Name: Date: Subject Area & Grade:

Haley Marek 3/30/2021 5th grade, Reading

Effective Instructional Design - Standards-Based Lesson Plan

Standard: (MDE, grade level, or CCSS)

Standard(s):

- CCSS.ELA-LITERACY.RL.5.6: Describe how a narrator's or speaker's point of view influences how

events are described.
- CCSS.ELA-LITERACY.SL.5.1.B: Follow agreed-upon rules for discussions and carry out assigned
roles.
- CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others' ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.5.1

Learning Objective/Target and “I can” statement(s):

What am I going to teach?
What will students be able to do at the end of the lesson?
What formative assessments were used to inform instruction? (Why this now?)

What I will Teach: Today we will be learning about being open and seeing things from different
character’s perspectives

Goal for Students: My goal is that students will be able to pick out and interpret different
perspectives from their books.

Learning Intention: Readers consider the perspective of the main and

secondary characters

Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
How will you encourage on task, active and focused student behavior?

Positive Behavior Strategies:

In our classroom, we do not have positive behavior reinforcement (rewards systems). We
encourage students to be great leaders in our classroom and model for their classmates. Only
those who are doing exactly what they should get to be leaders because they have demonstrated
we can trust them with the responsibility. To encourage them I will point out students who are being
great examples by using phrases such as, “Thank you to Elizabeth for having her writing notebook
on her desk”, “Thank you Nick for showing me a thumbs up, that tells me he is ready for the next
step.” A phrase we typically use a lot is “the quickest way to figure out what to do is to glance at
your classmates.”

Other Classroom Management:

- Use capturing kids' hearts questions: “what are you doing?” and “what are you supposed to
be doing?”
- I will use nonverbal signals to children (shake of head, thumbs up, thumbs down)
- I will give the students time signals.
- I will give the directions clearly and have a student restate them for the class
- I will use a graphic organizer for students to organize their thoughts.
- I will use the Elmo to display directions and learning intentions.
- I will praise those on task.
- I will use attention getters (counting down, or Bum bum babum bum)

Example: I noticed that Elizabeth had everything on her desk and is waiting for my next direction. If
you are wondering what to do you should glance at her.
Example: Thanks for writing this down. Thanks for staying with me.
Example: Now, we are moving into independent work time. This means it looks, feels, and sounds
a certain way.

Materials Needed for Lesson:

- Writing Notebook
- Book Club Book
- Pencil
- Easel
- Youtube Clip

Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice or review to begin?

Generate Interest/Hook the Learners: Harry potter youtube video (at the beginning)

Access Prior Knowledge in Learners: I will be accessing their prior knowledge through
connecting perspective into our point of view lessons we have learned previously! We did this
lesson with the first Harry Potter book whereas now we are on the second.

Review for Learners: I will ask the question: Who knows what another word is that we could use
for perspective?

Introduction (cont.): Creating Excitement and Focus for the Lesson Target
 Task Analysis: Accommodations and Differentiation:
● What information do the learners need? ● Remediation/intervention
● How is the lesson scaffolded? ● Extension/enrichment
Thinking Levels (questions to engage thinking): ● Learning styles
● Remembering Methods, Materials and Technology:
● Understanding ● Remediation/Intervention
● Applying ● Extension/Enrichment
● Analyzing ● Learning Styles
● Evaluation
● Creating

Task Analysis:

TTW display the learning intention

TTW sets students up for video and watch the video
TSW watch the video thinking about the perspectives
TCW makes the t-chart and discusses the characters’ perspectives
TTW wrap up discussion and lead a call and response for the partnership goals
TSW restate the direction
TCW work in book club groups for 10-15 minutes
TTW wrap up group work
TSW share out 2 or 3 examples

Remembering: what is another word that means perspective?

Understanding: How does Harry feel? See? Hear?
Applying: What does this perspective bring to the story?
Analyzing: How are Draco’s perspectives and Hermione’s perspectives different?

Accommodations: To accommodate all students I will be having copies of my learning intention

for students who struggle to write. I will be providing a variety of speaking, listening, reading, and
writing. Students also have paired up by reading level, interest level, as well as consideration for
only academic partners. They have all chosen a book that is at their level and have a partner or two
that is slightly higher who will provide clarification.

Differentiation
Content: I will be using a variety of modes from visual, written, and spoken examples of the
content.
Process: Students are able to choose the way they learn with their groups. They can choose to
read aloud together, read silently and then discuss.
Product: The student able to share their final product verbally or written down as evidence of their
learning.
Environment: Student is free to choose different learning spots around the classroom as well as
different places to read with their partners around the classroom.

Challenge: Students who need a challenge can read at a faster pace with their partner and meet
their partner’s page number to describe the job. Students will be able to focus on the majority of
characters in their novel and not just one or two. They can also expand their thinking to other
stamina books they are reading.

Technology:
- Youtube clip
 Modeling (“I Do”)
How will you give visual and verbal input?
How can you make the content clear and the task steps explicit?

I DO:
-Teacher presents learning intention and sets up video for students to analyze.
-Teacher plays video until after Ron tries to curse
- sets students up for using t-chart

Check for Understanding:

How will you question and redirect? (Samples of questions)
What formative assessment strategies will you use?

Questions to Check for Understanding: fist to five on Perspective of characters. 5= I could

explain it to a friend. 1= I am confused about the perspectives of the characters.

Guided Practice (“We do”)

What will the teacher and the student do together?
What will gradual release look like?

WE DO: As a class: watch harry potter and determine the perspectives of the characters.

Using a t-chart: (character/sees/hears/feels) Do for Draco, Harry, Ron, Hermione. The class
determines and discusses the perspectives of each character. Students complete call and
response on the partnership goals.

Independent Practice (“You do”)

What skills will the student demonstrate or model?
Will this be fully independent or collaborative? (“You do with my support”)

You Do: students spend 10-15 minutes in their book clubs doing this with their partners.

*We will expect 3 or 4 groups to share how their thinking. *

Closure
How will the learning target(s) and “I can” statements be reviewed/revisited?
How will students be involved in the closure?
What connections to future learning will occur?

Connections to Future Learning: This connects to their future lessons within the historical book
club unit but also when they are watching and analyzing stories.
Biggest Take-Away for Learners Today: thinking about and considering other perspectives within
a story.

How will you know they know it? If students are able to give up examples of evidence of their
learning after working in partnerships.

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand or are able to do after this lesson?
What formative assessments will be used to inform future instruction?

Evidence of Learning: I will know by assessing their written responses using the t-chart to analyze
their book club books. I will also be circulating and joining groups to check progress.
What do students know, understand, or can do now?

Formative Assessment to Inform Future Instruction: Assessing while observing groups.

Notes for Self:

- Mind like water
- You can do hard things
- Active listening
- Let go of control

Reflection
What evidence do you have that the objective(s) or learning target(s) were met?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond?
Were all my students engaged?
How was my timing?
How many students struggled? What can you do to help those students?
For how many students was the content too easy? How can you extend the learning for them?
What did everyone know? What did no one know? Were there any surprises?

Reflection after lesson, coaching conference, and GoReact review:

The evidence of their learning showed in their whole group sharing and answers to my
questions about what would happen if that perspective was taken out of the story. Most
students in my fist to five put up a three or higher showing me that they understood that
characters have different perspectives. My students responded to this lesson very well, they
were engaged in analyzing the video clip and sharing it with the whole group. The vast
majority of the groups had one person share out providing evidence of their learning. My
timing was okay, typically a reading lesson runs shorter than this but the conversation about
the clip expanded our time. However, with this lesson, I think that time spent was very
helpful to students. This content seems to match exactly where my students were, my high
flyers were able to continue to analyze all their characters, whereas the low flyer complete
one or two of their characters. By the end of the lesson, students seem to have a decent
understanding of what each character brings to a book, and if we didn’t have the character
then the book would not be the same. I was surprised by one of my student’s explanations
that Harry made all the other characters better. He said, “the good in Harry brings out the
good in them,” I thought it was a perfect way to say it and I was surprised and happy by their
thinking.

Small Goal:
- Continuing to focus on engagement with students, and giving control during those
activities to foster an organic learning environment