UNT Lesson Plan Template
Pre-service Teacher:
Janice Tippett
Subject area(s):
Reading
Relevant TEKS:
(6) Reading/Comprehension of
Literary Text/Fiction. Students
understand, make inferences
and draw conclusions about the
structure and elements of fiction
and provide evidence from text
to support their understanding.
Students are expected to:(A)
describe incidents that advance
the story or novel, explaining
how each incident gives rise to or
foreshadows future events;
(B) explain the roles and
functions of characters in various
plots, including their
relationships and conflicts;
(8) Reading/Comprehension of
Literary Text/Sensory Language.
Students understand, make
inferences and draw conclusions
about how an author's sensory
language creates imagery in
literary text and provide
evidence from text to support
their understanding. Students
are expected to evaluate the
impact of sensory details,
imagery, and figurative language
in literary text.
Grade(s): School/Mentor Teacher (if applicable):
5th Farmers Branch Elementary/Cathy Sanders
Unit Topic/Theme: Lesson Title:
Envisioning Whats meaningful to you?
Relevant ELPS: Relevant TX CCRS:
2.I Demonstrate listening II. Reading : A. Locate explicit textual information,
comprehension of draw complex inferences, and analyze and evaluate
increasingly complex the information within and across texts of varying
spoken English by lengths.
following directions,
retelling or summarizing 3. Identify explicit and implicit textual information
spoken messages, including main ideas and authors purpose.
responding to questions 4. Draw and support complex inferences from text to
and requests, summarize, draw conclusions, and distinguish facts
collaborating with peers, from simple assertions and opinions.
and taking notes
commensurate with
content and grade-level
needs
3.E Share information in
cooperative learning
interactions
4.G Demonstrate
comprehension of
increasingly complex
English by participating in
shared reading, retelling or
summarizing material,
responding to questions,
and taking notes
commensurate with
content area and grade
level needs
5.G Narrate, describe, and
explain with increasing
specificity and detail to
fulfill content area writing
needs as more English is
acquired
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Lesson Objective(s)/Performance Outcomes:
Given a question students will be able to make inferences about the novel within a 70% accuracy.
Given a piece of the story students will be able to sketch and write a sentence of what theyre envisioning
about the novel with a 80% accuracy.
Given a character students will be able to describe theories about the character with a 70% accuracy.

Learning Targets: I can identify when a character acts out-of-character or holds objects near.
Assessment (Description/Criteria)
For the assessment I would check for understanding by listening to their responses to questions that I asked. I
would ask student about their predictions when finishing a chapter. During reading I would also check for
comprehension by asking question about what the character thought, meant, or how they changed. I could
also check for the students understanding by reading their writing to see what their thoughts were about the
novel and how they are growing their theories about characters.

Materials and Resources

Novel The Magicians Elephant by Kate DiCamillo
Sticky Notes (big and small)
Lesson Note Book
Document Camera
Writing Note Book
Timer

Management of the Instructional Environment

Students will begin the lesson at their seats. They will write down vocabulary words for the chapters were
reading in their notebook. I will then move the students to the carpet for the mini lesson over what objects
characters hold dear to them. When finished with the lesson students will go back to their seats for their
writing. Student will come back to the carpet for the read aloud and discussion of the novel.
Technology Integration
Document camera
Novel The Magicians Elephant
Sticky Notes

Diversity and Equity (Accommodations, Modifications, Adaptations)

Accommodations
- providing students with list of important vocabulary words before reading
- reviewing questions and answers before reading
- reading summary of chapter before beginning a new one
- allow more time to complete assignments
Modifications
- write shorter sticky notes
Activities/Procedures
Setting up note book for todays lesson (5-10min)
- vocabulary words, characters, authors triangle, intro to objects characters hold dear pg. 61
 UNT Lesson Plan Template
Students will sit at their desks for notebook set up. When finished they may grab the novel to follow along
with when listening to the read aloud. Remind student to grab sticky notes big and small to have for the
lesson.
Mini Lesson Lucy Calkins Holding objects dear (10-15min)
(Engage) Share with students a story about an object that you hold dear. Ask the students why they think I
hold this object dear.
o Explain to the students that objects dont have to be items such as blankets, photos, letters etc.
its okay if their object is material but it could also be a feeling or seed idea.
- Give students time to think about what the character in the story is holding near to them
(Explore) Let the students look through the novel and discuss with one another about what objects are held
dear to the characters in the novel
- Have students write a sticky note about the character and the object they hold dear to them
Have students share with a different partner about their discoveries
(Explain) (10-15min) Before reading the read aloud remind students that it is important to pay attention to
the details of the novel. The details of the story often lead to windows that can open what a character is really
like.
Read the novel
When reading have the student stop and jot down their thoughts
Ask question before reading: What do you think about Peter. What do we know about his character so far?
What object do you think peter will hold dear to him?
(Elaborate) (5-10min) Have the students share objects that they hold dear to them. Allow students to share
why it is important if they feel comfortable. Discuss what the students feel the characters hold dear to them
in the novel and if that changes what we know about the characters.
Evaluate (5min) Send students back to their seats. Have them write down the object they hold dear to them
while connecting it to a character and what the character holds dear to them.
- Have the students write a I think sticky for their prediction of the next chapter.

Reflections and Documentation/Evidence of Lesson Effectiveness

The students have enjoyed the read aloud The Magicians Elephant. They have been learning about envisioning
to get a better understanding of the meaning of the book. They are also learning how to grow theories about
the book and the characters. My lesson was over what objects characters hold dear to them and how we
could use those objects to look deeper into the character. I connected the lesson to the real world by sharing
what I held dear to me and then having the students share what they held dear to them. The students also
discussed objects that the characters in the story held dear to them. By digging deeper to understand the
objects the characters will help them to grow their theories. I had students write a sticky note about what
they held dear and why those objects were important. When assessing students it based on an oral response.
I realized that I didnt call on all students when assessing their understanding. For further lessons if assessing
orally, I would have to call on all students to have check for all student understanding. Another way that I
could assess students is by having them write about their reading, specifically covering the learning target.
Something that I need to improve on is challenging the students in their thinking. Giving the students open
ended questions to answer or questions that will make them wonder. This is essential for students to become
 UNT Lesson Plan Template
independent thinkers and learners. I will implement higher order thinking skills throughout the rest of my
student teaching. A suggestion that Mrs. Alexander gave me was to walk around the room more to not stay at
the same place as often. I also sat on the carpet and accidently had students behind me. To always make sure
that all students are in front of me when giving instruction. I was very pleased with my lesson. I will take the
suggestions Ms. Alexander gave me and implement them as I continue my student teaching.