Mary Thomas

WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day Friday Feb. 7th, 2020

How will this lesson support the learning goal? This lesson will provide students with multiple opportunities to identify
(1c: Setting Instructional Outcomes) characters, setting, and beginning/middle/end events of a story.

PA Standards and Other Appropriate Professional Standards Standard - CC.1.3.K.C

(1c: Setting Instructional Outcomes) With prompting and support, identify characters, settings, and major events in a
http://www.pdesas.org/Standard/view or https://www.pdesas.org/Page? story.
pageId=11
List the Pennsylvania Standard(s) relevant for this lesson Standard - CC.1.2.K.L
Actively engage in group reading activities with purpose and understanding.
ISTE (Technology) Standards (IF APPROPRIATE)
(1c: Setting Instructional Outcomes)
www.iste.org / ISTE Standards for Educators
When addressing this section, you should include the standard number and the N/A
sub-component (e.g., 3a, 4a-c, etc.). Also, explain how the unit or lesson
explicitly incorporates at least one standard (standard 3-7 only). Describe
where in the learning plan there will be evidence that the standard selected
will be integrated into the learning experience.

Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal, what is the objective(s)
of this lesson that will support the progress toward the learning goal?
The statement should be directly observable (use verbs that can be measured).
Academic Language
(1a: Demonstrating Knowledge of Content and Pedagogy)
What language will students be expected to utilize by the end of the lesson?
Consider Language function and language demands (see Lesson Plan User
Guide).
What key terms are essential?
What key terms are essential to develop and extend students’ academic
After reading the story Captain Invincible and the Space Shapes, the
students will identify the characters and setting with 100% accuracy
using the provided story map and answer choices.
After reading the story Captain Invincible and the Space Shapes, the
students will independently sequence the three provided event choices
(beginning, middle, end) with 100% accuracy using the provided story
map.
 Title
 Setting
 Character
 Beginning, middle, end
Mary Thomas
language?
What opportunities will you provide for students to practice the new language
and develop fluency, both written and oral?
Materials/Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this lesson? How do
the materials align with the learning objective/outcomes? If appropriate, what
educational technology will be used to support the learning outcomes of this
lesson? How do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
____ minutes
How will you set the purpose and help students learn why today’s lesson is
important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps
 Captain Invincible and the Space Shapes
 Big story map (setting, character, BME)
 Story map pieces (Velcro character, setting, BME answer
choices)
 3D shape manipulatives
 Vocabulary images for unknown words (galaxy, meteor/shooting
star)
 Story map worksheet
 BME anchor chart
 Adapted story map for Bentley
 Before we start friends, could you help me remember the rules
for story time?
o I will ask volunteers to read the rule cards and we will
model them.
 I will make a connection between our book and the 3D shapes
we have been learning about. Then, I will explain that we are
going to try and remember what happens in our book at the
beginning, middle, end of the story.
 I will then explain the meaning of “beginning” = the first thing
we read about (characters/setting) “middle” = what happens
next, and “end” = what happens last?
o I will have an anchor chart with these words and
definitions on it with arrows indicating the sequence to
give the students a visual of the concept.
o After I describe each word, I will ask a volunteer to
repeat/read the word and definition.
 We will practice by using events from the student’s daily
routine. I will read them a short passage that involves them and
their daily school routine. This way, I can model how to
complete the entire story map. We will start by filling in the
character names and setting. I will then present them with
images of 3 activities (circle time, lunch, and going home). We
will work together to put these in order from beginning to end
Mary Thomas
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts? How will
you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they apply the
new concept? How will you allow them to practice (with teacher support)?
Independent practice: How will students review and solidify these concepts to
be able to use this new knowledge? How will you monitor and provide
feedback?
Provide detailed steps.
Closure
(1e: Designing Coherent Instruction)
___ minutes
How will students share or show what they have learned in this lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
and attach them to the anchor chart. Before we move on, we will
review the answers we put on the chart and emphasize that we
talked about the beginning, middle, and end of the story.
 If we keep our hands quiet I am going to let each of you pick one
shape to hold while we read. Then, if you see your shape on one
of the pages you can raise your hand like this *model with quiet
hand* and tell us.
 Alright friends, the title of our story is “Captain Invincible and
the Space Shapes”.
o I will ask a few students to point to the title on the cover
of the book.
 Who do you think might be the characters in our story?
o I will gesture to the characters on the front cover and ask
for a volunteer
 Remember, if you see a shape you know you can raise your hand
quietly and we can talk about it!
 While reading, I will stop on each page to see if the students
notice any shapes in the illustrations. I will ask questions
throughout to keep them engaged as well as show images of
vocabulary that they may not have background knowledge of
(i.e. galaxy, meteor). I will split the book into the 3 sections
(BME) and at the end of each section I will ask what happened
at the “beginning”/”middle”/”end” to reinforce the terms.
 Do you guys think you can fill in a story map about this story
now?
 Independent practice: students will work to complete the story
map worksheet at the tables.
 We will review the terms (BME) once more and I will remind
them that it is important to think about the BME of stories so
that we can understand what is happening in the story.
Mary Thomas
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students whose academic
development is below or above the current grade level?
What specific differentiation of content, process, products, and/or learning
environment do you plan to employ to meet the needs of all of your students?
How does your lesson support student differences with regard to linguistic,
academic, and cultural diversity?
How will your lesson actively build upon the resources that linguistically and
culturally diverse students bring to the experience? 
How will your lesson will be supportive for all students, including English
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning? 
How will your lesson is designed to promote creative and critical thinking and
inventiveness?
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs or 504?
Describe how these accommodations align with the current Individualized
Education Plan (IEP) for each student as applicable (avoid using actual
names of students).
Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance standards, if
any, do you plan to employ to facilitate the participation of students identified
with special education needs
 E, C, and B will all have assistance from the teacher/PCAs to
complete the BME section of their story map.
 If a student is struggling to complete the story map
independently, they will be provided two choices to pick from.
 Students will have opportunity to write, draw, or cut/paste
answer choices into story map depending on what level of
scaffolding they need.
 Students will have opportunity to write, draw, or cut/paste
answer choices into story map depending on what their
expressive abilities are.
 To accommodate students that learn best with visuals I will provide
images to represent novel vocabulary terms.
 To accommodate students with sensory and self-stimming needs, I
will provide them with 3D shape manipulatives during the read
aloud.
 E, C, and B will not be expected to sequence events in the story
independently. They will be asked to independently choose the
characters and setting from two choices with 100% accuracy.
 B will have an adapted worksheet to increase his ability to work
independently without any demanding fine motor tasks.
Mary Thomas
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning objectives, listed
above, were met?
Each formal or informal assessment should describe how it is aligned to the
above objective(s).
Reflection on Instruction
What evidence did you collect to demonstrate that your students have met or
are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson (justify those
changes) to ensure students make adequate progress in meeting the learning
objective?
What changes will have to be made to the next lesson in order for students to
be on pace in meeting the overall goal of the Lesson or Unit?
Taking good notes about each lesson will help as you develop a formal
reflective narrative at the end of the SLO.
Informal:
 Observation during model/guided practice to see if students are
able to identify the characters/setting/BME events.
 Observation during read-aloud to see if students are able to
respond accurately to comprehension questions.
Formal:
 Story map worksheet will be collected to determine if students
were able to complete it with 100% accuracy.
Throughout the lesson I made mental notes about which students were
able to accurately identify the characters, setting, and different events. I
also consciously kept track of which students were able to demonstrate
comprehension of the story by making relevant connections or
comments. During the lesson, I chose to skip certain parts of the text
simply because it was not necessary for their understanding of the story.
I felt that it was more important that we take time to discuss their own
ideas and thoughts instead of making sure that we read every single
word in the book. During the next lesson, I plan on really focusing and
emphasizing the elements of the story so that students are able to make
progress towards mastering the lesson objectives. To do this, I will mark
places in the book that are especially important for discussing as well as
preparing specific questions that will benefit the student’s
comprehension.
Mary Thomas

Vocabulary Images:
 Galaxy – a big group of stars and dust in space.

 Earth
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 Meteor/shooting star

Story map worksheet:

Mary Thomas
Interactive giant story map/adapted story map