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

Teacher (Candidate): Bailey Riddick Grade-Level: 3rd Lesson Date: 2/7/22

Title of Lesson: Fictional Texts Cooperating Teacher: Beth Kelly

Core Components
Subject, Content Area, or Topic
Reading, Fiction Texts
Student Population
18 students ( 8 boys, 10 girls)
No IEPs, 6 students in PALs program
Learning Objectives
TSW…..
- Use text evidence to support the theme in fictional text
- Analyze narrative elements to determine theme in fictional text
- Make inferences while reading by using text evidence

Virginia Standard(s) of Learning (SOL)

ELA 3.5 The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry.
f) Identify the narrator of a story.
g) Ask and answer questions about what is read.
h) Draw conclusions using the text for support.
i) Identify the conflict and resolution.
j) Identify the theme.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
- A Day’s Work book
- Paint Swatches
- Poster Paper
- A Day’s Work worksheet
- Internet/SmartBoard access
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%
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%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations

Time
(min.) Process Components
5 min. *Anticipatory Set
Have the students access prior knowledge by talking about plot: “How does the story
start?” “Does the story have a beginning, middle, and end?” “What happens to make
the plot move further?” “What happens to the characters?”

~1 *State the Objectives (grade-level terms)

min. I CAN…….
- Use text evidence to support the theme in fictional text
- Analyze narrative elements to determine theme in fictional text
10-15 *Instructional Input, Modeling, or Procedures
min. Introduce new terms for fiction texts on Graphic Organizer (setting, plot, events,
characters, conflict resolution)
- Setting: Where the story takes place (year, location,
- Plot: The main events that happen in a story
- Events: Certain important things that happen to a character
- Characters: People being affected by the story
- Conflict Resolution: When the main problem in the story is solved
TTW discuss how each of these terms are elements that are in fictional texts
TTW read A Day’s Work to the students using the Smartboard. Read in sections,
discussing and using instruction for each chunk.
**As the story is being read, stop and discuss some of the words in Spanish that are
unknown for the students. Define them and discuss why the author added these
words in the story (the Grandfather does not speak English). Discuss how the
Grandfather feels in the story not knowing the language.
- Section 1 (pg. 1-17)
o Ask the students the following questions.
 Who are the main characters in the story? (Francisco,
Grandfather, Mr. Benjamin/Ben)
 What is the setting? (California, outside in the early morning;
 empty parking lot)
 What problem/conflict are Francisco and Grandfather facing?
(Grandfather has just arrived in America and can’t speak
English. Grandfather needs to find work to help Francisco and
his mother have enough money to live.)
 Which actions/words of Francisco’s in the beginning of the
story may cause another problem/conflict for him and
Grandfather? (Francisco tells Ben that his grandfather is a fine
gardener, and this is not true. He also tells Grandfather that
gardening is easy. Francisco says, “Good. Fine.” when Ben
gives the directions for their day of gardening work, again
acting like Grandfather knows the job of a gardener.) 
 How does Francisco feel when he and Grandfather get a day
of work from Ben? (Francisco feels excited and proud of
himself when he convinces Ben to give them the day of work.)
 What are your thoughts on theme so far? What life lesson do
you think the author might want you to understand? (The
importance of honesty)
- Section 2 (pg. 18-27)
 Have the students listen for feelings and character traits (actions
or words) of the characters, seeing if those actions cause any
problems in the story.
 TSW also focus on the major details and events of the story and
see if they can find the message or theme with those details.

>5 *Check for Understanding

min. During instruction and transitions, check in with students asking them if anything is
confusing.

TTW walk around during activities making sure students are staying on task and
grasp the concepts.
10 *Guided Practice
min. - TTW read Section 3 (pg. 28-32)
 On the SmartBoard, label three sections “Feelings/Traits”,
“Conflict”, and “Major Events/Theme”. TSW copy this down on
tri-sectioned paint swatches. As the teacher is reading, TSW
fill in their charts and jot down notes. Pause and reflect on
answers after reading. (Graphic Organizer)

10 *Independent Practice
min. - To close out A Day’s Work, TSW complete a worksheet discussing the story’s text
elements
- TTW play the Disney-Pixar Short “Piper”. After the short is finished, the students
will talk amongst their table mates (Turn and Talk) to discuss what they think the
theme of the story was, using the characters and their reactions. TSW discuss
findings with the class, TTW guide their thinking if a little off track.
- TSW fill out a “My Thinking About the Story” Worksheet as an Exit Ticket

Assessment
 Informal assessments are given throughout the lesson with the different assignments
and activities to ensure student understanding.

Exit tickets are given to help the students organize their thoughts of what and how
they learned.
~5 *Closure
min. Ask the students “How does focusing on the characters and their actions help
identify the theme of the story?” and “How does focusing the problems and major
events help you identify the theme of the story?”
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
This lesson deals with a variety of learning styles by allowing students to visually see the
concepts through Anchor Charts and other Graphic Organizers. The students can hear
through teacher instruction and fiction story read alouds. The students can also look at
illustrations from the stories and wok demonstration.

For struggling readers, read through the story and instructions on worksheets to help them
comprehend the text. Walk around the room to track their progress and scaffold any
questioning you need to address if they are having a hard time.

Instruction in this lesson also supports a culturally responsive learning environment, as the
students will read and define different words in the fiction texts that are written in Spanish and
having bilingual integration. TTW will use this to help students understand the context of the
story and develop a better understanding of the culture of the characters.
Classroom Management Strategies (To ensure a positive learning environment).
Continue to monitor class participation and focus by checking in on students as they are
working on their activity. To help students go back to staying on task, clap out a rhythm and
have them copy it. If specific students are having trouble staying on task, walk around and
work with them to see if they need any assistance.
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
written report).

*Denotes Madeline Hunter lesson plan elements.