ECE Student Teaching Lesson Plan Template 2021-2022

Student Teacher: Molly Ann Ray Coach: Denise Serico Mentor: Andrea Barile Grade: 1st

Context
Lesson Topic & Routine: Expected Date or Week of Focus Students (if any):
Lesson:

Open-Ended Questions & Character Week of February 8, 2022 Whole-Class (there are only ten students)
Traits

Objective(s): What’s the Point?

Learning
Objective/Skills/Content:
By the end of today’s lesson,
what will students know and be
able to do?
PA Standard(s) Assessment: How will students demonstrate
Please copy and paste mastery of the objective?  How will you adapt the
lesson for all learners? [Possible strategies: Exit
Ticket + Exemplar] Please include a copy of
anything you’re using.

SWBAT answers comprehension
questions about the text.
SWBAT define character traits
verbally and write them down.
CC.1.2.1.B Ask and answer questions
about key details in a text.
CC.1.3.1.C Describe characters, settings, and
major events in a story, using key details.
Students will demonstrate mastery by completing a
worksheet on Pete the Cat’s character traits. The
students will write words that describe Pete on a
worksheet. After everyone is done, we will go over the
worksheet as a group so everyone can share what they
wrote.

Logistics: What Do You Need, Where Are You Going, How Will You Get There?
Materials: What materials do you Location: Where will you do the Proactive Learner Techniques for Management:
need on hand before the lesson lesson? How will children be - Stating expectations at the start
starts? positioned? - Reinforcing behavior during the lesson
- Transitions into and out of lesson

Copy of the book “Pete the Cat:
Valentine’s Day is Cool”
Character Traits Word Wall
Worksheet
Seated on the rug in front of the I’ll state expectations during my lesson opening
classroom.
I’ll verbally reinforce positive behavior throughout
(“Thank you for sharing”, “I like how ___ is doing ___”,
etc). Also, I will transition out of the lesson by telling
them to go back to their seats to complete the
worksheet.

I’ll also explain that they can refer to the text whenever
they need to (e.g., point out evidence to support their
answer)

Lesson Delivery: What Are You Going to Do?

Lesson Opening / Activating Prior Knowledge
- Include open-ended questions that activate background knowledge
- Provide feedback on students’ responses
- Communicate the learning objective(s) / explain what’s going to happen

Introduction:
● Explain that we’ll be reading a passage called “Pete the Cat: Valentine’s Day is Cool”, then answering some questions about it.
● During the reading, focus on the character traits for Pete the Cat. “I know you all know how to describe characters from other
readings/books so we are going to focus on Pete’s character traits today.” This will build on background knowledge from previous
lessons.
 ● Questions before reading… “What do you already know about character traits? What examples can you remember from
characters from other stories you have read so far?”
○ An example of this can be the parents always being busy in the space book from a couple of weeks ago

Instructional Steps (i.e., what you’re going to do)

- Include the specific steps of the literacy routine you’re using
- Include the open and closed questions you will ask and the feedback you’ll offer on children’s responses
- Include ways to check students’ understanding of the learning objectives
- Plan what to say to transition students over to Independent Practice
- Consider how you will model your own thinking
- Consider engagement strategies to keep students involved

While reading the text, model character traits for Pete’s friends and ask open-ended questions. Also, as I ask open-ended questions, I will
wait 4-7 seconds to allow the students to formulate an answer.

Open-ended questions:
● What character trait could we use for Pete’s mom?
● Why do you think Pete made a big heart for his mom’s card?
● What character trait could we use for Callie?

Model:
● Pete thought hard about how his friend Larry and how he was cool (which is a character trait). Pete drew a picture of a football on
his friend Larry’s card so he must be athletic as well (which is also another character trait).
● Here are more examples of character traits that Pete thought of for his friends…(I will be asking the students what traits could we
use for Pete’s friends based on what he drew on their Valentine’s Day card)
○ Josh has a soccer ball which means he is athletic
○ Trey and John have instruments so they might play an instrument which means they are talented or they just like music
○ Rob has a car which means he may like cars

After Reading…
● Why do you think Pete changed his mind about Valentine’s Day? Where in the story can we see where Pete changed his mind?
● Now, since Pete, the Cat made valentine’s day cards for all of his friends we are going to make one for him.
● Show students the word wall and go over some of the character traits we used in the story as an example.

Independent Practice (i.e., what students will do on their own)

- Lay out the steps and directions of the activity students will complete
- Include an assessment that evaluates student learning

What word(s) would you use to describe Pete? Why would you use these words to describe him? (Assessment: Worksheet & Group
Discussion)

This is what Pete the Cat’s Valentine’s day card looks like. In the heart, you are going to write down as many character traits that you can
remember from reading the book about Pete. You do not have to write sentences, just write down words that describe him. While you are
completing the assignment you can look at the words on the word wall to help you describe Pete. You are going to have about five minutes
to complete this because we are going to come back to the rug and share what you wrote about him.

Worksheet:
(on next page)
This worksheet will allow the students to write about Pete’s character traits. This relates to the objective of the lesson because the
students will be able to write character traits. It follows along with the standard as well because the students will be able to describe a
character.

Then, we will talk as a class about the character traits that they chose and why. After everyone shares, I will explain to the students that it
is important to be able to identify a character's traits while reading because it makes them better readers. It is important to know character
traits because you learn more about the character.
Reflection: How Did It Go?
1. What went well about the lesson? Consider the clarity of your teaching, the evidence of students’ learning, and the
students’ engagement.

2. What would you change for the future?

3. How could you modify the lesson for students with different needs? (Consider advanced and struggling learners.)