Elementary and Early Childhood Education Lesson Plan Template

Name: Jillian Spiva, Jasmin Moffett, Lauren Date: 3/20/19

Hendrix, Brooklyn Gantz, Alissa Greeson, Cassidy
Simmons
Course: ECE 3330 Lesson Plan #: 2
th
Subject Area(s): ELA Grade Level/Time Frame: 5

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
The classroom has two whiteboards at the front of the board with a
Promethean Board between them. There is a word wall with academic
vocabulary posted from each content area. In the back of the classroom
there are anchor charts posted for each content area and they are changed
depending on the topic of each content area. There are other content
related anchor charts posted around the room. The desks are arranged in
groups of five or six and there is a table in the shape of a semi-circle that
is used for small group instruction with the teacher. There is a carpet
area at the front of the room where students sometimes sit when they are
receiving whole group instruction or are allowed flexible seating while
they are working independently. There are three desktop computers and
six classroom laptops. Each desktop and laptop are equipped with
headphones that contain a microphone because some online reading
programs require the students to read aloud through the microphone.
Number of students in class: 23
 Number of males: 3
 Number of females: 20
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 0 N/A
504 plans
Students w/ EIPs 0 N/A
English learners 0 N/A
Gifted 0 N/A
Students with gaps in 0 N/A
academic knowledge
Other learning needs 0 N/A
 Personal: The students in this classroom are in 5th graders
who enjoy playing Fortnite and reading books about
children who are similar ages to them.
 Cultural: Each student is an American, with others from
different countries this makes for a cultural melting pot in
the classroom.
 Community: Kennesaw is a diverse community with
many different people living in this busy town.

Our lesson connects to the students’ funds of knowledge because

Kennesaw has rural areas and can relate to the setting of the book
Sign of the Beaver. The book also takes place in an American city
during Westward Expansion which may relate to the students’
Social Studies content.

1
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
ELAGSE5RL10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the high end of
the grades 4-5 text complexity band independently and
proficiently.
The class has briefly worked on comprehension in a previous
lesson so the student will work on additional comprehension skills
using a graphic organizer. This graphic organizer includes point of
view, author’s purpose, and vocabulary which is an extension of
what was previously learned about story elements.
How can identifying characters, point of view and author’s
purpose help you comprehend a text?

Learning Objective(s) or The students will be able to determine a text’s point of view,
Learning Target(s)
author’s purpose and the vocabulary.

Potential Misconceptions Possible misconception or developmental approximation: What

and/or Developmental
first person means in literature.
Approximations

If the student does misunderstand the meaning of first person, I

will clarify and give examples of different texts with different
points of view.

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary
 Words and Language function: read, The differentiated supports
phrases comprehend would include a word wall
with with definitions of language
subject arts academic words. I would
specific also model how to display
meanings each language function.
that differ Multiple meaning words: I would explicitly address the
from difference and show
meanings Text: a form of literature or examples of each.
used in written material
everyday
life (e.g., Text (message): an electronic
table, message sent from one cell
ruler, phone to another.
force) Academic vocabulary: I would support students by
 General Explain, describe using sentence starters to
academic help those who have
vocabulary
difficulty fully explaining
used
their ideas.
across
disciplines
Subject-specific vocabulary: I would support students by
(e.g., using the subject-specific
compare, Literature, phrase, words in context during
analyze, comprehension, conventions, reading instruction.
evaluate) grammar
 Subject- Syntax: I will support students by
specific During guided instruction the completing parts of the
words student will be given a graphic organizer with the
defined graphic organizer that will student.
for use in help the students organizer
the different aspects of the
2
 the text such as author’s purpose
discipline and POV.

Language Function:
the content and Discourse: The discourse I will support students by
language focus of will include talk of students providing sentence starters
the learning task justifying the information and modeling proper
(e.g., activities,
they chose to put into each discourse and academic
discussions)
section of their graphic language use during class
represented by the
organizer. discussions.
active verb in the
How will students demonstrate understanding of the academic language in the different language
learning objective(s)
demands (e.g., writing, speaking, reading, listening) in the lesson?
or learning target(s)
(e.g., apply,
evaluate, cause and The student will demonstrate understanding of the academic language by orally answering the
effect, sequence, guiding questions using academic vocabulary, listening to the teacher clarify unfamiliar
hypothesize, infer, words, and writing explanations for the student’s answers.
summarize,
describe, explain)

Language Supports:
instructional
supports that help
students understand
and successfully use
the language
function (e.g.,
sentence starters,
graphic organizers)

Syntax: set of
conventions for
organizing
information (e.g.,
sentences, graphs,
tables); organizes
language to convey
meaning

Discourse: how
members of the
discipline talk, write,
and participate in
knowledge
construction 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.

Assessment Plan

3
Step 3: Georgia Corresponding Learning Objective(s) Format of Assessment(s)
Design Performance or Learning Target(s)
Assessment Standard(s)
Framework ELAGSE5RL10: How can learning about key The formative assessment will be graded as a completion
By the end of the details help me with grade. I will also use this to assess my students’
year, read and comprehension? understanding of point of view, authors purpose, and
comprehend vocabulary.
literature,
including stories,
dramas, and
poetry, at the high
end of the grades
4-5 text
complexity band
independently and
proficiently.
Type of Assessment Format of Assessment (e.g., quiz, Supports, Accommodations, Evaluation Criteria
test, checklist, KWL chart, Modifications (Differentiated How will you know or
performance task) Assessments, Culturally measure if the students have
Relevant Assessment) met the learning objective(s)
or learning target(s)?
Pre-assessment The students will be given a This pre-assessment could be Since this is a pre-
Nearpod presentation which asks differentiated depending assessment the only goal
the students an open-ended upon the needs of the is to gauge student
question (In your own words, student. For example, this knowledge of key details
explain what are the key details presentation can be and how it relates to the
of a text). Once the students completed from a laptop or story elements.
have written their responses, I tablet. Therefore, the
will ask them to share their answers can be typed instead
answers. of written. Another way to
accommodate this pre-
assessment is to allow
students to answer the
question orally without
typing their responses.
Formative The students will be given a This assessment could be The formative assessment
assessment(s) graphic organizer that they will differentiated by allowing will be graded as a
fill out during the initial lesson. students to type on a word completion grade. I will
Students will then be given document of the graphic also use this to assess my
another graphic organizer that organizer. The assessment students’ understanding of
they will complete using their could also be adapted to point of view, authors
literature circle books. have students answer purpose, and vocabulary.
questions orally.
Summative The students will be assessed on This assessment can also be The summative
assessment(s) their knowledge of point of typed or given orally for assessment will be a final
view, author’s purpose and students that need support in grade for the end of the
vocabulary by writing a narrative completing the assessment. unit.
on another point of view from
the book read in their literature
circles.
Pre-Assessment Data Summary
The student pre-assessment data showed that the students did well with determining what key details are in a text.
Over 50% of the responses were “key details are the most important parts of a story that support the main idea.”

4
Step 4: Materials Needed Teacher Resources:
Create  The Sign of the Beaver novel
Learning  The Hunger Games novel
Activities  Comprehension Worksheet (for modeling purposes)
Student Resources:
 The Sign of the Beaver novel
 Comprehension Worksheet
 Pencil or Pen
 Laptop/tablet
 Paper
 Literature Circle Books
Technology The initial start of the lesson will involve a Nearpod presentation. This also allows for students
Connection to be able to complete the lesson with a technological component making it easier for them to
understand the content better.
Supporting Diverse The lesson will be differentiated based on particular students’ needs. Some of the ways I
Learners would differentiate the lesson could include the Nearpod presentation. ELL students can have
additional support with the language objectives being displayed for them to reference during
the lesson. ELL students will also have a small group lesson to help with the content, if
needed.

Culturally Our lesson connects to the students’ funds of knowledge because Kennesaw has rural areas
Responsive and can relate to the setting of the book Sign of the Beaver. The book also takes place in an
Teaching American city during Westward Expansion which may relate to the students’ Social Studies
content.
Research and I will be using the I do, we do, you do instructional strategy that is a method used for explicit
Theory, or teaching. It begins with the teacher modeling how to complete a certain objective or task.
Principles of Child Them the student and teacher complete a task with guided help. Lastly, the student completes
Development a task independently. This method also incorporates Vygotsky’s concept of scaffolding which
involves the gradual release of responsibility.

Instructional Comprehension Lesson:

Strategies and
Learning Tasks Introduction: In our previous lesson, we discussed story elements and how this helps us to
(include activities, comprehend a text. Pose Question: Do you all remember what the story elements are? Once
discussions, or other we have a class discussion of the elements, I will then introduce the new information we will
modes of be learning. Students will be learning about author’s purpose, point of view, and important
participation that
vocabulary within a text. I will hand out the graphic organizers to the students. I will discuss
engage students to
the elements on them. Instruct the students to write out their lingering questions in the
develop, practice,
and apply skills and
wondering section of the graphic organizer. Students will also be asked to fill in the setting
knowledge related and characters portion of the graphic organizer.
to a specific learning
objective(s) or Point of View Component:
learning target(s). I do: I will then explain that point of view is who is telling the story. I will then read a first-
Learning tasks may person sample text from Pg. 25 of The Hunger Games. I will ask students to get out The Sign
be scaffolded to of the Beaver and read out loud the first paragraph on Pg. 32. Then, I will ask students who is
connect to prior telling the story in each passage.
knowledge and We do: I will read another passage of Sign of the Beaver (pg. 72) and ask students to tell me
often include what they think the point of view is?
formative You do: I will ask the students to partner up and pick a different passage from the text and
assessments) identify the pronouns that prove the text is from third person point of view.

Author’s Purpose:
I do: After point of view, I will review author’s purpose and how the 3 main author’s purposes
are: to persuade, to inform, or to entertain. I will read an informational text, a paragraph from
Sign of the Beaver, and a persuasive text and go over the author’s purpose of the text.
5
 We do: I will read another passage from Sign of the Beaver (pg. 76) and ask the students to
tell me what they think the author’s purpose of the text is.
You do: I will ask the students to justify their choice concerning what was the author’s
purpose of writing this story.

Important Vocabulary:
I do: I will read pg. 39 of Sign of the Beaver and select the word “dumbfounded” as an
unfamiliar word. I will model how I use the words from the text to determine the meaning of
the word.
We do: I will read another passage from Sign of the Beaver (pg.33) and ask the students to
find the word “finnicky” and use the context clues to guess what the word means.
You do: I will then ask the students to find other passages from the book, find the important
vocabulary, and define the words using textual context.

http://www.softschools.com/examples/grammar/point_of_view_examples/233/

https://www.commonlit.org/en/texts/the-center-of-our-solar-
system?search_id=17508943 (informational)

https://newsela.com/read/curbing-cyberkids/id/1645/ (persuasive)
Connection to the
Arts

Higher Order 1. Describe how the author’s point of view can influence a text?
Thinking Questions 2. How can we differentiate between author’s purpose and point of view?
(HOTQs) 3. How can we interpret the point of view in a text?
4. How can we use the vocabulary in the text to help determine the author’s purpose?
5. How would the story sound if it was written in Attean’s point of view?
Re-teaching, Re- If the students need additional help with understanding these concepts, we will give them
Engagement, additional examples of texts with different points of view and additional texts with author’s
Practice purpose.
Extensions To engage the students that have completed the activity quickly they will be given prompts
that will give them extensions to dig deeper into the content. For example, students will be
asked to think of the point of view in The Sign of the Beaver from Attean’s perspective.
Lesson Closure In closing the lesson, I will ask the students how the point of view helps us to interpret a story.
I will also ask them to think about how the point of view can determine how a story is told and
if could be changed depending upon who is telling the story.
Step 5: The students enjoyed using the graphic organizer because it was simple and easy to use. The students worked
Post- well with identifying author’s purpose because they have previously learned about different types of texts such as
Instruction fiction and non-fiction. They know that non-fiction texts are usually informational and fiction texts are usually
Reflection entertaining. The students did have a hard time distinguishing between first- and third-person point of view. The
concept of point of view was new to the students to it will be readdressed in a mini lesson later. The students were
engaged in the reading materials we chose for them because they were familiar texts. Teaching this lesson taught
me that it is important to connect student’s prior knowledge to new information. I was able to connect the students’
knowledge of different genres of texts to author’s purpose.

The lesson heavily used direct instruction and it was evident by the usage of the I do, we do, you do
method. There was a gradual release of responsibility. For example, the teacher modeled how to use context clues to
figure out an unfamiliar word before students were tasked with completing the vocabulary portion of the graphic
organizer independently.

All the students turned in a completed graphic organizer. The main component that was incorrect was the
point of view section of the graphic organizer. I will provide feedback to the students by returning their graphic
organizers and going over them as a class then teaching a mini lesson about point of view.

6
7