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

Teacher (Candidate): Veronica Eksteen Grade-Level: 1st Lesson Date:

Title of Lesson: Words Matter Cooperating Teacher: Mrs. Benjamin

Core Components
Subject, Content Area, or Topic
English
Student Population
16 students
Learning Objectives
 TSW be able to set a purpose for reading, answer questions about the reading, and
identify theme.
 TSW be able to form their letters, leave spaces between words, and sound out
unknown words correctly when writing.

Virginia Standard(s) of Learning (SOL)

English. 1.9 The student will read and demonstrate comprehension of a variety of fictional
texts.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.

English 1.12 The student will print legibly.

a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write unknown words phonetically

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Premade Powerpoint, You are Special book, pre-named notecards

High Yield Instructional Strategies Used (Marzano, 2001)

 Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
10 *Anticipatory Set
min.  TTW display a picture of the day. (Picture of the Day)

 TTW ask, ‘What do you notice about this picture?”

 TSW share their thoughts.
  TTW ask, “What do you notice about this picture?”
 TSW share their thoughts.
 TTW say, “What is the same in both of these pictures?”
 TSW share their thoughts. TTW write down their thoughts on the board
as they share.
 TTW ask, “What is different in both of these pictures?”
 TSW share their thoughts. TTW write down their thoughts on the board
as they share.
 TTW say, “I really like hearing what you all have to say. I think what we
have concluded so far is that our words have an impact on others. Our
words have the power to hurt or to be helpful.”
*State the Objectives (grade-level terms)
 I can set a purpose for reading, answer questions about the reading, and
identify theme.
 I can form letters, leave spaces between words, and sound out unknown words
correctly when writing.
25 *Instructional Input, Modeling, or Procedures
min.  TTW say, “Today we are going to read a story and I want you to think about
how the words affect our main character.”
 TTW read p. 7-8 and ask, “What is the setting? Who are the characters?”
 TSW share their thoughts.
 TTW read p. 9-11 and ask, “What do we know so far? What questions do you
have about the text so far?”
 TTW read 12-15 and ask, “How do you think Punchinello feels? Why do you
think Punchinello feels this way? How would you feel if you were
Punchinello?”
 TSW share their thoughts.
 TTW read pg 16-17 and ask, “What do you wonder about Lucia?”
 TSW share their thoughts.
 TTW read pg 18-25 and ask, “Who is Eli? How does he describe
Punchinello? How would you feel if you were Punchinello?”
 TSW share their thoughts.
 TTW read pg. 26-31.
 TTW ask, “How did the story end?”
 TSW share their thoughts.
*Check for Understanding
 TTW check for understanding as students answer questions.
 20 *Guided Practice
min.  TTW say I want you to get together with your partner and answer the
following question, “When we look at the story, what is the big idea of the
story? What is the theme? The big picture?”
 TSW get with their partner and share their thoughts (Pair and Share)
 TTW call on different pairs of students to share what they believe the main
idea of the story is.
 TTW say, “I love hearing you all share the main point of the story! You guys
did so great! I am so proud of you!’
 TTW ask, “Were all the Wemmicks created the same? Are we created the
same? Do we all deserve respect and kindness?”
 TSW share their thoughts.
*Independent Practice
10  TTW say, “Now that we have learned about how words impact people. I want
min. us to practice saying kind words to one another. So, Ms. E is going to pass out
notes. I have written one of your classmates names on the top of your note.
You are going to write a kind note to one of your classmates, because as we
have learned: words matter. If you need help, me or Mrs. Benjamin will help
you!”
 TSW write their notes.
 TTW give students ten minutes to write their notes.
 TTW say, “Now it is time to give your note to your classmate.”
 TSW share their notes with one another.

Assessment
 TSW be assessed as they discuss the main idea of the story with their
partners.
 TSW be assessed on the notes they wrote.
3 *Closure
min.  TSW share how they felt when someone wrote something nice about them.

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

Auditory: TSW learn through listening to the teacher read and hearing their peers share.
Visual:. TSW learn through seeing the pictures and writing on the board.
Kinesthetic: TSW learn through writing their notes.
Reading/Writing: TSW learn through writing their notes.
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
written report).

*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