Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Objective(s)After reading H is for Hoosier by Cynthia Furlong Reynolds, students will use
the page provided to
them to write a brief summary of the topic on their page.
Standard(s): 4.RL.2.1: Refer to details and examples in a text when explaining what a
II.

III.

text says explicitly and when drawing inferences from the text.

Materials:

H is for Hoosier by Cynthia Furlong Reynolds

Photocopy of each page from the book (each page goes to a different student)
Anticipatory Set

With students seated in front of my reading chair in the front of the room, I will ask how
many of them have lived in Indiana their whole life.

I will then inform them that I have lived in Indiana my whole life, making me a lifelong
Hoosier.

I will ask if anyone knows what the word Hoosier means.

After taking a few guesses, I will ask the students if they want to learn what a Hoosier
is. After an enthusiastic yes! I will proceed with the lesson.

IV.

Purpose: I am going to read you the story H is for Hoosier by Cynthia Furlong Reynolds. As
I read the story, I want each of you to listen for things you already knew about Indiana as
well as a few things you didnt know. Well have a time to discuss these later!
PLAN FOR INSTRUCTION
Adaptation to Diverse Students Students with difficulty reading will be paired with a partner who
can help them understand their passage.
(ACEI 3.2)
Lesson Presentation (Input/Output)
I am going to read H is for Hoosier by Cynthia Furlong Reynolds. Everyone make sure you are sitting in
a place where you can see the pictures as I read. As I read, I want you to pay attention to the different
words the author uses to describe Indiana and the famous people and places from Indiana. We will do
an activity with these after the lesson!
At this point, I will read H is for Hoosier.
o As I read, I will gauge the students responses to the story by examining facial
expressions and eyelines.
THE GRAND CONVERSATION:
a. How did you like the book?
b. What did you like about it?
c. What did you not like as much about it?
d. What kind of things did the book have to say about Indiana?
e. Do you think the author likes the state of Indiana? Why or why not?
f. Does anyone remember what the book said a Hoosier is?
g. How has being a Hoosier affected your life?
(ACEI 3.3)
V.

Check for understanding: After reading the book, I will segue into the Grand Conversation
about the book, starting with more general questions about enjoyment and gradually
transitioning into questions more specific to Sit-In.
THE GRAND CONVERSATION:
a. How did you like the book?
b. What did you like about it?
c. What did you not like as much about it?
d. What kind of things did the book have to say about Indiana?

e. Do you think the author likes the state of Indiana? Why or why not?
f. Does anyone remember what the book said a Hoosier is?
g. How has being a Hoosier affected your life?
I will check students understanding by providing them with an activity. Each student will
receive a scan of one of the letter pages from the book. Using this scan, students will read
the additional nonfiction information on the side of the pag
VII. Review learning outcomes / Closure: In order to provide closure for this lesson, I will have each
student share their findings with the class.
PLAN FOR ASSESSMENT
Formative: For formative assessment, I will use the Grand Conversation following the reading of the
book in order to figure out how well students grasped the central theme of the book.
Summative: For summative assessment, I will collect the writing sample each student completed
earlier.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. As presented, did the lesson allow students to grasp important people, places, and things
associated with Indiana?
8. How did I ensure that the more hesitant or defiant students completed the assessment and
understood the lesson? If they refused to do it, how else did I ensure that they still
understood the lesson?
Include additional self-answer questions that specifically address unique lesson content and
methodology.
Revision Date: February 9, 2016
2007 ACEI Standard

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language

Goals
Objectives
Standards

Anticipatory
Set

Purpose

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

Outstanding 4
The lesson plan
contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.
The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness
Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard
3.2

Lesson
Presentatio
n
Reading,
Writing,
and Oral
Language
ACEI
Standard
2.1

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The lesson includes no

evidence of the
candidates ability to
use concepts from
reading, language and
child development to
teach reading, writing,
speaking, viewing,
listening, and thinking
skills or to help
students apply their
developing skills.

The lesson
demonstrates little
use of reading,
language and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
developing skills to
different situations.

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.
The lesson
demonstrates
appropriate
knowledge,
understanding, and
ability to use concepts
from reading,
language and child
development, to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills and to help

The lesson
demonstrates
developing ability to
use reading, language
and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
skills to different
situations.

Lesson
Presentatio
n
ACEI
Standard
3.3

Check for
Understand
-ing

Review
Learning
Outcomes

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak
and/or unclear.

The lesson plan

includes a plan and
the means to check
for student
understanding of the
lesson. A provision is
included to reteach all
or part of the lesson
to all or part of the
class.

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is weak

and/or poorly written.

Lesson closure relates

directly to the lesson
purpose and/or
objective.

Closure

students successfully
apply their developing
skills to many different
situations, materials,
and ideas.
The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.
Plans to check for
student understanding
of the content are an
integral part of the
lesson, and include
frequent questions
and other actively
engaging forms of
formative assessment
during guided
practice.
Lesson closure is
clearly correlated to
the content of the
lesson and actively
engages students in
summarizing the
essential elements of
the lesson.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Reflection
and PostLesson
Analysis

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally
appropriate for the
students.

Emerging
Competence 2
Assessment activities
are included in the
lesson, but they are
not well correlated to
and/or do not cover
the full range of LP
goals and objectives.
The assessment
strategies do not
promote development
of each student.

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards
Anticipatory Set
Purpose

Score

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

Formal and informal

assessments
strategies are a
seamless and
integrated part of the
lesson. The
assessments are
highly correlated to
the learning objectives
and promote
continuous
intellectual, social,
emotional, and
physical development
of each student.
Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.

The lesson plan

includes all required
self-answer questions.

Adaptation to Diverse Students

ACEI 3.2
Lesson Presentation
ACEI 2.1
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis
Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty