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Teacher Education Lesson Plan Template

Teacher: Kirstie Robison Date: 11/27/17

Title of Lesson: Introduction of Books Cooperating Teacher: Andrea Rudy

Core Components
Subject, Content Area, or Topic
Student Population
19 students

Learning Objectives

Virginia Essential Knowledge and Skills (SOL)

Language standard 1.8 The student will read and demonstrate comprehension of a variety of
fictional and nonfictional texts.

Phonics cards
Books for each child
Spelling boards
Play Doh
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Safety (if applicable)

(min.) Process Components
5 *Anticipatory Set
The teacher will explain the centers that the children will go to. The
students will complete two centers today and two centers tomorrow.
o Ipads/Chromebooks- the students will be on Starfall listening to
stories and reading along.
o Mrs. Rudy will go over phonics and spelling with the students.
o Writing-the students will be working on forming sentences with the
ing ending.
o Spelling Choices-The students will be able to choose what they
do for spelling. They can use Play Doh, spelling boards, or write
their words on paper.
1 *State the Objectives (grade-level terms)

45 *Instructional Input or Procedure

The teacher will be pulling groups to do a picture walk with the students
and introduce their new book.
o T-reading book Sloth Wants to Snooze
o O/A reading book Moose on the Move
o D reading book Goldilocks and the Three Bears
The teacher will ask the students what they think the book is about and
then they will look at pictures and predict what they think is happening.
There is no modeling needed. The students have had the centers
before. They have also done picture walks in the past. They do not need
to be modeled for the students.
During *Check for Understanding
Instructional Mrs. Rudy will be checking for understanding at her center for phonics
and spelling to make sure the students are prepared for their spelling
During *Guided Practice
instructional The students will be guided through a picture walk.

During *Independent Practice

instructional The students will be working on ing sentences independently. This is to
review root words and suffixes.
During Assessment
instructional The teacher will assess at the back table where the students are with
10 *Closure
The teacher will have the students clean up centers.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
The reading groups are leveled based on their reading scores. I will remediate as needed in the groups.

Classroom Management Issues (optional)

The teacher will make sure that the students are respectful during center time. The
teacher will make sure to be scanning the room during centers even when working with
another group.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015