Courtney Favreau

Indiana Wesleyan University

Elementary Education (Children’s Literature) Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

Book Title and Author/Illustrator: Each Kindness by Jacqueline Woodson, Illustrated

by: E.B. Lewis

LESSON RATIONALE/INJUSTICE CONFRONTED

Literature is an effective way to confront social issues and openly discuss them in a safe
context. This book confronts the ongoing issue of bullying and highlights how one small act
of kindness can create a ripple effect. (CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—The students will be able to determine key details within a story to
determine the main idea.
B. Objective(s)— The students will reflect on the details of a story to determine the
theme of the story and then complete their own act of kindness.
C. Standard(s): 2.RL.2.1 Ask and answer questions (e.g., who was the story about;
why did an event happen; where did the story happen) to demonstrate
understanding of main idea and key details in a text.
(CAEP K-6 3.c)
II. Management Plan
Time per lesson element:
Anticipatory Set: 3 minutes
Lesson Presentation: 10 minutes
Grand Discussion: 5 minutes
Closure/Response Activity: 15 minutes
Space:
Anticipatory Set: Students will sit in their assigned spots on the blue rug in front
of the class
Lesson Presentation: Students will sit in their assigned spots on the blue rug in
front of the class
Grand Discussion: Students will sit in their assigned spots on the blue rug in front
of the class
Closure/Response Activity: Students will first return to their seats to discuss the
response activity and create a list. Then the students will return to their spots on
the blue rug in the front of the room to write their act of kindness that will create a
ripple effect.

Materials:
-Each Kindness by Jacqueline Woodson
-Small stones, one for each student

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 -Small bags for the stones, one for each student
-Ribbon
-Small pieces of paper, one for each student
-Whiteboards for each student (hard object to write on)
- Pictures of Lake Michigan and myself at Lake MI

Behavior: Students will be expected to:

1. Engage and participate in the grand discussion
2. Sit quietly at their spots and actively listen during the read aloud.
3. Respect other students when they are speaking or asking questions
4. Actively participate during independent and guided practice

III. Anticipatory Set

“As I mentioned in the letter that I sent home for your parents, I am actually from
Michigan. Where I live there are many small lakes, but one of my favorite places to go
is Lake Michigan. I love going to Lake Michigan and I have so many amazing
memories there. Every now and then, I like to throw a small stone into the water,
either to try and skip it, or watch the ripples the stone creates in the water. It is
amazing how one little stone can make such an impact on the surface of the water. I
wonder how people can make a ripple effect?”. Show the students a few pictures of
Lake Michigan and pictures of me at lake Michigan.

IV.Purpose: Today I am going to read you the story Each Kindness by Jacqueline Woodson. As I am
reading, I want you to determine important details and how those details effect the story
and the characters.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners

-Highly Intuitive Learners: Allow these students to answer some of the posed questions. It could
be beneficial to use their assistance in demonstrating part of the lesson.

-Intellectual Disabilities: The students will discuss the details of the story and any posed
questions with their peers sitting next to them and then as a whole class. Students will also have
the opportunity to share their ideas for their stone. (CAEP K-6 1.b)

VI.Lesson Presentation (Input/Output)

Foundational Theory: Reader-response criticism is a school of literary theory that
focuses on the reader (or “audience”) and their experience of literary work, in
contrast to other schools and theories that focus attention primarily on the author
or the content and form of the work.

Read Aloud:
-I will read the story aloud and use voice inflection and varying voices to depict the
distinct characters in the story.

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 -I will model appropriate reading strategies.

Response:
-Once we gather as a class back on the rug, I will ask some students to share some
ideas they came up with.
- I will write my own act of kindness that relates to my life. This will show students
an idea of what I would like them to write.

Then, I will give each student a small bag with a stone in it which they will attach
their act of kindness to. Before they attach it though, I will ask the students why they
think I am giving them a stone to attach to their written act of kindness. This will
allow students to draw the connection between the stone and the story.
(CAEP K-6 3.d)

VII. Check for understanding:

In the grand conversation, I will prompt the students to think about the story by asking
first simple questions and then some with greater depth that require more critical
thinking. Possible questions include:
-How did you feel about the story?
-What did you like about the story? What didn’t you like about the story?
-What do you think was the main problem of the story?
-What happened as a result of Chloe’s choices?
-How do you think Chloe felt at the end of the story?
-What do you think the theme or main idea of the story is?

VIII. Review learning outcomes / Closure

Though Chloe tried to avoid any interaction with the new girl Maya, but when she learns
about the ripple effect of a small act of kindness, she wishes she could have that chance to
show Maya a small act of kindness. One small stone representing one small act of kindness
can positively impact the lives of many people. What small stone do you think we could
throw into the water to create a ripple effect?

PLAN FOR ASSESSMENT

In their table groups, the students will brainstorm acts of kindness that they could easily
perform. Then each student will attach their written act of kindness to their stone. The
student will complete their act of kindness and explain how it relates to the theme of Each
Kindness. (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?

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 6. What adjustments did I make to reach varied learning styles and ability levels?
7. Could each student determine the main events that effect the theme of the story?
8. Did each student complete an act of kindness and record the ripple effect?
Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is
related to how children
CAEP K-6 1.a grow, develop, and learn.
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Adaptation to Few or no instructional
Individual opportunities are
Differences and included. Any
Diverse Learners instructional
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
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 opportunities are not adapted to individual developmentally candidate’s understanding
developmentally students. appropriate and/or are of individual learner
appropriate or adapted adapted to individual characteristics and how
CAEP K-6 1.b to individual students. students. these differences might be
used to maximize a
InTASC 2 student’s learning. Unique
Diversity
instructional opportunities
are included for individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
InTASC 5 includes activities that The lesson presentation
CAEP K-6 3.f The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
opportunity for students participation, but lack that encourage student supports student
to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
individual students. includes modifying variety of instructional variety of instructional
Differentiated content or instructional approaches that address approaches that address
Instruction processes. individual interests and individual interests and
preferences for learning. preferences for learning.
CAEP K-6 3.d
The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Check for included to check for is included in the lesson plan and the means to understanding of the
Understanding student understanding plan, but the connection check for student content are an integral
or to reteach concepts with the lesson understanding of the part of the lesson, and
InTASC 4 that elude students presentation is weak lesson. A provision is include frequent questions
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.
Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

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Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions
Post-Lesson are not included in the
Analysis lesson plan.
CAEP K-6 3.b
InTASC Standard 9
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
Self-answer questions are
included, but do not fit
the content or purposes
of the lesson.
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The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
The lesson plan includes
all required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction
based on the lesson
assessments.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
 Revision Date: August 21, 2018