Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
My unit big idea: Differences aren’t so different

LESSON RATIONALE
This lesson directly correlates with a state standard for kindergarten reading. This state standard requires students to be
able to participate in group reading activities and identify important elements of the text. This will create a foundation for
students to use when they read on their own in the future.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—Students will be able to follow along with the group activity.
Students will be able to identify important concepts within the story.
B. Objective(s)— At the end of this lesson, students will be able to actively participate in reading activities. This will be
done through answering/asking questions and completing different activities that go along with the activities.
During this lesson, students will be able to correctly answer questions about the text with some support.
C. (Standard(s): K.RL.1: Actively engage in group reading activities with purpose and understanding.
K.RL.2.3: Identify important elements of the text (e.g., characters, settings, or events).
(CAEP K-6 3.c)
II. Management Plan-
a. Materials: It’s Okay to be Different by Todd Parr. Art supplies, chart paper/white board, paper.
b. Time per lesson element:
i. Anticipatory set: 5 minutes
ii. Lesson presentation: 15-25 minutes
iii. Closure: 5 minutes.
c. Space: carpet/front of room and tables
III. Anticipatory Set
a. Have students gather at the carpet and sit down. If you’re 6 years old stand up. Wait for some students to
stand up. Have them sit down now. if you are wearing red today, stand up. Give them a chance to stand then
have them sit back down. If you packed your lunch today stand up. Wait for students to stand then have them
sit again. If you have brown hair, stand up. Wait for students to stand, then have them sit again.
b. I noticed that some students stood up for some of them but not others.. did anyone else notice this? There’s a
lot of differences within our class. Do you think it’s okay for us to be different? Allow time for natural
response.
c. Let’s read this book, and see if it can help us answer this question!
IV. Purpose Statement: today we are going to read “It’s Okay to Be Different.” We will focus different key ideas within the
book. This will help when you read more books in the future to follow along.

PLAN FOR INSTRUCTION

V. Adaptations:
 This lesson will be beneficial for students with varying learning styles. For students that learn better by writing, they
can write out their differences. If students learn better through drawing, they can draw their differences.
 This lesson incorporates bodily/kinesthetic intelligences for those students who learn best by moving. The activity
where students stand up or sit down will be best for them.
If there are students struggling (exceptional needs students or students that require extra support) I will work one-on-
one with them during the partner activity to increase understanding
(CAEP K-6 1.b)

VI.Lesson Presentation (Input/Output)

 After reading, begin a grand conversation by asking students 1. What they thought of the book 2. Did anyone relate to
anything in the book?
 Ask students to name some things that make us different. Write answers on a piece of chart paper or on the board. Once
there’s 10-15 characteristics on the list, if we are all so different, is it okay that we are all different? Or would it be
better if we were all the same?

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  We’re going to go back to our table groups, and figure out some more differences we all have. Make sure we are
staying positive about one another. Differences are not a negative thing in this classroom!
 When students are done, come together and share some examples of their differences.
 Stop when someone shares a like/dislike difference. Ex: basketball. If we all didn’t like basketball, who would play it?
We need people to have different likes because if we all liked the same things, there wouldn’t be a variety.
 Throughout our book, the author mentioned a lot of different differences throughout the story. He never said it was bad
that we were different, did he? No! Differences are a good thing; we need differences to make the world whole.

VII. Differentiate instruction

 I will have 3 different stations to help students gain a deeper understanding of this reading.
o The first station will have students working with a partner to list multiple differences they have.
 Blue eyes vs brown eyes, tall vs short, likes basketball vs. doesn’t like basketball, etc.
 Students will be instructed to make sure we are staying positive with our differences.
o At the second station, students will listen to Say Hello by Rachel Isadora.
 This will help to show students that not all differences are physical. Some of us talk differently as
well.
o At the third station, students will draw a picture of their family. With their group, they will share who all is in
their picture and name differences between the families.
 This will show students that sometimes families look different and that’s okay too!
VIII. Check for understanding
a. During the whole group discussion, I will observe the class to make sure everyone is following along and able
to pinpoint some differences. I will also make sure students are connecting these differences with the book.
b. During the partner/group activity, I will make sure students are on track and listing positive differences.
XI. Review learning outcomes / Closure
 When students are done, come together and share some examples of their differences from the first station.
 Stop when someone shares a like/dislike difference. Ex: basketball. If we all didn’t like basketball, who would play it?
We need people to have different likes because if we all liked the same things, there wouldn’t be a variety.
 Was everyone’s family the exact same in the third station? Take time for students to share and recognize the many
differences within families.
 In the book you listened to, what was something you all noticed? Take time for natural responses to the text.
 Do any of you say ‘Hola’ when greeting your friends? No, we say ‘hello’ right?
o Note some students might be ELL. Give them a chance to share how they speak at home.
 Throughout our book, the author mentioned a lot of different differences throughout the story. He never said it was bad
that we were different, did he? No! Differences are a good thing; we need differences to make the world whole.

PLAN FOR ASSESSMENT

Formative assessment:
 I will assess which students are having a hard time picking differences.
 I will walk around the classroom and ask students questions to double check and make sure they have a firm grasp on
this concept mentioned in the book.
(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?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students participating within the anticipatory set or was it too challenging?
8. Were students able to pick differences?
9. Were student able to understand why differences are good?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading Lesson
Rationale
The Beginning The Developing The Competent The Accomplished

2
 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
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
Lesson
Presentation The candidate’s lesson is
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
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
somewhat demonstrates an demonstrates strong
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 not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
appropriate practice. including a variety of ways
The candidate’s lesson The candidate’s lesson to teach content.
And does not use includes the basic level of The candidate’s lesson
Workstations appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
Workstations include model and guide practice.
Workstations include activities that encourage Workstations are
little opportunity for student participation, but purposeful, literacy-based, Workstations are
InTASC 5 students to engage in lack purpose or depth. engaging, and tiered; and purposeful, literacy-based,
CAEP K-6 3.f relevant and active includes relevant activities engaging, and tiered; and
learning. that encourage student support student
participation and critical motivation through
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 learners and includes
individual students. includes multiple guided multiple guided reading multiple guided reading
Differentiated
Guided reading lessons reading lessons that follow lessons that follow the lessons that follow the
Instruction
do not follow the stages the stages in the reading stages in the reading stages in the reading
And
in the reading process. process. process and that address process and address
Guided Reading
individual interests and individual interests and
Groups
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.

Plan for Assessment

The Beginning The Developing The Competent The Accomplished

4
 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.
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.
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
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.

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 The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards
Student Teaching Admission Summary Scoring Sheet
Reading Lesson

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 Lesson Plan Elements B D C A Score
Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.

Revision Date: October, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards