ECS 300 Lab

Gerry Cozine
March 14, 2016
Heather Hinks
1
Lesson Plan
Subject: ELA
Lesson Length: 60-minute block
Topic: Theme and reflecting
Outcome: CR6.2 Select and use appropriate strategies to construct
meaning before (e.g., considering what they know and need to know
about topic), during (e.g., making connections to prior knowledge and
experiences), and after (e.g., drawing conclusions) viewing, listening,
and reading.
Objective: Students will be able to find the theme of a story and
support their finding with textual evidence. Students will also be able
to relate the theme/story back to themselves.
Indicators: c. After: Select and use a range of strategies to confirm
and
extend meaning including: respond personally (giving support from
text) (e.g., support thinking beyond the text with specific evidence
based on personal experience) listen, read, or view again and speak,
write, and represent to deepen understanding and pleasure (e.g.,
express opinion about ideas, themes, issues, and experiences
presented in texts using examples from texts to support).
Assessment: Personal reflection
Pre-requisites: Students understand meaning of theme and how to
reflect (text to text, text to self, text to world)
Lesson Preparation: Books for students, page number on board
Set: Begin class by asking the students to explain what theme is (the
main idea). Give examples: theme of Cinderella is to be kind, work
hard, and you will be rewarded. (3 minutes)
Lesson Presentation:
1. Tell students to turn to the page number. Tell them they are going
to read this story. Once they are done they have to do TWO

ECS 300 Lab

Gerry Cozine
March 14, 2016
Heather Hinks
2
things (write this on board): discuss the theme of the story and
give evidence from the story as to why you picked it. Second,
reflect on the story and related it back to your own life. Does the
theme have an impact on your life? Is there any part of the story
that you can relate to? If not, how does the story NOT relate to
you? How is your life different? Most importantly, I want you to
mention how the theme does or does not relate to your life. So, if
there is a part of the story you relate to, perfect, tell me about
that, but DO NOT to forget to relate your life back to the theme.
Ask if everyone understands what they have to do. Tell them if
they have any questions they can ask me at any time. If they
finish all of this before the 30 minutes are up they can work on
their journal. (5 minutes)
2. Tell students they can start reading. They will have 30 minutes to
read and write their story. More time will be given if after 30
minutes not a lot of people are finished. (30 minutes)
3. After 20 minutes are done, ask if anyone needs more than ten
minutes. If they are just finishing up their last few sentences that
is okay for what we will be doing next. (give no more than 10
extra minutes)
4. Tell students they will now read what they wrote to their seat
partner. If they do not have a partner, they can work with
someone else that is alone or work in a group of 3. Tell them to
keep their voices quiet so everyone can hear their partners. (10
minutes)
Closure: After they are done sharing, ask for a few examples of
what they think the theme is. Every time a new theme is shared ask
if anyone else has something similar. Tell students that they can
work on their journals until the bell rings. (3 minutes)
Classroom Management:
1. Make sure class is quiet before starting.
2. Call on students that have their hand raised.
3. Tell students how long they will get to work on the reading

ECS 300 Lab

Gerry Cozine
March 14, 2016
Heather Hinks
3
4. Tell students to work quietly on the reading. Remind students
that become noisy or off task by coming up beside them and
asking how the worksheet is going. DO NOT single out a student
that is being noisy.
5. Get students to work on their journals when the lesson is done.
6. Walk around and make sure students are on task during the peer
sharing.
Professional Development
Anticipating/attending: anticipating problems; telling students what to
do when done; keeping students on-task; helping; reinforcing