KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Bridgette Brandt Date: 2/6-2/7/20
Cooperating Teacher: Ms. Cobb Coop. Initials: ________________
Group Size: 11 Allotted Time: 35 minutes Grade Level: 4th
Subject or Topic: Acceleration/ comprehension, inferencing, sequencing, visualize, and retell
Section: 075

STANDARD: (PA Common Core):

 Standard - CC.1.2.4.C: Explain events, procedures, ideas, or concepts in a text, including
what happened and why, based on specific information in the text

I. Performance Objectives (Learning Outcomes)

 Students will be able to describe events happening in a story by drawing out scenes from
the book

II. Instructional Materials

 Freedom Summer by Deborah Wiles

 Poster paper with comic strip drawn on it

 comic strip rubric

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite skills: Students should have a basic understanding in comprehension
 Big idea: How can we interpret the story into drawings?

IV. Implementation

A. Introduction –
 “Today, we will be using the stop and think strategy again to create our own comic strips.
We will read one of my favorite books called Freedom Summer and create our comic
strips. Let’s begin reading the book.”
DO STEP 1
B. Development –
 “Let’s look at the first page, why do you think John Henry’s mom works for the
narrator’s mom? Let’s look at this page. Why do you think John Henry is not allowed at
the pool? Turn and talk with your neighbor as to why you think he’s not allowed.” HAVE
2 PAIRS OF STUDENTS SHARE WHY THEY THINK HE ISN’T ALLOWED AT
THE POOL.
 “When we read this page, the author said (reread 1st and 3rd sentence). When we hear this
line, what does this tell us about the boys? Why is it important to the story?” HAVE 2
OR 3 STUDENTS SHARE
 “Let’s look at this page. What do you think is going to happen when they get to the pool?
Let’s continue reading and see what happens.”
 “Why do you think they filled in the pool after they said everyone can swim in it no
matter what color they were?” HAVE 2 OR 3 STUDENTS SHARE
DO STEP 2

 “We are going to get into the same groups from yesterday. Make sure to sit in the same
spots you did yesterday. When you get in your groups, I am going to pass out the comic
strips and rubrics.”
DO STEP 3

 “As a group, I want you to create a comic strip based off the story we just read. You are
going to use the poster paper with the comic strips drawn on it. When creating your
comic strip, think of some of the important events that happened in the book and try your
best to create a comic strip. Remember to reference the rubric if you need help as well. I
will be rotating around the room with the book if anyone needs help.”
DO STEP 4

 “When everyone is done with their comic strips, we are going to switch the strips with
the other groups. So, group 1 will give their strip to group 2, group 2 will give their strip
to group 3, and group 3 will give their strip to group 1. When everyone has a comic strip
that is different from their own, put your hands on your head.”

 “Now that everyone has a comic strip, use the rubric to grade the other group’s comic
strip. After you are done, we are going to switch back. Group 1 should give back group
3’s strip, group 3 give back group 2’s and group 2 give back group 1’s. Look over what
you got as a group and then we are going to discuss why you were given that score.
When everyone is ready, put your finger on your nose.”

 “Now that everyone is ready, group 1, what did you get? Group 2, can you tell the group
why you gave them that score based off of the rubric?” REPEAT THIS PROCESS FOR
THE OTHER TWO GROUPS.

 “Now that everyone has a better understanding about the rubric, tomorrow we will start
to illustrate our own comic book.”

 Step 1- Read the book to the students, stopping to think about each page

 Step 2- Finish the book and have the students count off by 3s to form groups

 Step 3- Pass out supplies to groups

 Step 4- Rotate around the room assisting students if needed

C. Closure – “Before we leave for lunch, I want everyone to turn to your neighbor and
talk about some things we learned today during Acceleration. You have 2 minutes to talk,
then we’re going to share.”

D. Accommodations / Differentiation – Group comic strip/ group work

 E. Assessment/Evaluation plan
1. Formative- student observations during
2. Summative- checklist for when students grade each other’s comic strip

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. Was the lesson as engaging as planned?
2. Did I adhere to the time limit?
3. What went well? What didn’t go well?
4. What could be changed?

VI. Resources
 Wiles, D., & Lagarrigue, J. (2014). Freedom Summer : Celebrating the 50th Anniversary
of the Freedom Summer.