cheer you up. Now, turn to your partner and talk about what you think this book will be about. What do you think the central theme will be? Are these two people on the cover related, you think? Be ready to explain your reasoning. Give them about three minutes to talk about it, and then ask a couple of the groups to share their responses and make sure they explain why. Would some groups like to share their ideas? Explain to us why you think the way you do Discuss for about fifteen minutes or until there are no other groups who want to share. Then, read the book to the class. Instruct them to really pay attention because they will be finding the main idea and central theme of it. Those are some good ideas about what the book will be about. Lets jump right in and begin reading. Be paying attention to the events leading up to the main idea and central theme. Read through half the book. Tell the students to turn to another partner and discuss what is going on in the book so far. Mention things like the main idea of the first half as well as be able to summarize the first part of the book. Turn and talk to another partner about what is going on in the story. Summarize the first part of the story and talk about a possible main idea and theme of the story. Finish reading the story to the class. Then ask the class if it ended the way they thought it would.

That didnt end the way I believed it would. Did yall predict it would end this way? Discuss this for about three minutes. Then give them the posttest. Pull out your reading journal again. Turn to the next page and Title it, You Can Do It. Individually, summarize the whole story and write down the main idea. Then after you have done that, write down the central theme and why you think it is what it is. I will take these up in ten minutes. Take them up and set them on the desk for grading. Accommodations: Facilitating a class discussion will take care of the early finishers and slow learners. Everyone is able to share their ideas. Learning styles are also accommodated for. Students write their ideas in their journals. They also get to see the book as I am reading it. Most of them will be able to follow along. As mentioned earlier, we are having a class discussion so they can formulate and communicate their ideas. My ESOL learners should understand the book. To be sure, I have two English/Spanish dictionaries on hand for them. I will also make it a point to ask them if they understood everything while they are working on the posttest. Ashby, my Autistic student, should be able to follow along with the book and stay on task. I will make sure that he is seated right in front of me so I can make sure that he stays on task.