Indiana Wesleyan University

Elementary Education Lesson Plan

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson – Lauryn Scheske
UNIT BIG IDEA
“Plan for what you can predict, but expect the unexpected.” There are patterns in our world that help us predict what is
going to happen, but there are also so many things that are out of our control in the world. If we examine what we can
control in different areas of our lives, we can prepare for the future and expect that the unexpected will happen.

LESSON RATIONALE
Students will be diving into characters in literature more deeply by using evidence from the text to support the theories
we have about the characters. When we develop these ideas about theories of the characters, we are able to make
predictions about what may happen in the future of the literature. This prediction can be supported by evidence from the
text. After this lesson, students will see the importance of using evidence to support their ideas in their own lives. They
will also be able to pay closer attention to the development of characters within literature.
(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—
 Students will be able to use details about characters to make predictions about a text.
B. Objective(s)—
 Students will be able to describe the character, ‘Edward’, from The Miraculous Journey of Edward
Tulane using specific details from the novel.
 Students will be able to describe the character, ‘Alexander’, from Alexander and the Wind Up
Mouse using specific details from the book.
 Students will be able to act as the characters from given literature.
C. Standard(s): 4.RL.2.3: Describe a character, setting, or event in a story or play, drawing on specific details in
the text, and how that impacts the plot

(CAEP K-6 3.c)

II. Management Plan-
a. Time per lesson element:
 Ant. Set: 4 minutes
 Mini-Lesson: 5 minutes
 Guided Reading & Work Station 1: 20-23 minutes
 Guided Reading & Work Station 2: 20-23 minutes
 Closure: 3 minutes
b. Use of space:
 Ant. Set & Mini-Lesson: Read-Aloud carpet
 Work Stations:
o Puppets: Group Work Tables
o Independent Reading: Anywhere in the room
o Partner, Read, Predict: student desks
 Guided Reading Groups: Teacher Small Group Conference Table
c. Materials:
 Printer paper
 Popsicle sticks
 Glue sticks
 Coloring materials
 The Miraculous Journey of Edward Tulane by Kate DiCamillo
 Alexander and the Wind-Up Mouse by Leo Lionni
 Sticky notes
d. Expectations and procedures:
 Students will be familiar with and responsible for the expected behaviors of the work stations.
Independent reading is a daily activity in the classroom. I will have directions for the puppets and
the partner, read, predict activities. They will have done stations similar to these previously.
 I will walk around the room to ask the specific students to come over for guided reading.

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  We will also have a system for if you have a question while I am meeting with a group. Ask 2
friends first, then if they don’t know, raise your hand to be called over.
III. Anticipatory Set
• I will have the whole class seated on a read-aloud carpet. I will ask them questions about things I know they like
and can do, and then I will ask individual students to prove it. “Is anyone a really good dancer in here?” *Picks on
someone with a raised hand* “Prove it!” And I will have them come up in front of the class and show us. Other
questions could be like, “Who can name at least 6 worlds in Minecraft? Prove it! Who thinks they can make a
basket in that hoop? Prove it!” I would ask questions of which I know students have talents and interest. “What if
I told you, that I went to the moon once, with Justin Bieber? Would you believe me? Why not? I have I ever
mentioned going to outer space before or knowing Justin Bieber? No, I haven’t; nothing I have done before leads
you to believe that I have traveled to the moon with Justin Bieber. And I have no evidence or way of proving it!
 Purpose: “Today we are going to be practicing how to use evidence from a book to prove our ideas about
characters. When we make claims about something or somebody and we don’t have any evidence or way of
proving why or how our claim is valid, people are less likely to believe us, just like how you guys didn’t believe
me about my space adventure with Justin Bieber! If we want people to take us and our ideas seriously, we have
to support those ideas with evidence.”

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners-- (CAEP K-6 1.b)

Instruction will be differentiated through the use of the guided reading groups. Learners that are advanced readers
will be able to apply the same strategy that the other students are learning, but the advanced readers will receive a
new text. Readers who are on track or are a little bit behind will be able to practice the reading strategy on a book we
have been building deep prior knowledge about. Before this lesson we would have started The Miraculous Journey.. in
literature circles and we would have also had various conversations about the text as a whole group. This allows the
students who are behind their peers in reading to also have a deep understanding of the characters, and then they
can just focus on the strategy of finding and using specific details and evidence from the text to support an idea about
a character.
The work stations are by choice of the students. They will have enough time to get to two of the stations during this
reading block and the next day we would revisit them again. This allows students to spend time on activities they
deem as important and will enjoy. Based on my students, if I think it is necessary, I will simply add structure to the
work stations by saying that once a student has chosen a station for a round, they must stay there until the round is
over. Each round will be about 20 minutes.
All students would eventually practice this strategy with me in guided reading, so this allows me to choose a wide
range of students for the guided reading groups. I would most likely choose particular students that I know would
need additional support to use the strategy with The Miraculous Journey.. and students who the strategy may come
easily to, will use the “new” book to apply the strategy to. However, the groups will mostly be chosen by the following
criteria: who works well together, and a few specific students will need additional support will be in the group with
the familiar book. I would choose roughly 5 students per group.

V.Lesson Presentation (Input/Output)

 Mini-Lesson:
o When you are reading, sometimes you have to be like a detective; trying to uncover evidence about
characters to reveal who they really are! In real life, detectives work to find people who commit crimes.
They are trying to find them because they don’t want them to commit anymore crimes. Many times, in
life, people can be predictable. If detectives can uncover the patterns of people, they can often find who
committed the crime. Authors write stories about characters in this same way. They give you evidence
about characters to help the reader understand the characters more deeply. When we understand the
characters, we can sometimes predict what they may do next. This connects to our big idea for the
month as well. We can look at evidence in books to make predictions or inferences about characters.
But to do that, we must look at the evidence. And even still, sometimes the unexpected still happens.”
o “Let’s practice looking for evidence in this Spongebob clip! What are some ideas we can uncover about
Squidward from this interaction between him and Spongebob?” Show 50 seconds of this clip:
https://www.youtube.com/watch?v=ZEtxV_Cicv4
o We will have a think, pair, share discussion about their ideas. I will follow up by asking them how they
came to the conclusion they did about Squidward.
o “Authors often use interactions between characters to reveal ideas about the characters. This evidence
from the interaction helps us predict the future actions of Squidward and understand him more deeply.
If you are called to join me for a reading group today, we are going to practice this skill with actual

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 literature. Many of you will not get called on today to join me for a group, but don’t worry, I will pull
more groups tomorrow!”
 Work Stations:
o Role-Play Characters with Puppets: We have been reading The Miraculous Journey of Edward Tulane in
literature circles and at this station, students will be given the opportunity to create their own puppets
of the characters and role play scenes with one another. They will be given pieces of paper, popsicle
sticks, and coloring and other necessary materials to design and create their own puppets. They will be
able to role play with a peer scenes from the book or they can play with the characters and what they
think they would do in different scenarios.
o Independent Reading: There is a library section of the classroom where students can borrow and
explore lots of different books and magazines. Student can also bring in their own books or books from
the school library. They can choose to find a comfortable spot anywhere in the classroom to read
independently.
o Partner-Read-Predict: Students can pick a partner. They will each pick a book or article from a
magazine that the other partner has not read before. The two take a few minutes to read each text
independently. When they are both done reading, one partner begins to explain what happened in their
story or article. At a certain point, the partner summarizing will stop, and the other partner has to
make a prediction about what may happen next and why they think so. The partner reveals if their
prediction was accurate or not. And then cycle is repeated with the other partner leading.
 B-D-A Lesson 1: Strategy: Back Up Ideas About Characters with Evidence; Book: The Miraculous Journey of
Edward Tulane
o Prereading:
 Review of what we know of Edward Tulane so far: At the table I will have a white board next
to me where everyone can see it. We will discuss previous traits of Edward (i.e. snobbish,
selfish, proper, but he loves Abilene)
 “In a minute, we are going to read, and when you’re reading, I want you to pay special
attention to Edward and how he is talking. Is he continuing on the same? Or maybe do we see
him changing?”
 Vocabulary: pneumonia, daft, mortified – I will briefly discuss these terms with the students
just so they are not tripped up by them in the reading. I will ask if any of them know what the
words mean or what the words make them think of. Then we will talk about what they mean.
o Reading
 “Open up to chapter nine. Close your book when Edward ends up somewhere really smelly!
We’ll talk once you get to that point in the book.” (p. 69-80)
o Responding
 Talk about initial reactions: “How do you feel about what happened to Edward?”
 Going back to my questions before the reading: Did you notice anything different about
Edward?” As they give ideas about Edward, I will write them on the board. (i.e. Theory 1:
Edward doesn’t like Nellie and Lawrence at first, but then he begins to love them or Theory 2:
Edward is still worried about what he looks like, but he doesn’t care as much as he did
before.)
o Exploring
 “Now just like we talked about before, these ideas are great, but if we don’t support them with
evidence, how can know that our ideas are accurate? Where in the book can you find quotes
that support our ideas? When you find something, write it on a sticky note. Then once you are
done, take the sticky notes you made and place them on the board here under the theory or
idea your quote supports.”
 We will go over each of the sticky notes students made and discuss how they support the
ideas we had about Edward.
o Applying
 “You all had really great ideas and I know that because you all found great support for your
ideas. Writers and authors do this all the time! Just think for a minute, why would it be
important for someone writing an article to include evidence for a theory or idea they want
readers to understand or believe?” Short discussion following this question. “Authors who
write stories or fiction include this evidence so that you can understand the characters more
deeply and then understand the story more deeply. When you go to do your independent
reading today, look for evidence about characters that help you better understand them.”

 B-D-A Lesson 2: Strategy: Back Up Ideas About Characters with Evidence; Book: Alexander and the Wind-Up
Mouse

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 o Prereading:
 We will start off by getting a sense for if students have seen or read this book or any other
books by Leo Lionni before.
 I would not go over any vocabulary from this text prior to reading because this is a picture
book and the students chosen for this group should be able to use context clues to develop
meaning.
 “Just like we created ideas about Squidward from the video earlier by looking at his
interactions with Spongebob, I want you to pay attention to Alexander. See if you can be like a
detective and found out anything about him from his interactions with the other characters.
o Reading
 “You may begin reading and once you get to the part where Alexander seems pretty defeated
and sad, stop and we’ll talk about what ideas we may be starting to form about Alexander.”
o Responding
 “What do you think so far? Does anybody have any theories about what Alexander is like or
who he is?” As they give ideas about Alexander, I will write them on the board (i.e. Theory 1:
Alexander is lonely or Theory 2: Alexander is a good friend).
 “Do you have any predictions based on our theories about Alexander?”
o Reading (pt.2)
 “Okay now, go ahead and finish the book. Keep an eye out: Do our theories seem to be true?
Were your predictions correct?”
o Responding (pt. 2)
 Talk about initial reactions about the book. Then we will go back to our ideas we created and
we can add to them or change them. We will also talked about their predictions. “Did
something unexpected happen?”
o Exploring
 “Now just like we talked about before, these ideas are great, but if we don’t support them with
evidence, how can know that our ideas are accurate? Where in the book can you find quotes
that support our ideas? When you find something, write it on a sticky note. Then once you are
done, take the sticky notes you made and place them on the board here under the theory or
idea your quote supports.”
 We will go over each of the sticky notes students made and discuss how they support the
ideas we had about Alexander.
o Applying
 “You all had really great ideas and I know that because you all found great support for your
ideas. Writers and authors do this all the time! Just think for a minute, why would it be
important for someone writing an article to include evidence for a theory or idea they want
readers to understand or believe?” Short discussion following this question. “Authors who
write stories or fiction include this evidence so that you can understand the characters more
deeply and then understand the story more deeply. When you go to do your independent
reading today, look for evidence about characters that help you better understand them.”

(CAEP K-6 3.d)

VI. Check for understanding.

 I will checking understanding of the mini lesson throughout the guided reading groups through discussion and
intentional questioning.
 I will check understanding the application portion of the reading process. Are students able to connect the
strategy to a different point of view such as in nonfiction or as the author?
 Between guided reading groups I will walk around and check in on students working at the stations and ask
what they are doing or reading about.

VIII. Review learning outcomes / Closure

 Whole group in think, pair, share format: “What was your favorite station today? Why? Why is it important to
have details to support your ideas? What about specifically for characters?”

PLAN FOR ASSESSMENT

Formative assessment:
 Through questioning and discussion in guided reading groups, I could take anecdotal records of how students
engaged with the literature and explained their understanding of the characters.

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  Walking around visiting the work stations, also examining the puppets made by the students who went to that
station. (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. Was Alexander too complex of a character for students?
8. Did the students I grouped together work well together today?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading Lesson
Rationale
The Beginning The Developing
Candidate Candidate
Rationale Candidate demonstrates Candidate uses
little or no understanding understanding of how
of how planning is children grow and
related to how children develop across the
CAEP K-6 1.a grow, develop, and learn. developmental domains
but is unable to state how
the lesson is related to
that knowledge.
The Competent The Accomplished
Candidate Candidate
Candidate uses Candidate uses
understanding of how understanding of how
children grow and children grow and develop
develop across the across the developmental
developmental domains domains, and is able to
while articulating the articulate the theoretical
rationale for the lesson. foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

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.
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.

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Plan for Instruction
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are provided
Adaptation to included. Any provided in this lesson; provided in this lesson. in this lesson that
Individual instructional however, they are not The opportunities are demonstrate the
Differences and opportunities are not adapted to individual developmentally candidate’s understanding
Diverse Learners 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.
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

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 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
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.
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 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 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.

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.

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 Indiana Wesleyan University Differentiated Lesson Plan
Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards
Student Teaching Admission Summary Scoring Sheet
Reading Lesson

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