EDR 317/318 LESSON PLAN (40 points)

SAMPLE Lesson Plan

LESSON PLAN TEMPLATE
*If used independent of a Unit Plan or SLO*
Lesson Day
Name: Paige Morgan
Date: April 25, 2018
Grade: 3rd
Topic: Making Inferences
Grouping: Small group (rotations, 21 students total, 3 groups of 7)
Time: 15 minutes per group, 45 minutes total

Goal Statement
 Students will be completing a worksheet where they will be making inferences from a
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on story they read.
grade level content standards and curriculum.

How will this lesson support the learning goal?

Students will be completing a worksheet based on the story about sloths that focuses on
(1c: Setting Instructional Outcomes)
making inferences.

PA Standards
1. Standard - CC.1.2.3.B
List the Pennsylvania Standard(s) relevant for this lesson.
Ask and answer questions about the text and make inferences from text; refer to text to
support responses.
2. Standard - CC.1.2.3.G
Use information gained from text features to demonstrate understanding of a text.

Academic Language
 Cargo
What language will students be expected to utilize by the end of the
lesson? Consider Language function and language demands (see  Extinct
Lesson Plan User Guide).  Mainland
What key terms are essential?  Mannequin
What key terms are essential to develop and extend students’  Inference
academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

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EDR 317/318 LESSON PLAN (40 points)

Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning
goal?
1. Students will be able to make inferences based off the story we read.
2. Students will be able to work independently when completely a worksheet.
3. Students will be able to read aloud in small group settings.

The statement should be directly observable (use verbs that can be

measured).

Technology Materials/ Resources

1. Scholastic news article
(1d: Demonstrating Knowledge of Resources)
 An Island of Sloths
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning 2. “What Can You Infer” worksheet
objective/outcomes? If appropriate, what educational technology 3. Pencil
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.

Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
____ minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
(This was in a small group setting. Groups were based on where students sit in the
room not by levels.)
1. Raise your hand if you have heard the word inference. (all hands should go up)
2. Great! Who can tell me what an inference is? (a guess based on information in the
text and what you already know.)
3. Did you know that Sloths are the slowest mammals on the planet?
4. Allow about 1 minute for students to comment.
5. Let’s take a look at our story. (Pass out Scholastic news article)

Provide detailed steps.

Instructional Activities
1. Let’s look at the title of the story, what can we infer that this reading it is about?
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
(Students should say it is about sloths)
Designing Coherent Instruction)
2. We will now take turns reading, if you do not feel comfortable reading when it is
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Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
Provide detailed steps.
your turn simply say, “skip.”
3. We will begin reading the story. Students will each read one paragraph each.
4. When the story is finished, before you move onto the worksheet ask the following
questions.
5. What is the pygmy three-toes sloth’s habitat? (Their habitat is mangrove trees along
the edges of Escudo de Veraguas island.)
6. How is it being destroyed?(By people fishing and chopping down mangroves to
build fires and huts.)
7. Now let’s move onto the worksheet.
8. Read the directions aloud to students.
9. Have 2 students read the 2 paragraphs under ‘Super Sloth’
10. Students will then begin working on questions 1-5 independently but may raise their
hands for help if needed.
11. Because of timing you might not be able to review all of the answers but try to
review at least the answers to questions 1, 2 and 3.

Closure
(1e: Designing Coherent Instruction)
1. Did you learn something new about sloths today? (Example response: I learned that
___ minutes
they are the slowest mammals.)
How will students share or show what they have learned in this
2. Who can remind us what an inference is?
lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?

Differentiation
 Students who need more support could read a lower-level version of the
(1e: Designing Coherent Instruction)
story that is available through scholastics website.
What differentiated support will you provide for students whose  A bonus skills sheet could be given out via scholastic website if needed.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
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EDR 317/318 LESSON PLAN (40 points)

How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?

Accommodations
1. A student who has ADHD will be seated closest to the teacher. This is best so the
(1e: Designing Coherent Instruction)
teacher can redirect them if necessary.
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

Modifications
1. The students who need more support will not be asked to read if they are unable to do
(1e: Designing Coherent Instruction)
so. They can also complete the worksheet at a later time if they do not finish completely.
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?

Assessment (Formal or Informal).

1. The benefit of working in a small group is that the teacher is able to hear everything
(1f: Assessing Student Learning)
students are talking about. Listening to what students have to say during the story and
How will you and the students assess where the learning objectives, while working on the worksheet serves as a formative assessment.
listed above, were met? 2. The inference worksheet will serve as formative assessment. The teacher will be able to
Each formal or informal assessment should describe how it is see if students can accurately answer each of the questions based on the story that was
aligned to the above objective(s). read.
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Reflection on Instruction
What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson
(justify those changes) to ensure students make adequate progress
in meeting the learning objective?
What changes will have to be made to the next lesson in order for
students to be on pace in meeting the overall goal of the Lesson or
Unit?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
RJM SPRING 2018 Lesson Plan Template
I’m not going to lie this day was a challenge for me. This lesson was done in a small group
setting. The groups were based on where students sit in the room not by levels. This was a
lesson my mentor teacher handed me about 5 minutes prior to working with students. If I
were to create the groups myself I would have done it based on level because of what we
were working on. Because the groups were so different, some students finished first and
were reviewing answers with a partner while others were really struggling to get through the
questions. If the groups were different I would be able to devote more of my time to those
students who were struggling. I don’t know if it is just this time of year or if the students are
just not used to be still but man were they wild. There were two times where I had to stop
what we were doing to rearrange the seating because some of the boys were so distracting. It
was very frustrating to me. When I did move them around I received attitude back, which
was unnecessary but I chose to ignore it and move on. There was another incident where
every time this one girl spoke, one of the boys was making mean comments such as,
“Nobody cares what you have to say” or “That’s stupid.” Which was extremely uncalled for
in my opinion. It didn’t seem to faze the girl but I told him to stop during it and had a talk
with him afterwards. I also told his teacher about it because that is just unacceptable in my
mind. I really only had issues with this one group behavior wise. The other two groups were
respectful of me and I enjoyed working with them. They worked well independently and
were kind when it came to reviewing answers. Most of the students did great with the
worksheet about inferences. They new a lot about the topic and most students were eager to
read and share their answers aloud.
5
EDR 317/318 LESSON PLAN (40 points)

RJM SPRING 2018 Lesson Plan Template 6

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