Early Childhood Program Lesson Plan Format Junior Spring

Early Childhood Program Lesson Plan Format Junior Spring
Name of Teacher Candidate: Abbey Cook Date: 4/1

Grade Level: Fourth Grade
Lesson Title: Hooking the Reader
Curriculum Areas Addressed: ELA and Science

Time Required: 60 minutes Instructional Groupings: Are you using whole group,
small group, partners, quads, homogeneous,
heterogeneous?
- Whole Group: students will read as a class at the start

of the lesson, then transition into small reading groups.
Students will participate in a whole group discussion
and activity (hook worksheet and graphic organizer) at
the beginning of the lesson (20 minutes), as well as a
whole group discussion to conclude the
lesson/summarize what they have learned (10 mins).
-Small Groups: in small homogeneous groups, students

will read with peers on their reading level and complete
a creative writing activity (30 mins)
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the
number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed,
include only the part or parts that are relevant.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (i.e. character’s thoughts, words, or actions)
S4P3: Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced
forces.
As a result of this lesson students will…
Essential Question: (Essential questions should be used to guide instruction.)
What do the best writers do to hook and keep their readers' attention?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking
skills, skills of the discipline. These represent the skills that will be assessed.)
 My students will be able to develop an understanding of the characters in the book and form their own
interpretations of the characters and the story.
 My students will be able to understand the importance of a hook and practice coming up with their own
hooks.
 My students will develop a clearer understanding of the term, invention, and brainstorm inventions of
their own.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols
specific to the content area. These may be derived from the standards.)
Character
Setting
Hook
Exposition
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Rising Action
Invention
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary,
functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening,
and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways that students
will participate in learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral
language.)
 My students will understand the vocabulary by reading the book, The Fourteenth Goldfish, and identifying
the story elements: character, setting, hook, exposition, and rising action.
 My students will develop a clearer understanding of the term, invention, and its use in the story through a
writing activity.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to organize
the information – charts, graphs, diagrams. These must relate to the Language Function.)
 Graphic organizer - used to organize the story elements (characters, setting, hook, exposition, rising
action). The subtitle on the graphic organizer labeled, Main Events, is where students will write about the
exposition and rising action in the story. At the beginning of the lesson, we will start filling out the
organizer as a whole-group. Students will also be provided their own organizer to fill out, as they read to
add additional story elements (i.e. add new characters, climax, falling action, resolution).
 Venn diagram (drawn on the white-board) - used to compare and contrast the inventions in the book to
the inventions the students come up with.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the
lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used? What
evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What
constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning
objectives listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)
 Students are introduced to the characters and story elements in the book. As we read the first two
chapters as a class, students will collectively fill out the story map (graphic organizer) displayed at the
front of the room. This will act as the formative assessment: discussion.
 To check students’ understanding of a hook they will come up with their own hooks in pairs. Formative
assessment: discussion, questioning, think-pair-share.
 To check students’ understanding of different scientists covered in the book, students will participate in a
guided discussion. This will act as the formative assessment: students respond orally to questions and
share their insight on the scientists in the text.
 To check students’ reading comprehension they will work in smaller groups to read and discuss the next
three chapters (Ch’s 3-5) and complete a writing activity.
 To check students’ reading comprehension each reading group will summarize their assigned chapter to
share aloud with the class.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.)
 Students are evaluated based on whole group participation in reference to the first two learning
objectives: identifying story elements and understanding the importance of a hook. Students must
participate in class discussion involving the graphic organizer, the hook “think-pair-share” activity, and
discussion questions.
 Students are evaluated during the small group activity: creative writing prompt on an invention. To meet
the third learning objective the students must participate with their group as they brainstorm a list of
inventions familiar to them (3 pts) and write about their own invention (3pts). This formative assessment
(creative writing activity) is graded using a 6 point scale. As long as students work cooperatively within
their assigned reading group and complete these two tasks, they will receive the full 6 points for this
writing activity.
 Student learning is assessed in reference to all three learning objectives in a whole group discussion at the
end of the lesson. I will assess their understanding based on their participation. Each group will be asked
to provide a summary on their assigned chapter (Chapters 3-5). For instance, if one group was assigned
chapter three, they will provide a summary that describes the characters, specific or important dialogue
and the main points of the story outlined in chapter three. I will assess their understanding based on their
summaries and if they meet these key points. There will be three reading groups and each group will read
all three chapters (3-5), but will only be assigned one chapter to summarize for the class at the end of the
lesson. This will serve as the summative assessment and learner’s degree of success is based on their
participation, which is how well they work with their group to complete accurate summaries.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures
including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated
activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Read several hooks from various sources (sources listed under “Resources”). Ask the students, what each of these
questions or statements have in common?
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be
directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)
 Introduce the book, The Fourteenth Goldfish, and read the first two chapters aloud as a class and engage
in class discussion, regarding the characters and main ideas.
 Use a graphic organizer (story map) to outline the vocabulary and story elements in this lesson
(characters, setting, hook, exposition, rising action).
 Students will participate in the class discussion and the think-pair-share activity as they come up with their
own hooks. This will help them see the importance of hooks from both the author and reader’s
perspectives.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what
the teacher will do as well as what the student will do. Describe the strategies which will be used to support
students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their
cultural backgrounds should be evident.)
 As a class, we will dedicate this week to reading the fictional chapter book, The Fourteenth Goldfish.
Students will be introduced to the characters and story elements in the book and form their own
interpretations as we read. During this week the learning experiences will revolve around this book. As we
read, students will fill out a graphic organizer. I will write in their responses, as we engage in class
discussion. The focus of the graphic organizer will be the vocabulary (main story elements) of this lesson,
such as: characters, setting, hook, exposition, and rising action. As we come across these different
elements in the text, we will pause to add them to the organizer and discuss them.
 I will ask the following questions (in addition to other questions) : What was the purpose of the goldfish?,
Why did Ellie name the goldfish Goldie?, Does Ellie’s grandfather approve or disapprove of her mother’s
theater job and why do you think this is?, and so on. As we read, I will pause to discuss these questions to
assess my students’ understanding before moving forward with the reading. Students will take turns
reading the first two chapters as a class. Prior to the lesson, I will write each student’s name on a popsicle
stick and select students to read using this method, to ensure all students get a turn during our read-aloud
sessions this week.
 Prior to the lesson I will assign students to one of three reading groups. The three reading groups were
designed based on the students’ different reading levels in my class. This is important because I want my
students to feel comfortable in their reading group, beings we will be doing a lot of reading this week. One
group is lower-level (3rd grade or below), the second group includes students on a fourth grade reading
level and the third group includes readers on a higher reading level (5 th grade or above). Students will be
assigned to one of the three reading groups, but they will not be told it is based on their reading level.
Students will work with their assigned group throughout the week.
 Students will transition from the whole - group discussion to their small reading groups to read chapters
3-5 as a group. After reading these chapters, they will brainstorm a list of inventions familiar to them.
Then, come up with their own invention and write about it in two or more paragraphs. Students are
encouraged to share their inventions with the class, and we will use a Venn diagram (drawn on the
whiteboard) to compare and contrast their inventions with the scientists’ inventions in the book.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
 Each reading group will be assigned a chapter and are asked to summarize that specific chapter in their
own words. Each group will be assigned chapter 3, 4, or 5. The content of the lesson will be summarized
as students work with their groups to share the important points from their assigned chapter. They can
use the graphic organizer, invention activity and Venn-diagram to assist with their summaries. Students
will share their summary with the class. This will showcase their understanding and help me assess their
reading comprehension.
 Students will be instructed to read chapters 6-8 for homework and we will continue with chapters 9-12
the next day. This week is dedicated to reading the chapter book, The Fourteenth Goldfish. Therefore, it’s
important all students come prepared each day with the assigned reading already done (each chapter is
rather short, approximately six pages each), in order for them to participate fully in each activity.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples:
class handouts, assignments, slides, and interactive white board images.)
 The Fourteenth Goldfish by Jennifer L. Holm
 My scoring guide for the creative writing activity (attached)
 Graphic organizer (attached)
 Venn diagram (will draw on the white- board)
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage
the students.)
 Articles on Hooks to aid in designing my lesson:

1) A Hook for Every Book, by Paula Balzer:https://www.writersdigest.com/writing-articles/by-writing-
goal/improve-my-writing/a-hook-for-ever-book
2) 7 Sensational Hooks That Grab Readers’ Attention by Suzanne Davis:
https://www.academicwritingsuccess.com/7-sensational-essay-hooks/
 Hooks used at the beginning of the lesson as my “hook” to the lesson (different chapter books):
1) The Giver by Lois Lowry - used the hook: “Twenty years? No kidding: twenty years? It’s hard to
believe.”
2) Feed by M.T. Anderson - used the hook: “We went to the moon to have fun, but the moon turned out
to completely suck.”
3) Less by Andrew Sean Greer – used the hook: “Who says you can’t run away from your problems?”
 Piaget’s Concrete Operational Stage of Cognitive Development:

https://www.healthline.com/health/childrens-health/concrete-operational-stage
 Vygotsky’s Sociocultural Theory of Development:

https://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1252177
Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
 Vygotsky: students partake in reciprocal teaching during small group activities (reading groups); students
learn through collaboration with their peers within small and whole group activities.
Connections to Technology and/or the Arts:

 Arts: creative writing prompt that asks students to come up with their own invention
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor,
guest speaker, grade level coordinator, community experts, families, etc.)
 Collaborate with partner-teacher to ensure the lesson I planned aligns appropriately with fourth grade
standards and can be implemented effectively in this lesson.
WHAT IS A HOOK?
A hook is an opening statement (which is usually the first sentence) in an essay, or
writing, that attempts to grab the reader’s attention so that they want to continue
reading. It can be done by using a few different types of hooks, such as a question or
quote.
Now it’s Your Turn!
Come up with 5 ENGAGING HOOKS and write them below:
Hook 1:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Hook 2:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Hook 3:
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________
Hook 4:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Hook 5:
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________
Lesson 1: Picture of Story Map I would use
- I would display this at the front of the class to fill in during the whole-group read-aloud (each student would also
get their own graphic organizer)
Lesson 1: My scoring guidelines for the creative writing activity:
- Students are evaluated during the small group activity: creative writing prompt on an invention. To meet
the third learning objective the students must participate with their group as they brainstorm a list of
inventions familiar to them (3 pts) and write about their own invention (3pts). This formative assessment
(creative writing activity) is graded using a 6 point scale. As long as students work cooperatively within
their assigned reading group and complete these two tasks, they will receive the full 6 points for this
writing activity.
123 Student worked cooperatively with others in their assigned group.
123 Student followed the writing prompt directions to come up with his or her invention and
describe this invention in 2 or more paragraphs.
Name of Teacher Candidate: Abbey Cook Date: 4/1/20

Lesson Title: Thinking Like A Scientist
Time Required: 60 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
-Small Groups: students will work in their small

homogeneous groups (same reading-level) to read
chapters 9-12, complete an activity (Venn diagram), and
participate in a play center.
-Whole Group: students will participate in two whole-

group activities at the beginning and end of the lesson,
regarding character traits.
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of
the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
ELAGSE4RL4: Determine the meaning of words and phrases as they are used in a text, including those that allude
to significant characters.
forces.

What do all successful scientists have in common?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)
 My students will be able to make inferences about the story, using clues from the text and their prior
knowledge.
 My students will be able to understand the relationship between the scientists’ discoveries and their own
discoveries.

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.)
 Recall
 Infer
 Observe
 Predict
 Character Traits
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax)
is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary
understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding:
reading, writing, listening, or oral language.)
 My students will understand the vocabulary by reading the book, The Fourteenth Goldfish, as it requires
them to recall important events and make inferences about the story. In addition, they will form their own
predictions.
 My students will use the vocabulary through reading, listening, and oral language. Students will
participate in two activities on character traits and a play center, which requires them to read, listen to
their peers, and communicate. During the play center, students will take on the role of a scientist and
develop their own observations and predictions.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
 Character Traits Worksheet

 Play Center materials (specific materials listed under resources)
 Venn Diagram on the scientists: Oppenheimer and Salk
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)
 I will project a Character Trait Chart on the board to fill in as we go.
 Students will be encouraged to explain why they would identify a character with a certain trait, using text
evidence. I will evaluate my students’ understanding during this activity by using the “thumbs up, thumbs
down” method, when asking them if they agree or disagree with the traits used to define each character.
 For the next activity, I will ask students to draw a picture of what they think a scientist looks like.
 Students will participate in a play center. Each group will rotate (one group at a time at the play center).
Students not at the play center will read in their assigned groups, and continue to fill out their Venn
diagram to compare the two scientists from the reading: Oppenheimer and Salk. (assessment tool:
observation)
 Students at the play center will take on the role of a scientist. They are provided different materials, such
as lab coats, goggles, plastic test tubes and beakers, cups, measuring utensils, etc. Students will also make
slime at this center. Each group at the center is asked to write down their predictions of what they think
will happen, when combining the different ingredients to make slime and list their observations. I will
monitor this center and listen to my students’ discussions, which is how I will assess their understanding
(no scoring guide or point system needed for this – observation is my assessment tool).
 Summative Assessment: At the end of the lesson, we will compare the two scientists, Oppenheimer and
Salk, using a Venn diagram. I will assess their understanding based on their participation during this class
discussion.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
 Students are evaluated based on their participation during all activities. I will make sure to monitor each
group at the play center and each reading group to make sure they remain on task. Their participation will
also help me to assess their understanding and reading comprehension, in preparation for the next lesson.
Assessment tool used is observation.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
 I will write different character traits on the board, such as: curious, compassionate, smart, eager,
optimistic, grumpy, dishonest, etc. I will ask them to look at these words and think about what they have
in common or what they do not have in common.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 Students will share aloud what the character traits have in common or do not have in common. This brief
activity will serve as an introduction for the next activity, where we will use a Character Trait Chart to
describe a few main characters from the book, The Fourteenth Goldfish.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as
well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Students will participate in a whole group discussion on character traits, using a chart. They will compare
and contrast different characters in the story, using specific traits (i.e. stubborn, honest, smart, creative,
etc.). During this class activity I will project the Character Trait Chart on the board to fill in as we go.
 Students are encouraged to explain explicitly why they would identify a character with a certain trait,
using text evidence. This activity also broadens students’ thinking regarding certain characters. For
instance, if one student describes the character in the book, Raj, as curious and supports his or her
reasoning (using details from the text), it can broaden another student’s thinking who may not have
thought about that character in that way. I will evaluate students’ understanding during this activity by
using the “thumbs up, thumbs down” method, when asking them if they agree or disagree with their
classmates’ reasoning.
 For the next activity I will ask students to draw a picture of what they think a scientist looks like. My
prediction is most students will draw someone with a white lab coat who wears glasses/goggles, crazy
hair, and is very studious, as one who portrays the “Einstein look”. As students share their drawings, it is
likely for there to be similarities between their drawings. I will then ask them, “What character traits does
your scientist have?” I predict most students will define their scientist as studious, smart, curious,
creative, etc., which is fine. However, I will ask them to expand their thinking beyond the “stereotypical
scientific character traits”, similar to their drawings. In other words, I will encourage them to think beyond
the common traits and drawings that define scientists to expand their thinking and perceptions of others.
 Next, students will participate in a play center. Each group will rotate (one group at a time at the play
center). Each group consists of about seven students. While one group is at the play center the other 2
groups will read in their assigned reading groups (chapters 9-12). As they read, they will fill out a Venn
diagram to compare the two scientists from the reading: Oppenheimer and Salk. At the end of class, we
will discuss this diagram and decide what character traits we would use to define these two scientists.
 Students at the play center will take on the role of a scientist. They are provided different materials, such
as lab coats, goggles, plastic test tubes and beakers, cups, measuring utensils, etc. Students will also make
slime at this center (slime recipe sheet will be provided).
 Each group at the center is asked to record their predictions of what they think will happen, when
combining the different ingredients to make slime and list their observations. (Making observations is an
important component for this lesson and is a potential answer to the essential question: What do all
successful scientists have in common? Answer: they make observations, among other things).
 At the end of the lesson we will discuss the reading (chapters 9-12), once each group has had a chance at
the play center. As a class, we’ll compare the two scientists, Oppenheimer and Salk, using the Venn
diagram. Each student is provided their own Venn diagram, but I will also project it on the board, as we
discuss and fill it in. This will act as the summative assessment, helping me to see what information
students gathered from the lesson. Students will compare/contrast the scientists using different character
traits. In addition, students will compare Oppenheimer and Salk’s role as a scientist to their role as a
scientist today in the classroom, as it connects to their observations, inferences and predictions. At this
time they are encouraged to share their observations from the play center, specifically the slime
experiment.
 At the end of the lesson, we will compare the two scientists, Oppenheimer and Salk, using various
character traits. Each student is provided their own Venn diagram, but I will also project this sheet on the
board to fill in as a class. This will act as the summative assessment, allowing me to see what important
ideas students gained from this lesson (i.e. how to make predictions/observations, defining characters
using certain traits and providing support for their reasoning, etc.). I will assess their understanding based
on their participation during the class discussion.
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides,
and interactive white board images.)
 Character Traits Worksheet (attached)
 Play Center materials for science center: white lab coats, goggles, plastic test tubes and beakers,
measuring cups and spoons, spatula. Materials for slime: Elmer’s glue, contact lens solution, baking soda,
and food coloring (different colors for different colored slime).
 Slime recipe for play center: https://blog.schoolspecialty.com/lets-make-slime/
 Venn Diagram on the scientists: Oppenheimer and Salk (attached)
the students.)
 Slime recipe for play center: https://blog.schoolspecialty.com/lets-make-slime/
 Videos on reciprocal teaching to aid in my instruction of this lesson:

1) https://www.youtube.com/watch?v=My68SDGeTHI
2) https://www.youtube.com/watch?v=tC032EkLC3A
 Piaget’s Concrete Operational Stage of Cognitive Development:

https://www.healthline.com/health/childrens-health/concrete-operational-stage
 Vygotsky’s Sociocultural Theory of Development:

https://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1252177

 Vygotsky: students participate in reciprocal teaching during small group activities (reading groups and play
center). Students learn through social interaction and collaboration, which is encouraged throughout the
lesson in both small and whole groups.
 Piaget: students possess a logical way of thinking during this stage of development, evident in the play
center as they make sense of various science materials and make slime.

 Arts: students’ drawings of their scientist
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Lesson 2: Picture of Character Traits Worksheet and venn- diagram I would use
- Each student would be provided a Character Trait Worksheet and venn- diagram

Lesson Title: Acting It Out

Time Required: 60 minutes Instructional Groupings: Are you using whole group,
small group, partners, quads, homogeneous,
heterogeneous?
- Small Groups: students will be divided into

heterogeneous groups (students on different reading-
levels) to act out a scene from the reading. Later on in
the lesson, they will work in their small homogeneous
groups (same reading-level group) to read chapters 16-
19 and complete an activity.
- Whole Group: students will participate in an

interactive game as a class.
forces.

How do performers engage their audience?

 My students will be able to demonstrate their understanding of the text in an informal and creative way,
such as acting out a scene from the book.
 My students will identify and display different character traits through their participation in a drama
performance and constructive game.
Narrator
Actor/Actress
Drama
Character Traits
language.)
 My students will understand the vocabulary through participating in a drama performance.
 My students will understand the vocabulary through their participation in an interactive game, as they
listen and respond to questions.
 Question cards (students will use different question cards to quiz their classmates). These cards are made
prior to the lesson. In addition, students are encouraged to come up with several more questions within
their groups for the game.
 Students will work in their homogenous groups (same reading-level groups). Students will read chapters
16-19 and come up with questions from these chapters to ask their classmates. These questions, in
addition to my own, will be used in a fun interactive game. Each group will have time to read the assigned
chapters and come up with their own questions.
 At the end, teacher and students will engage in class discussion to discuss the significance of the questions
they came up with that were implemented in the game. This will act as the summative assessment, as it
summarizes their understanding of the chapters covered during this lesson.
 For the drama performance: if each group works cooperatively to select a scene, practice and present
their mini performance neatly, they will receive 10 pts (5 for group work and 5 for neat performance).
 Similarly, if students work cooperatively in their groups to read the assigned chapters and come up with
questions for the game, they will receive 10 points (5 for group work and 5 for participation in game).
Students are graded on participation and cooperation for this lesson, which will be evaluated using a 10
point scale. This 10 point scale will apply for each group. In other words, if each group works cooperatively
and participates in the game, they will collectively receive 10 points as a group.
 To begin, I will read the first few lines of the new chapter of today’s lesson, chapter 16. I will not preface
this introduction with anything, but simply read the first few lines, as I take on the role of the narrator. I
will read the following lines: “It’s eight o’clock on Saturday morning and my grandfather is pacing the
front hall. He’s been up and dressed since six-thirty. I know because I’m the same way: I get up early even
on Saturdays. Maybe it’s a scientist thing because my mom is all about sleeping late.”
student interest.)
 I will introduce my students to the term, narrator, and the importance of the narrator’s role in a story. We
will discuss the narrator’s role and several students will have a chance to take on the role of the narrator
in a drama activity, later in the lesson.
 Students will be divided into groups randomly (they will count off by 7). This will allow students to work
with others outside of their reading groups.
 Students will work with their new groups to select a scene from the book they wish to act out, and they
will present this scene to the class. Each group will be given plenty of time to brainstorm their scene and
practice acting it out, before presenting it to the class (approx. 20 mins). The only requirements are that
every member has a role and there should be a narrator. The narrator can change during their scene;
however, there needs to be someone reading as they perform their scene. Students can use props from
the classroom and any of their own materials to assist with their mini performance. This is a formative
assessment to assess their reading comprehension through their drama performance. Students are
evaluated based on their participation and cooperation within their groups. For instance, if all three
groups work cooperatively to select a scene, practice and present their mini performance neatly, they will
each receive 10 points (5 for group work and 5 for a neat performance).
 Afterward, students will transition back into their homogeneous groups (same reading-level group) to
read chapters 16-19.
 Once students have read the assigned chapters, they will brainstorm a list of questions to ask their
classmates in a game. These questions, in addition to my own, will be implemented in the game. Each
group will have time to read the assigned chapters and come up with their questions (around 5-6
questions per group). We will use a buzzer and have two students at a time come up to the buzzer to
answer a series of questions, regarding chapters 16-19. This will serve as another formative assessment to
assess their reading comprehension through an interactive game (20 mins). Students are evaluated based
on their cooperation and participation during this activity. They will also be evaluated using a 10 point
scale for this activity, similar to the last one. This 10 point scale will apply for each group. In other words, if
each group works cooperatively and participates in the activities, they will collectively receive 10 points,
as a whole group. I will provide this feedback to each group and use my own grading rubric to evaluate
students.
 If there is time remaining, we will engage in a class discussion to discuss the significance of the questions
they came up with for the game. This will act as the summative assessment, as it summarizes their
understanding of the chapters covered during this lesson.
 Question cards made for the game (attached)
the students.)
 My scoring guide for their drama performance and game (attached)
 Role of an Omniscient Narrator:

https://education.seattlepi.com/role-omniscient-narrator-written-work-5859.html

 Vygotsky’s Sociocultural Theory: students learn through collaboration and social interaction, which is
encouraged throughout the lesson in both small and whole groups.
 Piaget’s Theory of Cognitive Development: students possess a logical way of thinking during this stage of
development. This is seen in their drama performances with how students incorporate different story
elements in their scene (i.e. characters, plot, and rising action).
 Arts: students’ drama performances on their favorite scenes from the book
Question Cards for game:
-students will also come up with their own questions in their individual reading groups to use for this
game
What motivates Mom to make

What is the Egyptian symbol for life?
dinner?
Why is Grandfather fascinated with How are scientists and cooks similar?
Why
Whatisdid
Ellie
Robert
learning
Oppenheimer
about life and What
Why does
What is theMelvin
does
What’s “law
theofwant
Melvin
inside friendship”
think
cookie to
ofkeep
Ben’sthe
jar? job?
cooking?
science?
What did
discover?
is Newton’s
Newton
Jonas Salk
First
Discover?
discover?
Law? according
couch? to Ellie?
Lesson 3: My Scoring Guides for the drama performance and game:
- Each group is graded using a 10 point scale (3 groups total)
Drama Activity is scored as follows:
5 = Strongly Agree 2=Moderately Disagree
4= Agree 1=Disagree
3=Moderately Agree
To what extent do you agree:
54321 Students worked well with others within their assigned group and remained on task.
54321 Students performed cooperatively and performance was neat.
Game is scored as follows:
5 = Strongly Agree 2=Moderately Disagree
4= Agree 1=Disagree
3=Moderately Agree
To what extent do you agree:
54321 Students worked well with others within their assigned group and remained on task, as
they came up with 5-6 questions for the game.
54321 Students participated in the game and were cooperative with others.

Lesson Title: Music in Learning
Time Required: 60 mins Instructional Groupings: Are you using whole group, small
-Small Groups: students will be divided into

heterogeneous groups (students on different reading-
levels) to write and perform a song surrounding one of
the central themes in the book.
-Whole Group: students will share their song with the

class and engage in discussion about themes present in
the book.
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of
the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
forces.
How are messages conveyed through music or other forms of art?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)
such as writing and performing a song that resonates with a theme in the book.
 My students will be able to make observations and share art with others through creative movement or
dance.

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.
These may be derived from the standards.)
 Observe
 Art
 Theme
 Relationship
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax)
is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary
understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding:
reading, writing, listening, or oral language.)
 My students will understand the vocabulary by writing and performing a song.
 My students will understand the vocabulary by creating and performing a dance.

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
 As a class, we will brainstorm a list of themes and ideas to assist students with writing their songs (will
write this list on the white-board).
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)
 Assessment tool: a song
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
 Students are evaluated based on their participation. I will assess their understanding by using a 12 point
grading scale. For instance, each group (3 group’s total) will receive 4 points if they remain on task during
their work time. Each group will receive another 4 points for coming up with a song and dance (in addition
to their performance). Each group will receive 4 points for making sure their song connects to a central
theme in the book and includes at least 2 scientists from the reading. This activity will act as a summative
assessment because it summarizes the content of the lesson. Students are reflecting on the central
meaning(s) of the book, and they are able to showcase this meaning in an engaging way to their peers.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
 I will begin the lesson by playing music without any explanation. My students love music and I am certain
this will grab their attention right away. I will play iHeartRadio (kids version) at the start of the lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 After playing a song, I will explain how we can use music to tell a story, similar to many artists (students
are welcome to name a few of their favorite artists). I will explain the activity and at this time I will ask
students to brainstorm common themes from our chapter book.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as
well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Ask students what some of their favorite artists and songs are, which will lead into a discussion about how
music and other art forms tell a story.
 As a class, we will brainstorm a list of common themes from the book, The Fourteenth Goldfish, to assist
with their activity.
 Students will be divided into heterogeneous groups to come up with a song (at least 10 lines or more) that
describes a theme from the book. There are several different themes from the book, and we will
brainstorm a few on the board to assist with this writing process. In addition, students will come up with a
dance that aligns with their song.
 Students will have 40 minutes to work in their assigned groups (3 groups total). The only requirements for
this assignment are that the song discusses a theme from the book, it must include at least 2 scientists,
and each group must come up with movements that correspond with their song. This activity will act as a
summative assessment, as it summarizes the main points of the story in a creative way.
 Each group will present their song and dance (20 mins). After each group has presented, we will use the
remaining time to discuss the message shared in each song.
 To conclude the lesson, students will perform their songs with corresponding movements. If no students
are absent we should have three groups performing; therefore, we want to leave about 20 mins for their
performances and a brief reflection at the end to discuss these performances. This activity also helps
other students reflect on the story in a different way. For instance, one group may discuss the theme
surrounding possibility and new beginnings; whereas, another group may discuss the importance of
remaining true to oneself. Both groups are right, but chose to discuss different ideas in the book.
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides,
and interactive white board images.)
 iHeartRadio for kids
 As a class, we will brainstorm a list of potential themes in the book, to assist students with their song
writing (will generate a list on the board).
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
 Article on the benefits of music in the classroom:

http://frequencyoflearning.com/john-hopkins-study-integrating-music-in-the-classroom/
 My scoring guide for music and dance activity (attached)

 Vygotsky’s Sociocultural Theory: students learn through collaboration with their peers and social
interaction. This is encouraged during this lesson. Students are asked to work in groups to write and
perform a song and dance, to describe a theme from the book.
 Piaget’s Theory of Cognitive Development: students possess a logical way of thinking during this stage of
development. This is seen through their musical performances (song and dance) that work together to tell
a story.
 Arts: music and dance
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Lesson 4: My scoring guidelines for music and dance activity:
Students are evaluated based on their participation and whether or not they remain on task during this
activity. I will assess their understanding by using a 12 point grading scale. For instance, each group (3
group’s total) will receive 4 points if they remain on task during their work time. Each group will receive
another 4 points for coming up with a song and dance (in addition to their performance). Each group will
receive 4 points for making sure their song connects to a central theme in the book and includes at least 2
scientists from the reading. This activity will serve as a summative assessment because it summarizes the
content of the lesson. Students are reflecting on the central meaning(s) of the book, and they are able to
showcase this meaning in an engaging way to their peers.
1234 Students worked well with others within their assigned group and remained on task.
1234 Students came up with a creative song and dance.
1234 Song connects to a theme in the book and includes at least 2 scientists.

Lesson Title: Finding Meaning
Time Required: 60 mins Instructional Groupings: Are you using whole group, small
-Small Groups: students will finish reading the book

today (chapters 24-29). Afterward, in their
homogeneous groups (same reading-level), they will
complete an activity together.
- Whole Group: students will share their posters with

the class/engage in whole-group discussion and
participate in a Kahoot activity.
forces.

How does an author convey a message to his or her reader?
such as making a poster of key points from the reading.
 My students will display an understanding of the text through their participation in a Kahoot activity.

 Character
 Exposition
 Plot
 Conflict
 Climax
 Resolution
 Theme
language.)
 My students will understand the vocabulary through listening and communicating with their group
members to design a poster.
 My students will understand the vocabulary through their participation in a Kahoot activity.
 Poster board
 Kahoot activity
 Students will work with their reading groups to make a poster that outlines their understanding of the
text. Students are to include key points that they took away from the book this week. This can be
expressed in words and drawings. Students will also participate in a Kahoot activity. Both activities will
represent summative assessments.
 Students are evaluated based on their participation in both activities. I will assess students’ understanding
based on their connections made with the text in the poster activity and their participation in the Kahoot
activity, which summarizes the book.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures
including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated
activities.)
 I will list the themes from the previous lesson (lesson 4), on the board. A few themes from the book were:
friendships, family, overcoming challenges, and so on. Students will reflect on these themes to complete
the activities in today’s lesson.
student interest.)
 To begin, I will review the list of themes discussed last class as an introduction to the activities today.
Students will reflect on these themes.
 Students will finish reading the book today (chapters 24-29) in their homogeneous reading groups (15
mins).
 Then, students will complete an activity with these same groups (homogeneous or same reading-level
groups). In their groups they will work together to design a poster with key points and ideas from the
story. I will assess their understanding based on the main ideas on their posters. They will share their
posters with the class when finished (30 mins).
 The last fifteen minutes of class we will play a Kahoot game online (attached are the questions I would use
for the game).
 At the end, I would hang up the students’ posters in the classroom to showcase their hard work and what
they learned this week.
 The content of the lesson is summarized through their participation in both activities (poster activity and
Kahoot activity). Students are evaluated based on their participation during both activities. These two
activities act as the summative assessment, as they both summarize the main ideas of the text.
 Kahoot game questions (attached)
the students.)

 Vygotsky’s Sociocultural Theory: students learn through collaboration and social interaction. This is
encouraged in this lesson, as students work with others on their poster.

 Connections to Technology: Kahoot game
 Connections to the Arts: students will create a poster of main ideas from their reading using words and
drawings.
Lesson 5: A list of questions I would use for the Kahoot game

Correct answers are highlighted
1) Who wrote The Fourteenth Goldfish?
a. Lois Lowry
b. Jennifer L. Holm
c. Roald Dahl
d. Judy Blume
2) From whom did Ellie get her first fish, Goldie?

a) Her mom
b) Her brother
c) Her grandfather, Melvin
d) Her teacher, Ms. Starlily
3) How many goldfish did Ellie have?

a. 12
b. 3
c. 5
d. 14
4) What did Ellie’s grandfather call the jellyfish?

a. Mr. Jelly
b. T. Melvinous
c. Jake T
d. Katy
5) Who was Ellie going to dress like for the Nobel Prize?
a. Marie Curie
b. Galileo Galilei
c. Jonas Salk
d. J. Robert Oppenheimer
6) What did Ellie’s parents want her to be passionate about?

a) Cooking
b) Math
c) History
d) Theater
7) Where did the story take place?

a) Mexico
b) Michigan
c) Spain
d) San Francisco
8) What is the best gift Ellie received for her birthday?
a) Microscope
b) Cake
c) Cell phone
d) Puzzle
9) What word did Ellie and Melvin use to describe life and science?
a) a puzzle
b) the impossible
c) the possible
d) an observation
10) Opinion Question: Do you think Ellie’s grandfather’s invention of T. Melvinus was a good idea?
a) Yes
b) No

Early Childhood Program Lesson Plan Format Junior Spring

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Early Childhood Program Lesson Plan Format Junior Spring

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Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: Abbey Cook Date: 4/1

Lesson Title: Hooking the Reader

Curriculum Areas Addressed: ELA and Science

- Whole Group: students will read as a class at the start

-Small Groups: in small homogeneous groups, students

 The Fourteenth Goldfish by Jennifer L. Holm

 My scoring guide for the creative writing activity (attached)

 Graphic organizer (attached)

 Venn diagram (will draw on the white- board)

 The Fourteenth Goldfish by Jennifer L. Holm

 Articles on Hooks to aid in designing my lesson:

 Piaget’s Concrete Operational Stage of Cognitive Development:

 Vygotsky’s Sociocultural Theory of Development:

Other Relevant Information

Connections to Technology and/or the Arts:

A hook is an opening statement (which is usually the first sentence) in an essay, or

Now it’s Your Turn!

Come up with 5 ENGAGING HOOKS and write them below:

Lesson 1: Picture of Story Map I would use

get their own graphic organizer)

Lesson 1: My scoring guidelines for the creative writing activity:

123 Student worked cooperatively with others in their assigned group.

describe this invention in 2 or more paragraphs.

Name of Teacher Candidate: Abbey Cook Date: 4/1/20

Lesson Title: Thinking Like A Scientist

Curriculum Areas Addressed: ELA and Science

-Small Groups: students will work in their small

-Whole Group: students will participate in two whole-

As a result of this lesson students will…

What do all successful scientists have in common?

Support for Academic Language

 Character Traits Worksheet

 I will project a Character Trait Chart on the board to fill in as we go.

 The Fourteenth Goldfish by Jennifer L. Holm

 Character Traits Worksheet (attached)

 Slime recipe for play center: https://blog.schoolspecialty.com/lets-make-slime/

 Venn Diagram on the scientists: Oppenheimer and Salk (attached)

 The Fourteenth Goldfish by Jennifer L. Holm

 Slime recipe for play center: https://blog.schoolspecialty.com/lets-make-slime/

 Videos on reciprocal teaching to aid in my instruction of this lesson:

 Piaget’s Concrete Operational Stage of Cognitive Development:

 Vygotsky’s Sociocultural Theory of Development:

Other Relevant Information

Connections to Technology and/or the Arts:

Name of Teacher Candidate: Abbey Cook Date: 4/1/20

Lesson Title: Acting It Out

Curriculum Areas Addressed: ELA and Science

- Small Groups: students will be divided into

- Whole Group: students will participate in an

As a result of this lesson students will…

How do performers engage their audience?

 My students will understand the vocabulary through participating in a drama performance.

 The Fourteenth Goldfish by Jennifer L. Holm

 Question cards made for the game (attached)

 The Fourteenth Goldfish by Jennifer L. Holm

 My scoring guide for their drama performance and game (attached)

 Role of an Omniscient Narrator:

Other Relevant Information

Question Cards for game:

What motivates Mom to make

Lesson 3: My Scoring Guides for the drama performance and game:

- Each group is graded using a 10 point scale (3 groups total)