INTERN NAME: Caitlin Brown
EDR 317/318 Lesson Plan Template
LESSON PLAN TEMPLATE
Lesson Day
(Include: Date, Subject, Duration, Grouping/# of students)
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
Objective(s)
(1c: Setting Instructional Outcomes)
Taking the learning goal into consideration, what is the
objective(s) of this lesson that will support progress
toward the learning goal.
Objectives should be learner focused (not what the teacher
will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to
the SLO User Guide for the “ABCD” method or “I CAN”
statements that can be used as a guide.
RJM EDR 317/318 Fall 2018
1
November 12
Reading Group
15 Minutes
4 Students
This lesson supports the development of the student’s ability to make
connections using background knowledge. The small group reading
book aligns with the SchoolWide curriculum of focusing on non-fiction
texts and having students be familiar with the structure and purpose.
Students will demonstrate active participation in the small group
setting by contributing thoughts and ideas and follow along with the
group.
Students will verbally identify features of non-fiction texts, specifically
the table of contents, glossary, and photographs, which are found in
the text, “Road Rules”.
Students will demonstrate their ability to use the comprehension
strategy of background knowledge by making connections to the text
in a group discussion before reading.
INTERN NAME: Caitlin Brown
PA Standards
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11
ISTE Standards (if applicable)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in
this lesson? How do the materials align with the learning
objective(s)? If appropriate, what educational technology
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)
2 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?
Provide very detailed steps.
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Standard - CC.1.5.1.A
- Participate in collaborative conversations with peers and adults
in small and larger groups.
Standard - CC.1.2.1.E
- Use various text features and search tools to locate key facts or
information in a text.
N/A
Road Rules by Rosalind Hayhoe: This nonfiction text will be used for
the small group picture walk and identification of non-fiction features.
Hayhoe, R. (2008). Road rules. Red Rocket Readers
Hi everyone!
Today we are going to begin exploring our book for the week. The title
of this book is “Road Rules”. This is a non-fiction book, so it is full of
facts about a topic. Listening to the name of the story, “Road Rules”,
what do you think it will be about?
Students will be called on to verbally answer the question.
The topic of this book is rules of the road. Before we begin reading, we
are going to make connections, identify features of the nonfiction text,
and begin to explore vocabulary. All of these reading strategies help
us to become better readers.
INTERN NAME: Caitlin Brown
Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy;
1e: Designing Coherent Instruction)
10 minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit
instruction? You MUST include a teacher think-aloud using
student-friendly language here.
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 very detailed steps and include teacher talk where
appropriate.
Bold/highlight academic language that will be
used/taught throughout the lesson.
RJM EDR 317/318 Fall 2018
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When we read nonfiction, we can think about what we already know
about the topic. I want you to stop and think, What do you know about
road rules?
Allow wait time for all students to think of an answer. T will go around
the table and ask students to verbally share what they know.
Turn to your partner, why is it important that we have road rules?
Ask groups to share responses.
Nonfiction books contain text features, such as photographs, to help
us understand more about the topic. Look at the photograph on the
cover. What do you see?
Allow students to verbally answer.
That’s right, I see a boy on a bike who is wearing a helmet. How do
you think this photograph helps us understand the topic of the book?
Allow students to verbally answer.
Why are photographs helpful to us as readers?
Look at this next page. What do you notice?
Right, it is a contents page. This is a feature of nonfiction texts. What
does the contents page tell us?
Allow students to verbally answer.
Right! It lists the big ideas in the book and tells you where you can find
information.
INTERN NAME: Caitlin Brown
Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy;
1e: Designing Coherent Instruction)
____ minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit
instruction? You MUST include a teacher think-aloud using
student-friendly language here.
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 very detailed steps and include teacher talk where
appropriate.
Bold/highlight academic language that will be
used/taught throughout the lesson.
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After reading the contents page, I wonder what the road rules are for
games and pets. On what page would I find this information?
Allow students to verbally answer.
Now, lets take a walk through the pages of the book. What features of
nonfiction texts are present? Work with the person next to you to
discuss what text features are present.
Allow time for students to look through the book and identify text
features in partners.
Did you find bold words? An index? Captions or labels? Headings?
Turn to the back inside cover. What is this called?
Call on a student for a verbal answer.
Right, a glossary! What is a glossary?
Call on a student for a verbal answer.
Glossaries help readers understand the meaning of important
vocabulary. The words are listed in alphabetical order. Do we normally
find the glossary at the front of the book or the back of the book?
When can you use the glossary?
Allow students to verbally respond.
You can use the glossary when you are reading and cannot figure out
the meaning of the word. This is another one of our reading strategies.
Listen as I read the words and the definition aloud.
INTERN NAME: Caitlin Brown
Closure
(1e: Designing Coherent Instruction)
2 minutes
How will students share or show what they have learned in
this lesson?
How will you restate the teaching point or ask students to
do so 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
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students
whose 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 will your lesson 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 promote creative and critical thinking
and inventiveness?
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Take one minute and search through our text for one of the words
from the glossary. When you find a word, put your hand on your head.
Tomorrow, we will begin reading our text. Today we went over
features of non-fiction text and how we can use them while reading.
The table of contents, photographs, and the glossary can be very
helpful for us to use when we read texts. Now that we have heard
some of the challenging words and seen what they look like, you will
be more prepared for tomorrow when we start reading our text. You all
know a lot about rules of the road and this will help connect us to the
text.
-Reading groups are differentiated by level of reading ability (Level F)
-For students who need additional reading support, the teacher will
point to the word in focus and decode it slowly to scaffold for the
student.
-The teacher will verbally prompt students to make connections and
work on their comprehension strategies.
-For English Language Learners, teacher will scaffold the reading with
a deeper picture walk that focuses on more words, scenes, and
connections before the reading takes place so the student can build a
deeper understanding of the text and become familiar with the words
in it.
Content: Small group focusing on comprehension strategies
Process: Full of opportunities to showcase understanding verbally
INTERN NAME: Caitlin Brown
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)
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**(see note below)
(1e: Designing Coherent Instruction)
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)
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it
is aligned to the above objective(s).
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No students with an IEP
Teacher will use the Small Group’s Behavior Plan to redirect and
refocus all 4 students in the group.
Possible Modification:
For a student with verbal limitations, teacher will provide whiteboard so
the student can write the answers, rather than speaking. Student will
still be participating in a collaborative conversation, as stated in
Standard CC.1.5.1.A, but it will not be verbal participation.
Informal- Teacher will observe the student’s participation in the small
group’s collaborative conversations to assess if they have met the
participation objective. Teacher will observe the student responses to
the questions asked throughout the lesson to check for ability to
connect between their life and the story, identify features of non-fiction
texts.
Formal- Formal assessment will not be conducted during this lesson,
but will be done at the completion of the time spent on “Road Rules”.
INTERN NAME: Caitlin Brown
Reflection on Instruction
At the conclusion of the lesson you should reflect on the
lesson. The reflection should go beyond simply answering
the question “Was this a good lesson?” Below are some
questions to assist you in your reflective process
(Danielson, 2008):
o What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcomes/objectives?
o View student work samples. What do they reveal
about the students’ level of engagement and
comprehension?
o What changes, if any, would you make to the lesson
if you teach this lesson in the future? What
misconceptions, if any, do you need to clarify before
teaching the next lesson?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?
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After teaching this lesson, I feel confident that 3/4 students met the
objectives. The one student who I feel did not meet the objective has
motivated me to evaluate my own teaching procedures and what
needs to change. Throughout the lesson he was verbally complaining,
laying his head down on the desk, not following directions, and trying
to rush to the end of the lesson. This behavior is typical for him in the
classroom, but not in small group. I found myself struggling with
redirecting, correcting, and ignoring behaviors. I utilized planned
ignoring throughout the delivery of this lesson. When he was laying his
head down I decided to ignore that behavior because he could still
hear the lesson that is happening. My special education classes at
WCU have taught me that ignoring can be used when a student is not
being disruptive to other students. Since he was laying his head down,
which did not impede the learning of others, I ignored it. However, I do
not want this student to think that I will ignore behaviors that are
impeding his own learning. Next time this group meets I want to
implement simple visual reminders in front of him. Rather than
frequently disrupting my own instruction to verbally correct his
behavior, I will be able to point to the behavior he should be
demonstrating in that moment. If he is laying down, I can point to a
visual that says “Sit Up”. I want to preserve the good rapport I have
with the students in this group and avoid the need to call out individual
students. In The Power of Our Words, the author advises against
using the names of students to praise behavior. I want all students to
feel supported so implementing a discrete visual aid will benefit both of
us. Along with managing misbehaviors, I also want to seek ways to
actively involve this particular student. The other group members are
eager to participate, answer questions, and engage with the lesson.
On particular days, I want to bring in stickers or prizes which the
students can receive through high participation. Although this is
targeted at one student, all students can benefit from increased
motivation. Also, Mondays are frequently a “dreaded” day in small
group. It is the overview for the entire week. Mondays are the day
where the students are the least excited to come to small group.
Finding alternative ways to present the materials on Mondays is one of
INTERN NAME: Caitlin Brown 8

my goals. This lesson would have benefited from props such as a

magnifying glass where students could be detectives searching
through the text for nonfiction features. Many classes at WCU stress
the importance of creating a learning experience where students are
engaged through their interests. Building an experience where
students take on the role of detectives and have to complete tasks to
get to the end would enhance this lesson and lessons in the future.

Although there is room for many improvements, I feel the students still
benefitted from this lesson. I am continuing to work on my questioning
and ensuring the questions require higher-level thinking and are open
ended. I had planned for this to be a 15 minute lesson but it ended up
going over. The next time I teach a small group lesson, I want to set a
timer for myself so I can better estimate how long a lesson will take. It
is important that small group lessons do not go over because it runs
into the time of another group. My goal is to work on my timing and
continute to improve. One way I can improve on this is to implement
the previously mentioned behavior management ideas and ensure all
conversation happening in the group is purposeful and related to the
lesson. Since I have a good rapport with the students, I tend to get off
track easily and involve in side conversations. I want to eliminate this
in my lessons so students know when we are in the middle of the
learning activity, that is where our focus will be.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general
curriculum. Both are essential to consider when planning an equitable educational experience for students with disabilities.
Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With
accommodations, a student receives the SAME education as other children, but the student can access content or express knowledge
in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may
include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User
Guide and SLO template for additional explanation.)

RJM EDR 317/318 Fall 2018

INTERN NAME: Caitlin Brown 9

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material
based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct connection within the
Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

RJM EDR 317/318 Fall 2018