USD Daily Lesson Plan

Teacher Candidate: Lindsey Kramer Lesson Date: 5/18/2018 Cooperating Teacher: Rachel Conroy School: Cajon Valley
Middle School Grade: 7-8 Subject: English Language Development Lesson/Unit Title: Unit 3/ Earthquake! Reading

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?)  A.S.A.D. Warm-Up
 Read-Aloud: Earthquake!
CASS.ELA.3.R3.3 Determine what characters are like by what they say or do and by how the author or
illustrator portrays them.  Earthquake! Character Map

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
By the end of this lesson, students will have identified characters and their traits as measured by reading the
“Earthquake!” selection and completing the “Earthquake! Character Map” assignment.
Key vocabulary and phrases:
Stunned, seek, shed, character, traits, debris

Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Earlier this week in class, students learned the how to use helping verbs and the key vocabulary for this
selection. They began applying the key vocabulary words by completing their Key Vocabulary Slides. In the
class prior to this lesson, students learned how to identify characters and their traits, motivations, and actions.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Stamp sheets will be Projector,
enter the classroom?)
Students will fill out their stamp sheets and copy the “A collected at the end of the Chromebooks,
Sentence A Day” exercise from their Chromebooks. week. Google
5 mins classroom,
Powerpoint,
student folders
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Students’ knowledge of Projector,
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) English grammar, Powerpoint,
The class will correct the “A Sentence A Day” sentence punctuation, and usage student folders
5 mins together and discuss why certain corrections are necessary. will be assessed through
their participation and the
sentences written in their
folders.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy
Students knowledge of Textbooks
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) the selection will be
10
The class will listen and follow along with their fingers while the assessed by their
mins teacher reads the selection aloud. The teacher will ask clarifying and responses to the
comprehension questions after reading the selection the first time. clarifying and
The second time the class reads the selection, students will whisper comprehension questions.
read while the teacher reads aloud.
 Independent Practice: (individual practice, discussion, writing process.)
Students ability to Earthquake!
In between parts the selection, while the class whisper identify and analyze Character Map,
reads along with the teacher, students will complete the characters will be Textbooks
8 mins Earthquake! Character Map with the characters from the assessed by their
story. completion of the
These is an extra credit question to complete another row Earthquake! Character
in the chart about other characters in the story not Map.
included in the original Character Map.
Evaluate Understanding/Assessment: (How will I know if students have achieved
today’s objective?)
Students’ knowledge of English grammar, punctuation,
and usage will be assessed through their participation and
the sentences written in their folders.
Students knowledge of the selection will be assessed by
their responses to the clarifying and comprehension
questions.
Students ability to identify and analyze characters will be
assessed by their completion of the Earthquake!
Character Map.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective
and connect the lesson to the unit?)
min The teacher will discuss some of the characters and their
significance in the narrative with the class before
dismissal.
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Intermediate ELLs 25 Sentence corrections are completed as a class

so that students get hints and explanations from
their peers.
Students have access to online dictionaries and
thesauruses to help them complete their stamp
sheets. The teacher will model identifying a
character again so that students are reminded
how to do so.
STUDENTS WITH OTHER LEARNING NEEDS
OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS
GATE-identified 1 An extra credit opportunity is available for
students to challenge themselves by analyzing
minor characters.