Gwynedd Mercy University-School of Graduate and Professional Studies

(Must be used for each lesson observed by University Supervisor )

Lesson Planning Framework

Subject Area: __ELA__________________ Grade Level: __2nd________

GMercyU Student Name:____Jessica Arnold___________________________

Domain I: Planning and Preparation

PA Core/Academic Standard(s):

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words. Decode
two-syllable words with long vowels and words with common prefixes and suffixes. Read
grade-level high-frequency sight words and words with inconsistent but common spelling-
sound correspondences. Read grade-appropriate irregularly spelled words.

CC.1.2.2.E Use various text features and search tools to locate key facts or information in a
text efficiently.

CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.

CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.

____________________________________________________________________________
Big Idea: Overarching Theme

We can use phonics, word analysis and pictures to help us read and understand a text. We
can analyze, identify main idea and details, and make a personal connection to re-tell what
we learned.

Essential Question(s):
Students will consider and reflect on throughout the lesson:

What strategies can I use when reading expository texts?

How can I use the text features and pictures to better understand what I read?

What are some ways to retell what I learned from expository texts?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?

Students will be able to apply a variety of strategies for reading expository text.

Students will be able to identify their understanding of a topic in multiple ways.

Assessment Evidence/Level of Learning
Students will show what they know by evidence
of/list names of formative or summative checks,
quizzes, tests which indicate evidence of learning:
Observations during oral reading with a focus on
ability to decode and use phonics and word
analysis skills.
Students will answer questions focusing on
analysis, main idea/details, and text evidence.
When one student is providing a verbal answer,
other students will display a thumbs up if their
answer is correct.
Differentiated Instruction:
Modifications in instruction and
assessment for students with learning
differences, specifically those with 504’s
and IEP’s.
Word will be provided, the teacher will
state “you say ____”, student will
repeat before moving to the next word.
The teacher will tap out the word for
the students to put together.
Students may use the text to answer
questions.

Students will be expected to read

smaller sections with 1 to 2 sentences.

Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

Students are muted upon entry and must be given permission by the teacher to be unmuted.
Students are expected to keep their faces in the screen. Students should have the teacher
“pinned” so that she is being viewed at all times. This will help decrease distractions from
peers. Students should be engaging with learning by using their dry erase boards and hand
gestures. The teacher should also be able see the students moving their mouths although
they cannot be heard. A star student of the day will be picked by the teacher at the end of
the day and announced in homeroom.

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?

 Share screen with students and ask students to give a thumbs up if they can see your
screen.
 Remind the students we have been reading expository texts and that expository texts
provide us with information and facts about a topic.
 Inform the students we have also been visualizing the stories when we are reading.
Sometimes books can provide us with visuals to help us understand what we are
reading.
 Remember to use your decoding skills, r-controlled and vowel teams.

Materials Needed:

Book: Acadia National Park by Mike Stark at www.readinga-z.com

Power point presentation

Vocabulary/ New or Review:

Expository text
National Park
Coast
Tide
Tide pool
Mammals
Donated

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)

 Move to the next slide with the book cover. Read the title to the students and tell
them to all pronounce “Acadia”. Use your mouse to circle the word as you ask them to
pronounce it. (students are muted so look for movement of mouth) Repeat if needed.
 Unmute one student at a time to read. Inform the student it is their turn to read and
what page they are reading. Ask the student to read the caption for images if able to
see it. (Print may be too small to see in the virtual setting). Read the caption if
student is unable to.
 Strategies to use while assisting the reader:
 Point under each word as they read
 Inform the student to tap it out
 Provide the sounds of the word for the student and have them put it together.
 Reference phonics and words study to identify r-controlled, short and long vowel
sounds, diagraphs and blends
 If the teacher needs to provide word for student then state “Say ______” to make
sure they are saying the word and not skipping it.
 Read the definition for each bolded word before moving onto the next page.
 Provide a positive comment after each student has finished reading.
 Inform the students we are going to answer some questions about what we read. If
you know the answer or if you had the same answer as your classmate that is talking,
you can give a thumbs up.
 Return to the first page of the book (slide 3). Adjust the screen to include the
question and ask the first student to answer “What can you see at Acadia National
Park?” Unmute the student and highlight their answer in the text to show the students
how to find text evidence.
 Repeat with questions on slides 4, 5, 6, 7, 11, 14
 Ask the remaining students that did not get to answer a question “What would you
like to see or do if you went to Acadia National Park?”

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?
 Ask the students how we know this is an expository text. Inform them that this story
provided us with information and facts about a specific topic.
 Inform the students we can use picture clues in our story to help us read the text.
 Inform the students we live near the Alleghany National Forest. Maybe you can think
of some similarities and differences between Acadia National Park and the Alleghany
National Forest. Display the last slide and talk about the similarities and differences.
 Similarities- bodies of water, waterfalls, hiking trails with stone steps that go
between large rocks.
 Differences- Salt water (ocean) and fresh water (Alleghany Reservoir).
 Reflection Guidelines

The student will write lesson plans with an eye to the Danielson Framework and the Four
Domains of Professional Practice. Use this as a resource when writing lesson plans.

Domain I Planning and Preparation

1. How do you know you were knowledgeable of your content?

2. What is the evidence that your objective was clear in the lesson plan?
 Objectives were stated at the beginning of the book. We discussed what expository
text are and why we read them. We discussed visualizing while we read and using
visuals in the story to help us read and understand what we are reading. We
discussed using our Fundations knowledge of spelling patterns to help us read.
3. How does the lesson address individual student learning needs?
 Each student reads a page aloud. The teacher is assisting each student’s individual
needs. Some students are working on reading fluently while others are working on
accuracy. The entire class is working on comprehension. I am able to provide each
student immediate feedback and guidance while reading.
4. What variety of strategies and methodologies did you consider when planning?

5. What is the evidence that lesson components were logically sequenced?
 We began with identifying the objectives. I read the title and had all students repeat
it. This was to help identify the word and how to pronounce it as it will be seen
throughout the whole story. Students read the story. We identified the vocabulary
words that were on the page after reading it prior to moving on to the next page.
Once students were done reading the story, students answered comprehension
questions that included recall of specific information/details, text evidence, analysis,
and main idea.
6. How did your lesson plan include checks for student understanding?
 Students we given the spelling patterns, spelling rules, and individual sounds of words
to assist them in their reading. This helped me know if they were understanding our
Fundations content. The questions at the end of the lesson were used to assess
students understanding of the material.
7. What PA Standards did this lesson address?
 CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding
words. Distinguish long and short vowels when reading regularly spelled one-syllable
words. Decode two-syllable words with long vowels and words with common prefixes
and suffixes. Read grade-level high-frequency sight words and words with
inconsistent but common spelling-sound correspondences. Read grade-appropriate
irregularly spelled words.
 CC.1.2.2.E Use various text features and search tools to locate key facts or
information in a text efficiently.
 CC.1.2.2.G Explain how graphic representations contribute to and clarify a text.
 CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.

Domain II Classroom Environment

1. How did students know the behavioral and academic expectations for the lesson?
  The routine has been established and the students know that they each read a page
in the story. Students are reminded to stay in their camera and to be ready to read
when it is their turn. Students are asked to unmute when it is their turn.
2. What effective routines and procedures did you implement for lesson efficiency?
 All students are muted and do not have access to unmute themselves. I call out each
student’s name and unmute them when it is their turn. They are then muted after
they provide their answer. This prevents interruptions from students and allows for
more tasks to be incorporated into the lesson. Students display a hand motion when
they need to use the restroom rather than interrupting the lesson.
3. How did you insure the classroom was physically accessible for all learners?
 I displayed the book and questions on the screen for all students to have access to
read and engage in the lesson. All students had school assigned laptops that allowed
access to the lesson.
4. What evidence indicates that respect was shown between and among students and
teacher?
 The students followed the rules and were ready when it was their turn. I provided
positive feedback and asked the students if they wanted help before providing it. The
students were not afraid or embarrassed to make a mistake.
5. What evidence indicates that students placed a high value on quality participation,
process, and product?
 Students were engaged and ready to read when it was their turn. Students were able
to answer all questions. Some students needed guided questions by me, but were
able to obtain the answer.
6. How do you assess if the lesson was attainable for all students but also had
appropriate rigor?
 I chose a book based on the lexil level. This helped me choose a book that was an
appropriate grade level book that also met the needs of the students in the group.
The questions consisted of different levels of Webb’s depth of knowledge. All
information including vocabulary and questions were displayed on the screen.

Domain III Instructional Delivery

1. How did you align your lesson to PA Standards?
 Students needed to be able to know and apply grade level phonics, decoding, long
and short vowels, prefixes, suffixes, and grade-level high frequency words. Students
used text features to identify key facts and information. Students used pictures to
clarify the reading. Students described key ideas and details from the story that was
read aloud.
2. How did you insure a clearly stated objective, understood by learners?
 Prior to reading we reviewed what an expository text is. We revied the title of the
book and what the topic was. I reminded students to read fluently and that it will help
us with our comprehension. I reminded students to use their spelling patterns/rules
and visuals when reading.
3. How did you provide clear explanations as to how to proceed through the lesson?
 Routines have been established in prior lessons. All students are muted and given
permission when it is their turn. We start with the first student at the top of the
screen and we move in order. I will state the students name when it is their turn to
 read and ask them to unmute. A message also pops up on their tablet informing them
I would like them to unmute. Students are reminded to stay in their screen so that I
know they are present and engaged for the lesson.
4. What questioning and discussion techniques insured all-learner participation?
 Each student was provided a question after reading the story. They were also allowed
to share any thoughts after answering their questions.
5. What strategies did you employ to engage all students?
 I made sure each student had a page to read and a question to answer. I assisted
students with reading by using my mouse to point to the words as they read.
Encouraged students to tap it out. I provided students decoded sounds for them to
encode. I also referenced the Fundations phonics and words study to assist them in
reading the words.
6. Describe how you made the content meaningful due to sequencing and pacing.
 We read the story and then answered several questions for comprehension. We then
did a compare and contrast to a local state park that we live by. Our town is
surrounded by this state park. This made the content relevant to their lives and many
students were able to verbally state connections to their own lives. I then encouraged
the students to talk to their parents about our state park and other state or national
parks they have been too. One student stated they could even research it online.
7. Discuss how you checked for understanding, provided feedback, retaught.
 I would state spelling pattern/rules and decode the words to assist students reading.
If they were unable to read the word, I would state repeat “word”. The students
answered comprehension questions and shared personal stories. I provided positive
feedback after each student read and answered questions.
8. What is the evidence that you were you flexible and responsive to the needs of the
learners?
 Students were given the time they needed to read their page. I gave time for
students to use their strategies when reading before I provided assistance. Students
were not embarrassed or upset when they struggled to read. Students were willing to
reread material they struggled with.
9. Describe how you made meaning of the lesson with some form of closure activity.
 I did a compare and contrast of the national park to a state park that surrounds our
town. Students were able to share stories about our state park and make connections
to some of the things we read about the other park. One student even stated he was
going to research more parks online.

Overall Assessment

Briefly state any changes you will make the next time you teach this lesson or activity, to
improve any of the Domains of Professional Practice.