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TOSD Endorsement Program

DANIELSON FRAMEWORK LESSON PLAN TEMPLATE
Teacher Candidate: Abigail Erchick

Subject/Grade/Program Type: Reading/
3rd/ inclusion

Date: 4/25/16

Title of the Lesson: Stone Soup

Lesson Essential Question: How can we
use inferencing to answer questions about a
text?

Topic or Big Idea: What is inferencing?
What is a folktale?

Unit Essential Question: How can we use
inferencing to answer questions about a
folktale?
Introductory/Acquisition
Lesson

Extending Thinking
Lesson

Assessment Lesson

**The delivery of your lesson is always contingent upon the content you intended to
deliver. Sometimes you may address all of the elements in the template and sometimes
you may not. This template is a guide to ensure you are addressing the essential
elements of a lesson plan to ensure students will be able to demonstrate enduring
understanding.**
This is an acquisition lesson, where the students are revisiting a skill they learned
briefly before and are going into it more in depth with the application of it for further
practice.
Focus
Students’
Attention

Student Learning Outcome(s): What should students know and do as a
result of the lesson? (Component 1C)

Content
Outcome

Student will be able to identify how to infer something from a text using
context clues and text evidence to support their inference.

Performance
Outcome

Student will be able to infer what is happening in a situation accurately 3
out of 6 times in a graphic organizer using text evidence to support their
thinking.

Content
Standards

Standard(s): What are the standard(s) addressed by this lesson? Does
the lesson have an interdisciplinary focus? (Component 1A)

Include number
and text of each

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a

standard being
addressed

text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.2

Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.

Common Core
Focus

Relevance/Rationale: Why are the outcomes of this lesson important in
the real world? Why are these outcomes essential for future learning?
(Components 1A,1C)
Knowing how to make and inference based upon clues and stated reasons
in text is a skill that will be needed to have in the student's’ academic
future. Making connections because of pieces that were understood
instead of just the basis of what the text says is critical to further analytical
development especially using higher levels of thinking like bloom’s
taxonomy.

Language
Objective
(Classes with
ESL Coteacher)

Statement of Language Objective: How will the student demonstrate
understanding using the four domains of reading, writing, speaking, and/or
listening? (Components 1B, 1C)

Students will engage in and lead their discussion with each other based
upon what they read from the text. They will listen to others sharing their
opinions, they will speak with one another while in the discussion sharing
the inferences that they found and where they found them. They will be
reading the text for comprehension and for evidence of for inferences that
they make and they will be writing it all down in a graphic organizer and
summarizing it later.
Model of
Co-teaching

Statement of Adult Roles: How will the other adults in the classroom
support students? (Component 4D)

Teachers in the classroom will each guide their own group, and be there as
a reference for support when needed. They will give the directions but the
students will be the ones to lead the discussion.
Anticipatory

Do Now / Warm-up: How will you engage students in learning? How will

Set /Activating
Strategy

you connect the lesson to their prior knowledge? (Component 1E)
Students will read aloud or silently a short passage. They will make an
inference based upon what they have read and write it down or verbalize
it; up to teacher discretion. They will discuss their inferences, and how they
came up with them. If not already written teacher will record

Introductory /
Short Lecture/
and/or
Developmental
Activities

Teacher Directed Activities: (Teaching of the new concept): How will
you aid students in constructing meaning of new concepts? How will you
introduce/model new skills or procedures? What instructional strategy(ies)
will you introduce, re-introduce or utilize to ensure comprehension?
(Component 1E)
Teacher will guide the students through the introduction of the story. The
vocabulary will have been done previous to this lesson and. Students will
read pages 289-295, and as a group the teacher will guide the students to
answer the first two questions in the graphic organizer. They will go over
later in the lesson what to do when you are done.

Teacher Guided
Practice

Teacher-Monitored Activities: What will students do together to use
new concepts or skills? How will you assist students in this process?
(Component 1E)
Teacher will monitor their partner work and partner share for the next 2
questions, then they will explain when they are finished they will
summarize what they have read in their journals. Teacher will monitor
independent questions next and collect them so the students can
summarize.

Independent
Practice or
Activities

Practice Activities, Refinement, and Extension: What opportunities will
students have to use the new skills and concepts in a meaningful way?
How will students expand and solidify their understanding of the concept
and apply it to a real-world situation? How will students demonstrate their
mastery of the essential learning outcomes? (Components 1E, 1F)
Students will do post-it notes to prove where they found their evidence if
they are waiting after partner work for the other group to finish, they can
also write their own inferencing question to ask like they are a teacher after
that. When they have finished summarizing, they can go to the reading list
on the board and do some activities to broaden their understanding of
inferencing and folktales.

Assessment/
Closure
What does

ßFormative
Assessment: How
will you & your

ßClosure Activities:
How will you assist
students in reflecting

ßSummative
Assessment: How will
you ensure that all

success on
this lesson’s
outcomes look
like?
What is the
evidence of
learning?
(Component
1F)

Resources/
Materials:

students know if they
have successfully met
the outcomes? What
specific criteria will be
met in a successful
product/process?

upon what they
learned today and
are preparing for
tomorrow’s lesson?
What homework will
be assigned to help
students practice,
prepare, or elaborate
on a concept or skill
taught?

students have mastered
the identified learning
indicators? How will you
assess their learning
daily? How will you
assess their learning at
the end of a unit?

They will have
completed the Owl
sheet, They will have
shown their
understanding through
the entrance slip, The
students will have
completed their
inferencing
independent questions
on the graphic
organizer and they will
be reviewed for
understanding of the
skill.

The students will
summarize the
section that they read
that day in their
reading journals.
They will have a
homework sheet on
inferencing to
complete to further
show their
understanding and
application of the
skill.

I will make sure all
students have mastered
the identified learning
indicators by assessing
their work informally. I
will use the owl sheets
and independent work to
assess their learning
daily. At the end of the
unit there will be an
Inferencing Unit test that
the students will take.

What texts, digital resources, & materials will be used in this lesson?
(Component 1D)
Treasures book story Stone Soup, chromebooks, teacher created graphic
organizer, teacher created owl sheet, post-its, entrance slip, reading
journal.

Access for
All:

How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
All students will have access to and are able to engage appropriately in
this lesson by answering teacher created challenging questions through
group discussion as well as challenging questions during independent
work on activities on their Chromebooks. The large population of boys in
the class will be engaged with the technology driven activities during
independent practice, as well as all students using the Chromebooks
during independent practice to remain engaged throughout the lesson.

Differentiatio
n:

What curriculum modifications and/or classroom accommodations will you
make for Students with learning differences in your class? Be as specific
as possible. (Component 1B, 1D)
In order to meet all of the learners’ needs in this classroom, students will
be grouped by reading levels (above average, average, and below
average) for small group instruction. When completing activities on their
Chromebooks, students will refer to assignments based on their
achievement level groupings. Throughout the lesson, students will be
assisted as needed through prompting, scribing, and accepting verbal
answers over written answers for those students whom it may apply.

Reflection: