Chelsea Chritz

Elements of the Lesson

Standard
MDE grade level or CCSS or Essential Elements

Evidence that Documents the Elements

CCSS.ELA-LITERACY.RL.2.1

Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.7

Use information gained from the illustrations and words in a print or

digital text to demonstrate understanding of its characters, setting, or
plot.
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end
of the lesson?
What formative assessments are used to inform
instruction?

Lesson Management: Focus and Organization

What positive strategies, techniques and tools
will you use?
What ideas for on task, active and focused
student behavior?

Students will be able to describe characteristics of a character in

The One and Only Ivan
with explanations.
Students will also be able to demonstrate understanding of key
details in a text.

Students have been encouraged to be engaged in the reading. If

students are not engaged, they will simply be asked to be engaged
and participate. The teacher will also provide an exciting
atmosphere so students are interested and excited to continue with
our book, The One and Only Ivan.

Chelsea Chritz
Introduction: Creating Excitement and Focus
for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

The teacher will ask if any of the students have thought about the
story over the weekend. I will share that I have shared the idea of
the story to my parents over the weekend. I will ask the students to
recap what we have read thus far because there was a few students
absent during our last session. Before reading, we review the
actions for the words in the glossary provided by the author.

Chelsea Chritz
Introduction: Creating Excitement and Focus
for the Lesson Target
Task analysis:
What information does the learner need? If
needed how will it be provided?
How is the lesson scaffolded?
Step by step procedures
Depth of Knowledge: identify levels included

Recall/Reproduction
Skill/Concept
Strategic Thinking
Extended Thinking

The learner needs information about what has happened in the

story so far. This will be provided by the recap we do as a class.
DOK: Recall/Reproduction
Who? What? When? Where? Why?
By recalling what has happened in The One and Only Ivan, students
will be continuously assessing characters, actions, settings, etc.
Instructional techniques: The teacher will continue to read the story
with engaging voice, tone and energy to capture students
attention.

Accommodations: differentiating to meet student Students will be asked if they would like to read aloud.
needs
Many questions will also be asked throughout the reading for deeper
Intervention/ Remediation
learning.
Extension/enrichment
Engaged learning (VAKT)
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)

As a class, we will be creating a character web based on Ivan (the

main character). The teacher will provide the class with one
example of patient as one of Ivans characteristics is patient.

Chelsea Chritz
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be
engaged
Formative assessment strategies to be
implemented

Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility
accomplished?

Collaborative (Your Do Together) and/or

Independent Practice (You Do)

While the teacher is reading, questions will be asked to check for

understanding. On page 38, Mack talks about Picasso. I will ask the
class if they know who Picasso is. I will then explain that Picasso was
a famous artist.

The teacher will give an example why she chose the characteristic
of patient. Then the students will be asked to come up with reasons
why Ivan is patient.
This will continue with other characteristics. As we are reading, the
teacher will ask the students to think of other characteristics they
notice about Ivan.
We will be collaborating together to complete a class copy of the
character web on Ivan.

What practices will be demonstrated/modeled?

Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

Assessment
What evidence supports that the objective(s)
were met?
What do my students know, understand and are
able to do?
What formative assessments will be used to
inform
instruction?

Students will be asked how they are feeling now about the story.
They will be asked to turn to a partner and discuss what it is they
are enjoying about the story.
InformalI will gain knowledge of my students understanding by
hearing their words when questions are asked to check for
understanding and by what students say when describing Ivan.

Chelsea Chritz
Reflection
Dont need to do.