RUNNING HEAD: LESSON PLAN 3: LESSON PLAN AND RATIONAL Dooly 1

Cassidy Dooly

UED 496: Field Experience E-Portfolio

Dr. Jenny Sue Flannagan

Regent University 

October 25th, 2021

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Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Cassidy Dooly Grade-Level: 5th Lesson Date: 10.07.21

Title of Lesson: Cooperating Teacher:

Analyzing Text Structure: Julie Bryan
Uncle Jed’s Barber Shop.

Core Components

Subject, Content Area, or Topic

Language Arts Unit 2: Exploring Narrative Text Structures

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

Learning Objectives
Virginia Essential Knowledge and Skills (SOL)
ELA.5.1
ELA.5.1.1a
ELA.5.4.3
ELA.5.4.6
ELA.5.5.4
ELA.5.5.6
ELA.5.5.10

Virginia Standard(s) of Learning (SOL)

Lesson objectives
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.
5.4 The student will expand vocabulary when reading. (SOL 5.4).
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5.4.3 Use context to clarify meanings of unfamiliar words and phrases.

- Use context as a clue to infer the correct meanings of unfamiliar words and phrases.
5.4.6 Develop and use general and specialized content area vocabulary through speaking,
listening, reading and writing.
5.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction and poetry.
(SOL 5.5)
5.5.4 Summarize plot events.
- Summarize plot events using supporting details.
- Identify events in sequence.
- Use graphic organizers to support summarizing.
5.5.6 Identify the conflict and resolution.
- Understand that the main character has a conflict that usually gets resolved.
- Identify the events in sequence that lead to the resolution of the conflict.
- Identify and explain the main conflict and resolution of the plot.
5.5.10 Describe the impact of setting on plot development.
- Describe the setting using details from the text.
- Describe how the setting is important to the development of plot.
- Describe how the plot would change with a different setting.
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)

Materials/Resources
● Making Meaning 2nd edition teachers guide
● Uncle Jed’s BarberShop book
● Uncle Jed’s BarberShop Exit Ticket
● Pixar Short - LIFTED youtube link
● Pixar Short worksheet - plot mountain

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

x Identifying Similarities & Differences 45%

x Summarizing & Note Taking 34%

x Reinforcing Efforts & Providing Recognition 29%

x Homework & Practice 28%

x Nonlinguistic Representations 27%

x Cooperative Learning 23%

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x Setting Goals & Providing Feedback 23%

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%

x Audio Visual 20%

x Reading 10%

x Lecture 05%

Safety Considerations

Time Process Components

(min.)

*Anticipatory Set
SEE THINK WONDER
TTW: Write STW on the back board before kids come back in from P.E.
TTW: Show the students the cover of Uncle Jed’s BarberShop and discuss what they kids
see, think, and wonder about the color and title.
TCW: Name as many things as they can think of.

Ex: The title says uncle, so maybe a uncle and niece

Someone gets their hair cut
The setting is a barbershop

*State the Objectives (grade-level terms)

● I can understand the main character has a conflict that gets resolved.
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● I can identify the events in sequence that lead to the resolution of conflict.
● I can identify and explain the main conflict and resolution of the plot.
● I can describe the setting using details from the text.
● I can describe how the setting is important to the plot.
● I can describe how the plot would change with a different setting.

*Instructional Input, Modeling, or Procedures (day 1)

Uncle Jed’s whole group reading
TTW: Start the lesson by telling the students the setting where the book takes place.
Although we know something about the barber show, this whole story takes place in the
south of the United States during a time where segregation was still practiced. Do you
guys know what segregation is? During this time of this story, there were laws put in
place that said you could only be with people of your same color. Hospitals, schools,
shopping, ect. This caused a lot of inequality to people who were black and made life
really hard. Let’s read this story and see how the setting might impact the plot.

TTW: Read Uncle Jed’s barber shop, stopping at different events along the way to have
the students turn and talk to discuss the sequence of events in the plot.
TCW: Turn and talk.
TTW: Read the story until pg 11.
TCW: turn and talk
TTW: Read pg 16.
TCW: Turn and talk.
TTW: Read to pg 22.
TCW: Turn and talk.
Teacher Prompts: Who is the main character? What prob;ems is the main character
facing? How is he dealing with the problem?
TTW: Read to the end of the book.

TTW: discuss and review the STW

*Check for Understanding

Whole group discussion:

● What challenges does uncle jed face as he tries to fulfill his dream? How does he
deal with them?
● What do we know about the setting in the story? How does the setting affect the
characters?
● What can we learn from Uncle Jed about dealing with problems in our own lives?

EXIT TICKET:
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Where was the setting of Uncle Jed’s Barbershop?

How would the story be different if it took place in 2021?

*Guided Practice
Small groups: Plot Mountain
TTW: introduce the plot mountain that talks about rising and falling plot.
TTW: Walk through the setting, characters, main idea, conflict, resolution, and then the
events that lead to rising action, climax, and falling action.
TSW: Discuss the plot mountain using Uncle Jed's Barber Shop.

TTW: Explain that we will be using the plot mountain for the next few weeks.
TTW: Give the students the plot mountain for Lifted and go back to their seats.

*Independent Practice:
Pixar Lifted
TSW: Watch the Pixar short called “Lifted” on youtube - assigned through Canvas.
TSW: Fill in their plot mountain with all the details from the Lifted short, filling in as
many boxes as they can.
TSW: Turn in their plot mountains for grading and assessment.

Differentiation:
Lowest group will watch the video and work with the teacher at the teacher's desk.
Middle groups work with a nearby partner to fill in their plot mountain.

*Closure & assessment

Exit ticket review: How would the plot be different if Uncle Jed’s story took place in
2021?

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

multicultural).
- Students may use their slates and markers throughout the reading to continue using TSW
while the teacher reads.
- Low group will work with the teacher on independent work.
- High group will draw a plot mountain on their writing journals and then fill it in with the
information from their personal book they are reading.

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

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).
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-
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.
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Lesson Plan 3 Reflection

A lot of our students are below grade level in Language Arts, so a lot of our time was

primarily spent focusing on building the skills they missed and practicing skills they haven’t

used since before Covid. This lesson helped the students to understand point of view and how

plot impacts the story.

Uncle Jed’s Barbershop tells the story of an aspiring black Barber whose dream is to

become the first Black barber. The story takes place in the south when segregation was bad.

Before starting the story, the students and I discussed what segregation was, why it matters, and

how it might impact the story. Having a room full of multicultural students made this lesson

really important. It helped the students see how hard life was for black people early on, but it

also showed how Uncle Jed did not let any external circumstances keep him from fighting for his

dream. It was a great story to encourage the kids with, especially my lower students who kept

shutting down when we did work that they felt was too hard. It was also a sweet reminder from

the holy spirit about my own dreams, too. Uncle Jed’s dream started when he was a young boy

and did not come to fruition until he was in his nineties.

Knowing the students would be getting ready to discuss the American Revolution in their

next social studies block, introducing Uncle Jed’s Barber Shop was great to help them connect to

what times were like in the early years. History and Science switch blocks every 3 weeks, so

implementing history and science during reading is very important. The students were able to

discuss segregation in the old days and in current days. In a class with multicultural students,

they needed to hear this story to feel seen, heard, and like their cultures are talked about.
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This story was the best for helping my students understand the plot structure of a book.

We stopped every few minutes to talk about the events that were leading up to the climax of the

story, then followed the events that led us to the resolution or solution of the story. After the

whole group, we moved into small groups. To keep it engaging, we used a Pixar Short film. As a

group we would watch the video, discuss the events, then use our papers to fill in the blanks.

This was a GREAT way for my students to enjoy learning about story elements.