Stephanie Witherspoon

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

I. Standard
Common Core State Standards
Or Essential Elements

II. 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?
What challenges might students encounter?

Evidence that Documents the Elements

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the
sequence of events
Using Arthurs Halloween, students will work on reading
comprehension. Specifically, the setting, characters, and
problem and solution that appear in the story. It is important
for students to understand text and back up their answers with
evidence from the text. This book gains the students interest
because it is about an upcoming holiday.
I can demonstrate understanding of a text by using the
text as evidence.
I can describe characters in a text.
At the end of the lesson, students will be able to use evidence
from Arthurs Halloween to answer questions about the
setting, characters and problem and solution of the story.
Students will do this by filling in a candy corn graphic
organizer.
Through formative assessments of questioning and observing
it was found that the students needed development in using
the evidence found from the text to back up their answers to

Stephanie Witherspoon
questions.
Students may be challenged by the text because it is above
their reading level and longer than they are used to reading in
resource room instruction. To help with this challenge, the
book will be mostly read aloud to the students. Students will
be asked to read pages that are not as challenging. Another
challenge is the aspect of time, students only have about 20
minutes of instructional time each day. Instead of trying to fit
everything from this lesson into one day, it will be done over
two consecutive days.

III. Lesson Management: Focus and Organization

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

Students will be asked to follow along with the reading

whether they are being read to by the teacher or another
student, or reading themselves. Students have the choice to
use witchs fingers to follow along while reading and
listening.
Involvement strategies that will be used in this lesson include:
Picture walk of text, stating what they are seeing and
any predictions that they might have.
Reading a page of the text
Answering questions throughout the text
(comprehension questions, questions about what the
students think is going to happen next and questions
about words in the text- finding compound words and
contractions)

Stephanie Witherspoon

IV. 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?

Completing their own candy corn graphic organizer

Closing with an outcome sentence about what they
learned.
To generate interest, students will learn how to draw Arthur.
They will watch a video of author, Marc Brown drawing
Arthur. Students will then draw a picture of Arthur on the
front of their candy corn graphic organizer.
To access prior knowledge students will be asked what they
know about Arthur and other characters in the story.

V. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed, how
will it be provided?

Webbs Depth of Knowledge

Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking
Accommodations: Differentiating to meet students needs
Remediation/Intervention
Extension/enrichment

While introducing the story to the students, they will be asked

to keep in mind where the story takes place, the feelings and
other traits of the characters and the problems and solutions
that are faced in the story.
Students need to know what setting means, how to describe a
character, and what a problem and solution is. Students will
be asked before each section to explain what each means. If
there is difficulty in answering, the teacher will provide
clarification.
Task Analysis:
Day 1:
Introduce Arthurs Halloween, asking for previous
knowledge about Arthur. (What kind of animal his he?
What other characters do you remember?)
Introduce the candy corn graphic organizer. Explain
that for day one students will just be drawing a picture
of Arthur. On day two students will fill in the candy
corn graphic organizer with details from the text.
Show video of author Marc Brown drawing Arthur.

Stephanie Witherspoon
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list

Show once the whole way through, show again and

pause after each step for students to draw on front of
candy corn graphic organizer.
(https://www.youtube.com/watch?v=pem5JGoJERk)
Picture walk of Arthurs Halloween, asking students to
state what they see and make any predictions of what
is going to happen.
Begin reading Arthurs Halloween, asking questions
and other involvement strategies throughout the text.
Day 2:
Begin by reviewing what was read the previous day.
Read the rest of Arthurs Halloween, asking questions
and other involvement strategies throughout the text.
With the candy corn graphic organizer in front of the
students, explain that it is important to consider
different elements from a story, in this case setting,
characters, and problem and solution. When
identifying these elements, it is important to use
evidence from the text to support our ideas.
I do: Using the character section of the candy corn use
D.W as an example. Traits include: Arthurs sister,
devil for Halloween, and adventurous. Her actions
caused Arthur to put aside his fears to go save her
from the witches house. Show evidence, pictures or
word from the text that back up statements and
thought processes.
We do: Together fill in the character section for Arthur
and the problem and solution on the candy corn
graphic organizer. Using evidence, pictures or words,
from the text.
You do: Independently, students will fill in the setting

Stephanie Witherspoon
section of the candy corn graphic organizer. Using
evidence, pictures or words, from the text.
Share what students filled in the settings section.
Closure: Outcome sentence in writing notebook I
learned
Webbs Depth of Knowledge:
Level 1- Recall
Locate the compound words/contractions on a page.
Level 2- Skills/Concept
Compare Arthur to his friends. How his he the same
or different then his friends.
Level 3-Strategic Thinking
Cite evidence from the text to support ideas about the
problem and solution of the story.
Accommodations:
Remediation/Intervention:
Helping students sound out words that they do not
know.
Defining words that students might not know.
Only reading aloud instead of guided reading.
Model more examples if students are not grasping the
thought process involved in filling in the sections.
Enrichment/Extension:
If students need enrichment activities, depth of
knowledge level four can be addressed. For example:
create a journal from the perspective of Arthur and the
emotions he was feeling when he was entering the
house and walking down the hallway.

Stephanie Witherspoon
Methods, Materials and Integrated Technology:
Instructional Techniques:
Discussion of text, demonstration of character section,
collaboration of other sections in candy corn graphic
organizer.
Engagement Strategies:
Wait time to allow students to think through questions
Delving to allow students to answer questions that
they know the answer to using different strategies to
access the answer.
Thumbs up/down if they understand instructions

Materials:
Arthurs Halloween by Marc Brown (four copies)
Candy Corn Graphic Organizer (four copies) This
graphic organizer was inspired by a worksheet found
at http://www.teacherkarma.com/2014/10/arthurshalloween-lets-scare-up-some-freefun.html#.VEq5sL4xL3s.
Pencils
Overhead projector
Computer with internet access
YouTube video: (https://www.youtube.com/watch?
v=pem5JGoJERk)
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)

Using the document camera, the teacher will show the

students the candy corn graphic organizer. To model an
appropriate answer, the teacher will walk through an example
on D.W. Including the thought process and explicitly using
Arthurs Halloween to back up statements made.

Stephanie Witherspoon

VII. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented

D.W.
She is Arthurs sister, her costume was a devil, she was
adventurous and she liked to scare Arthur. When she went
into the old house, her actions made Arthur overcome his
fears to go save her. (show pictures or words from the text for
each of the statements)
Samples of Questions
What do you think is going to happen next?
Can you find a compound word on this page?
Can you find a contraction on this page?
What do you notice about Arthurs face on this page?
Describe Arthur as a character
Why did Mrs. Tibbles house look scary?
Compare Arthur to his friends? (Before he went in
house and after)
What were the settings in this story?
What was the problem in this story?
What was the solution in this story?
Students will be responding to questions verbally and in
writing.

VII. Guided Practice: We Do

What do the teacher and student do together?

Formative assessments such as questioning, discussion and

observation will be used to determine if the students are
understanding the text and the activity. The completed candy
corn graphic organizer will demonstrate students
understanding, specifically the setting section. Students will
also complete an outcome sentence to demonstrate further
understanding.
Together, teacher and students will complete the character
section on Arthur. Explicit prompts and delving questioning

Stephanie Witherspoon
How will a gradual release of responsibility be accomplished?

IX. Collaborative (You Do Together) and/or Independent

Practice (You Do)
What practices will be demonstrated/modeled?
X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

will be used for the students to come up with statements on

their own. During the character section more guidance will be
provided. If the students are understanding the concepts, there
will gradually be a decrease in prompts as the students are
able to take responsibility and finish the sections.
Next, teacher and students will work on the problem and
solution section together. Prompts and delving questions will
be used to help aid understanding. If a student uses a
statement but can not back it up, the group will look to see if
they can use the text to provide evidence.
Students will then independently or in a group together
complete the setting section of the graphic organizer. Teacher
will be available to give support and reminding students to
find evidence.
After students have complete the setting section. They will be
asked to share what they came up with and show evidence
from the text. If the students used the same setting, they will
be asked to think about other settings (Arthurs house, school,
sidewalk, house, etc.)
Ask students if they think they can use what they learned
today to explain and back up story elements from other text
they might read.

XI. 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?

Finally, students will be asked to use their writing notebook to

answer the question I learned
The candy corn graphic organizer supports that the objectives
were met.
The students are able to use evidence from a text to answer
questions about the text and to describe characters and how

Stephanie Witherspoon
their actions cause things to happen.
Formative assessments used to inform instructions will
include asking students comprehension questions about the
text, asking students to find words that are compound or
contractions (something they have been working on in the
resource room), discussions about what information to put on
graphic organizer and the graphic organizers themselves all
indicate the level of understanding the students have.
Reflection
How do you know that the objective(s)/target(s) was met?
What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did students
show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly challenging for
students? What
will you do to help the student(s) who struggled?
What will you do to extend the learning for those students who
met
target?
Were there any surprises? What would you do if you taught
this lesson
again?

ANSWER ON A SEPARATE DOCUMENT

Stephanie Witherspoon

(Edited by Elementary Team, 2014)

Revised July 2016