Running head: LESSON PLAN: RATIONALE AND REFLECTION PAPER Dooly 1

Artifact 1 with Rationale and Reflection Paper

Cassidy Dooly

UED 496: Field Experience E-Portfolio

Dr. Jenny Sue Flannagan

Regent University 

October 4, 2021
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Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Cassidy Dooly Grade-Level: 5th Lesson Date: 09/14/21

Title of Lesson: Building a reading Cooperating Teacher:

community: Read Aloud Julie Bryan

Core Components

Subject, Content Area, or Topic

Language Arts, Building a reading community

Student Population

5th-grade inclusion class - 8 SPED, 1-Gifted, 1 ELL, 11 boys 10 girls 11 boys

Learning Objectives

Virginia Essential Knowledge and Skills (SOL)

ELA 5.1 The students will use effective oral communication skills in a variety of settings

ELA 5.5The student will read and demonstrate comprehension of fictional texts,

literary

nonfiction, and poetry.

Virginia Standard(s) of Learning (SOL)

Lesson objectives
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5.1 The student will use effective oral communication skills in a variety of settings.

a) Listen actively and speak using appropriate discussion rules with awareness of verbal and

nonverbal cues.

b) Participate in and contribute to discussions across content areas.

c) Summarize information gathered in group activities.

d) Orally express ideas clearly in pairs, diverse groups, and whole-class settings.

e) Use evidence to support opinions and conclusions.

f) Summarize the main points a speaker makes, and connect comments to the remarks of others.

g) Demonstrate the ability to collaborate with diverse teams, while sharing responsibility for the

work.

h) Work respectfully with others and show value for individual contributions.

listening for sequences of ideas, and taking notes.

5.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and

poetry.

a) Summarize plot events using details from the text.

b) Discuss the impact of setting on plot development.

c) Describe character development.

d) Identify theme(s).

e) Explain the resolution of conflict(s).

f) Identify genres.

g) Differentiate between first and third-person point-of-view.

h) Differentiate between free verse and rhymed poetry.

i) Explain how an author’s choice of vocabulary contributes to the author’s style.

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j) Draw conclusions and make inferences with support from the text.

k) Identify cause and effect relationships.

l) Compare/contrast details in literary and informational nonfiction texts.

m) Use reading strategies throughout the reading process to monitor comprehension.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources

● The Lotus Seed book

● Making Meaning Teacher's book

● The Lotus Seed Exit ticket

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%

x Summarizing & Note Taking 34%

x Reinforcing Efforts & Providing Recognition 29%

x Homework & Practice 28%

Nonlinguistic Representations 27%

x Cooperative Learning 23%

Setting Goals & Providing Feedback 23%

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Generating & Testing Hypothesis 23%

x Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?

Check if Used Strategy Return

x Teach Others/Immediate Use of Learning 95%

x Practice by Doing 75%

x Discussion 50%

x Demonstration 30%

Audio Visual 20%

x Reading 10%

x Lecture 05%

Safety Considerations

Time Process Components

(min.)

*Anticipatory Set

“If you could be any superhero, who would you and why?”

TSW: Turn and talk to a neighbor.

“Did you guys know when you turned to a partner to answer that question, you were

already practicing part of what it means to be in a reading community?

TTW: This week we’re learning what it means to be a part of a reading community!
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*State the Objectives (grade-level terms)

ELA.5.1.1

● I can communicate effectively

ELA.5.1.1a

● I can participate in discussions.

● I can build on others’ ideas.

● I can clearly state my thoughts, opinions, and information.

● I can be an active listener.

( I can be an active listener by taking notes.

ELA.5.1.1b

● I can ask and answer questions at appropriate times.

● I can contribute to discussions.

*Instructional Input, Modeling, or Procedures

TTW: Introduce the making meaning program by explaining that this year the students

will be part of a reading community and explain how these strategies help with reading

comprehension:

Being in a reading community means reading, thinking about, and discussing books

TOGETHER AS A CLASS. “Sometimes we learn how to read words fluently, but still

have trouble understanding what they mean, especially as books get more challenging. In

order for us to be strong readers, we will need to share our thinking, listen carefully to

one another, and take responsibility for ourselves.

TTW: Explain that the students will hear many stories read aloud and then we will talk

about them altogether. Not just teacher to student, but peer to peer.
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TTW: Explain that this first part of the lesson will focus on learning the expectation for

listening to the teacher.

“Throughout the year you will have lots of adults reading to you. What do you think are

some of the expectations we are looking for while we read?

TSW: Raise their hands to respond.

TTW: Present expectations of reading procedures.

“When we get ready for a read aloud, this is what I am looking for:

Your desk is put away and cleared: nothing to distract you or take your focus away from

our reading.

You’re sitting up straight and looking in my direction: this tells me you’re focusing.

No talking while I am reading if you have a question write it down and you can ask it at

the appropriate time.

*Check for Understanding

TTW: Pull out the story of the Lotus seed, reading the name of the author and illustrator.

TTW: Explain what a lotus is “a kind of flower that grows in water or wet earth” and that

this story follows a young girl who carries it from her homeland of VietNam to America.

*Have you read any other stories of immigrants coming to America?

* self assess, how are you sitting? Is it showing me you’re paying attention? Okay lets

practice being responsible and listening

TTW:

Read the Lotus seed and discuss the vocabulary. While also watching how the students do

with listening and paying attention.

Alter: in many Asian homes, an altar is a table that honors a family’s ancestry.
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Ao dai (ow zi) is a traditional Vietnamese dress

Ba (Vietnamese): for grandma

Dormant: alive but not growing.

*Guided Practice

TTW: Ask some questions about the stories. Discussing the characters, point of view,

and the genre to which it belongs in.

TSW: Turn and talk to a neighbor after each question is asked.

TTW: Circulate the room, checking for any misconceptions and checking for

understanding!

Why was the lotus seed so important to ba?

Why is it important that the lotus seed bloomed after all those years?

What do we know about the setting?

How does knowing the setting impact the story?

Whose point of view is the story told in?

* Independent Practice

TTW: Ask the students how they think they did with the procedures? What could they

have done differently to show responsibility?

TSW: think to themselves and then raise a hand to answer.

TTW: Praise the students for how they did, remind them that this is something that will

be practicing and used all year.

*Closure & assessment

*Closure
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Exit ticket for the lotus seed

1. What point of view was the lotus seed written in?

2. Why was the Lotus seed so important to Ba?

TTW: collect exit tickets to assess students’ knowledge of point of view and the main

idea!

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-

cultural).

TTW: Check-in specially and circulate the front two rows (preferential seating with the teacher, IEP

students) to help further the conversation and teach them how to listen and respond.

Although this lesson is about building a reading community and the routines that go with it, we will

also take some time to discuss the genre, point of view, and setting.

Classroom Management Strategies (To ensure a positive learning environment).

Awareness that since covid restrictions are still in place, students need to stay at their desks while

listening and talking with their peers.

Lesson Reflection. To be completed following the lesson. Did your students meet the

objective(s)? What parts of the lesson would you change? Why? (Professor will determine if

reflection goes here or in a written report).

- The students did a great job with this lesson and met all the expectations for this lesson. This

unit sets the foundation for what the reading and writing community will look like for the rest

of the semester. Looking back five weeks later, it really helped us. My students do a great job

with turn and talk. They are great at listening to each other, thinking through their own ideas,

and even sharing their partner’s ideas.

*Denotes Madeline Hunter lesson plan elements.
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Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.
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Reflection

I had very little knowledge of what language arts looked like in 5th grade, but I assumed that

they would already have a good reading foundation and the idea of what a reading community

would look like. However, that was not the case. Especially with covid interfering with their last

two years of academics, the students had very little stamina to sit, read quietly, or write. This

lesson was the foundation that my students and I needed to fully understand what it looks like to

be a part of an engaging community where they listen and respond to one another.

Part of my personal philosophy is creating a classroom that mixes coaching

(Perennialism) and interactive teaching (behaviorism). I want my students to learn the value of

listening (both to teachers and with peers) in the classroom and responding to one another

respectfully. The first few times I had the students turn and talk, I asked if anyone wanted to

share their own idea they discussed. Then I randomly changed it on them. I still had them turn

and talk, but instead of sharing their own idea, I asked them to share what their partner had

shared. A few could, but most realized that they were not actively listening. Throughout the next

few weeks, my students knew what was expected of them during our reading and turn and talks.

They were able to activity listen, communicate their thoughts, and still be awake of when the

teacher signaled to stop.

Although I cannot talk about my faith, I try to show the fruits of the spirits through my

actions with not only the students and teacher in my room but everyone I meet. Through the first

lesson of building our reading community, I explained how it is important to make everyone feel

valued and cared about amongst our class. I asked the Holy Spirit to fill the room long before we

started the lesson. Throughout this lesson, the students asked each other questions and made sure
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that everyone had a partner. If someone was left out, they would quickly pull them into their

group.

This lesson was one of the first lessons I taught, week 2. It did not have an exact

formative or summative assessment, as the goal was just to start building our foundation.

However, it did let me assess their ability to sit and listen. Which was a struggle and I knew we

needed to start working on stamina as soon as possible. I also knew from planning our first

reading test (two weeks out) would be testing point of view, so I used an exit ticket to assess

their knowledge. Which quickly taught me the majority of the class did not know 1st or 3rd. I

started implementing point of view in everything we read or discussed.

Although for the students this was just a lesson to build a foundation for reading, it

helped me and their teacher to see where they were and how we’d need to help over the next few

weeks. By the next week the students were already grasping the concepts of turn and talk and

point of view.