Elementary and Early Childhood Education Lesson Plan Template

Name: Name: Emily M., Alexis Y., Sara L., Brooke

Date: Date: 3/20/19
H.

Course: Course: ECE3330 Lesson Plan #: 2

Subject Area(s): Reading Comprehension Grade L Level/Time Frame: 30 MIN

Step 1: Learning Context Description of the learning environment(s)where the

Identify learning experience will take place
Learners The classroom has a white board and a smart board
(Classroom at the front of the classroom and the students desks
Context) are placed in groups with 4-5 desks in a group.
There are some individual desks throughout the
classroom that students can choose if they want to sit
alone.
Behind the desks and a shelf there is a reading area
with pillows and a carpet that the students can
choose to work at or read at if they remain on task.
There is also a bookshelf in the classroom with books
organized by genre and reading level.

Learner Description Number of students in class: 22

· Number of males: 12
· Number of females: 10

Learning Needs Number of Supports,

Students Accommodations,
Modifications

Students w/ IEPs or 504 plans 10 Lower level

passages and
graphic organizers

Students w/ EIPs 4 Lower level

passages and
graphic organizers

English learners 5 Sentence

frames, visual aids

Gifted 1 Higher level books

 Students with gaps in academic 15 Lower level
knowledge passages and
graphic organizers

Other learning needs 0 n/a

Personal Assets, The student I will be working with is an English

Cultural, Assets, Learner, so I am reading passages from Esperanza
Community Assets (also Rising, a book that relates to Hispanic culture and
referred to as Funds of language, in order to engage the students and give
Knowledge) them a book that they might be able to relate to.

Step 2: Georgia Standard (s) of ELAGSE4RL3: Describe in depth a character, setting, or

Identify Excellence, WIDA event in a story or drama, drawing on specific details
Curricular Standard(s), etc. in the text (e.g., a character’s thoughts, words, or
Priorities actions).

Prior Academic This lesson will activate the students prior knowledge
Knowledge and of how to comprehend a passage, what
Prerequisite Skills comprehension means, and how to use it in reading to
understand the purpose.
The student will need to be able to read on a level R,
understand context clues, and be able to answer
questions.

Central Focus, Be able to answer questions regarding the chapter

Overarching Goal, Big that the student read using comprehension skills and
Idea, or Essential prior knowledge.
Question(s)

Learning Objective(s) or  I can describe the characters, settings, and

Learning Target(s) events of a story.
 I can identify specific details in a text.
 Potential •A possible misconception might be that the student
Misconceptions and/or can pick out details of the text, but not the key details
Developmental that support the main idea.
Approximations •If the student picks out details from the text that are
not the key details, I will ask them how the details
that they identified support the main idea. I will
scaffold their thinking by questioning them until they
come to the realization that the details they identified
do not actually support the main idea, so they are not
key details.

Academic Language Academic Whole Class Supports Differentiated Supports

Vocabulary Language
· Words and phrases with
subject specific meanings
that differ from meanings Language At the beginning of the lesson, I
used in everyday life (e.g., function: will go over the objectives with
table, ruler, force) Answer, the student so that she knows
· General academic explain, use, what is expected of her. I will
vocabulary used across identify also have her put the
disciplines (e.g., compare, objectives into her own words
analyze, evaluate) so that she is clear on the
· Subject-specific words language that is being used.
defined for use in the
discipline Multiple I will use visual aids to show
Language Function: the meaning words: the differences between the
content and language focus Leaves, Spring, two words and their meanings.
of the learning task (e.g., Rose
activities, discussions)
represented by the active
verb in the learning Academic Word Wall
objective(s) or learning vocabulary:
target(s)(e.g., apply, Explain, discuss,
evaluate, cause and effect, summarize,
sequence, hypothesize, support, clarify
infer, summarize, describe,
explain) Subject-specific Word wall
Language Supports: vocabulary:
instructional supports that Character,
help students understand setting, events,
and successfully use the details, story
language function (e.g.,
sentence starters, graphic Syntax: The students will be given a
organizers) graphic organizer to help
Syntax: set of conventions organize their thoughts and
for organizing information ideas.
(e.g., sentences, graphs,
tables); organizes language
to convey meaning Discourse: I will directly model the
Discourse: how members of discourse that I am expecting
the discipline talk, write, my students to use, and stress
and participate in the most important parts of
knowledge construction the language that I want them
to continue doing.
using the structures of
written and oral language;
discipline specific discourse
has distinctive features or
ways of structuring oral or
written language, or
representing knowledge
visually.
How will students demonstrate understanding of the academic language in
the different language demands (e.g., writing, speaking, reading, listening)
in the lesson?
 The student will be reading a passage from Esperanza rising and
determining the characters, the setting, and events that took
place in the story.
 The students will be writing on their graphic organizer to
organize their thoughts and ideas about characters, setting, and
events that happen in the story.
 The student will tell me specific details from the passage verbally.
Assessment Plan
 Georgia Performance Corresponding Format of Assessment(s)
Standard(s) Learning Objective(s)
or Learning Target(s)

ELAGSE4RL3: Describe in  I can There will be a formative and summative

depth a character, setting, describe the assessment at the end of this lesson.The
or event in a story or drama, characters, formative assessment will have the student
drawing on specific details settings, and record the items listed in the standard onto a
in the text (e.g., a events of a graphic organizer. The summative assessment
character’s thoughts, words, story. will have the student read another passage and
or actions).  I can identify then answer multiple choice questions about the
specific items listed in the standard.
details in a
text.

Type of Assessment Format of Assessment Supports, Evaluation Criteria

(e.g., quiz, test, Accommodations, How will you know or
checklist, KWL chart, Modifications measure if the students
performance task) (Differentiated have met the learning
Assessments, objective(s) or learning
Culturally Relevant target(s)?
Step Assessment)
3:Design
Assessment Pre-assessment Comprehension Passage on reading I used the grading
Framework Assessment using level criteria given by the
Reading A-Z Reading A-Z assessment
to determine the
student’s score.

Formative assessment(s) Graphic organizer Sentence frames if I will record the students
necessary. answers and then check
them with the correct
answers.

Summative assessment(s) Kahoot quiz about the I will read the I will grade the students
chapter. questions aloud for work using a rubric.
the English Learners
if necessary.

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional
practices.
Step Materials Needed Teacher Resources (must include podcasts): A copy of Esperanza Rising and
4:Create Kahoot quiz
Learning Student Resources: Blank sheets of paper (where students will draw the
Activities graphic organizer), pencil, a copy of Esperanza Rising, and Kahoot quiz.

Technology Connection This lesson involves a kahoot quiz that the student will complete on their
individual device.

Supporting Diverse Learners
 I will support the students in the class that are English Learners
by offering more visuals and sentence frames when necessary.
 I will support the students in the class that have an IEP by
explicitly teaching material and directly modeling the activities
that they will complete.

Culturally Responsive I am having the students read a book that relates to Hispanic culture, so
Teaching that the students in the class that are English Learners are reading books
that have people that are similar to them in it.

Research and Theory, or The main strategy used in this lesson is direct modeling. The teacher uses
Principles of Child the same graphic organizer that the students will use so that the students
Development have a better idea of how they will complete the activity themselves.
Instructional Strategies and
Learning Tasks (include
activities, discussions, or
other modes of
participation that engage
students to develop,
practice, and apply skills
and knowledge related to a
specific learning objective(s)
or learning target(s).
Learning tasks may be
scaffolded to connect to
prior knowledge and often
include formative
assessments)
Connection to the Arts
Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-
Engagement, Practice
Extensions
I do:
 I will open the lesson by asking the students what they know
about the terms listed in the standards and having a classroom
discussion about them. Ask: “Who can tell me what the setting of
a story is?.... character?.... event? Why are these things
important?”
 I will read a passage from Esperanza Rising and then identify the
characters, setting and the events from the passage using the
graphic organizer (drawn on sheets of paper).
 Invite the students to do one with you.
We do:
 I will read a passage aloud from the book Esperanza Rising while
the students read along with their books.
 I will tell the students to use the graphic organizer to write down
the setting, characters, events, and details from the passage.
 Ask: “Will someone tell what they think the setting of this
passage is? How do you know that this is the setting? Who are
the characters of this passage? What events occured in the
passage? Was this event significant? why?”
 Scaffold students answers/thinking if their answers are not
correct.
You do:
 Students will complete a Kahoot Quiz on their individual devices.
There are no connections to the arts in this lesson.
 What is the setting of the story?
 What are characters in a story?
 What is an event in a story?
 Why are these things important?
 How do you know that that is the setting?
 Are those events significant? why?
 *Questions given on Kahoot
If the students still did not understand the concepts taught in this lesson, I
would complete a similar lesson with them using a smaller picture book so
that the context was not so heavy, and they could build a better
foundation before working their way up to higher level books.
This lesson could be extended by having the students to write their own
story where they identify the characters, setting, events, and details during
pre-writing using the graphic organizer.
 Lesson Closure At the end of the lesson, I will have the students write down three things
that they learned, and two things that they would like to know more
about, and these will be turned in to the teacher.

Step 5: Post- I think that this lesson would be effective for a comprehension lesson, because the students would be
Instruction looking more closely at the main parts of the book. It helps students become more familiar with
Reflection identifying what is important from the story they read, which is a skill that they can also use as they begin
to identify the main idea and key details. I think that this lesson is also effective for students who are
English Learners (where their L1 is Spanish, because the book in this lesson relates to hispanic culture and
language, which would help to engage the students in the lesson.