Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: Mar 1, Teacher Name & CMT: Lucy McRoberts and Mrs. Milligan Class: Language Arts
2023

Grade Level: Unit Name/Topic: Plot vs Theme Lesson Number: 2 Length: 40 minutes
5th

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

5.RL.2.2: Determine the theme of a story, play, or poem from details in the text, including how characters respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
The plot is the series of events that occur in a text while the theme is What is the theme of a text?
the lesson the text is trying to teach or the meaning the author is How is the theme different than the plot?
trying to convey.

Questions to elicit deeper thinking or build upon about the topic..

Resource for Backward Design:
What details from the text support the theme?
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/
What details from the text are important for the plot?
UbD_WhitePaper0312.pdf
How do characters change over the course of the story?
How do characters react to obstacles?

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .

Students will be able to find a theme of After the Fall by analyzing details from the text such as how characters reacted to obstacles and
changed over the course of the story.

SMART objectives are:

● Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive

● Measureable: Numbers and quantities provide means of measurement and comparison

● Achievable:  feasible and easy to put into action

● Realistic: Considers constraints such as resources, personnel, cost, and time frame

● Time-Bound:  A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . Formative:
Completing a worksheet to determine the theme of the picture book Students’ answers to the guiding questions will allow me to
and drawing a picture to represent the theme. review their thinking and determine next steps.

Evaluative Criteria:
Students success would look like. . . Summative (if any beyond the performance task):
Students are able to determine a theme of After the Fall that can be I will be grading the worksheets the students complete.
supported by details from the text.

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab

Learning Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop

Role Play Game Other:

Where will this lesson take place? General Education Classroom Resource Room or Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that

Slideshow presentation acts as a visual representation of
Why? What’s the intention what is being said
Needed (Special support? Plot Vs Theme
Education Support (support be provided? and/or accommodations
and modifications):
The slideshow being used in the first part of the
lesson will have a limited amount of words on the
slide in order to not overwhelm the multilingual
learners in the class.

Intentional Co-Teaching or Grouping

Strategies:

❏ 1 Teach 1 Observe (gather specific data)

❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller
groupings)
❏ Station Teaching (divide content, repeat to
groups) ❏ Alternative Teaching (grouping
 specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks Rationale:
objectives & build in checks for understanding) connect to prior knowledge & assets): (Based on
Research/theory)

5 minutes Teacher will be at the front of the room cueing up the Students will be at their seats pulling out the Having these 5 minutes at
presentation for the next part of the lesson and ensuring worksheet from Monday as well as making sure the beginning of class allows
that there are enough copies of the guiding questions that they have a writing utensil for the guiding students to take a few
worksheet. questions worksheet. minutes and make sure that
they are fully prepared for
the lesson and are in a
mental state to be ready to
sit and learn. This time also
gives the teacher a chance to
make any last-minute
adjustments as needed and
serves as a buffer for
unforeseen technology
issues.

15 minutes Going through the slideshow to introduce plot and theme. Students will be paying attention to the The slideshow will serve as a
presentation and answering/asking questions. visual representation of what
the teacher is saying.
Throughout the lesson, there
will be time for student
participation in order to
maintain student
engagement and ensure that
the entire lesson isn’t just a
lecture.

15 minutes The teacher will be circling the room while students are Completing a worksheet with guiding questions to The guiding questions on the
working and checking in on them. The teacher will provide help them determine the theme and then drawing a worksheet help students
help and answer questions as needed. picture to represent the plot. Students are allowed think through how to find the
to work with a partner during this part of the lesson theme of a text. Drawing a
so long as they are being productive. picture also allows students
who enjoy drawing and
multilingual students to
express their learning in a
different way. Working with a
partner also allows students
to work together and bounce
ideas off of each other.

5 minutes Leading a discussion on what themes the students identified Students will be participating in a whole class Having a whole class
discussion of the themes that they identified in discussion about the themes
After the Fall and will be able to support the themes the students identified allows
that they selected with details from the text. students to hear more of
their classmates' thoughts
about the text and also
demonstrates that not
everyone is going to identify
the exact same theme from
the same text.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well
did the class do collectively on meeting the objective at the level you expected? Were there any patterns, collective
misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why
(research-based)? What do you anticipate the result to be?
This lesson went really well. The class was engaged in the lesson and was able to demonstrate a good understanding of theme.
Looking at the worksheet that the students completed I noticed that one question asked “How did the characters grow or change
over the course of the story?” and several students answered with something about how Humpty Dumpty turned into a bird at the
end of the story. While that was a change the question was designed to get students thinking about the changes the characters
underwent as they related to the theme. While many students answered the question with answers that demonstrated a deeper
level of thinking a common misconception seemed to be that students were only thinking about the surface-level changes that
occurred. Based on the answers on the worksheets I think that there are definitely a couple of students who could use more
targeted support. If I were to continue to work with students on these topics I would do more practice with the whole class as well
as provide targeted support for the students who need them.