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

Teacher (Candidate): Kaitlyn Kirkpatrick Grade-Level: 5th Lesson Date:

Monday, October 2,
2023

Title of Lesson: Tuesday of The Other Cooperating Teacher: Ashley Downs

June Plot

Core Components
Subject, Content Area, or Topic
Reading
Student Population
24 Students (14 male, 10 female)
0 IEP
0 ESL
9 Identified Gifted
Learning Objectives
The student will be able to summarize plot events and identify the conflict and resolution.

Virginia Standard(s) of Learning (SOL)

ELA.5.5.4 Summarize plot events.
ELA.5.5.6 Identify the conflict and resolution.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Highlight Key:

Instructional Strategies Assessments Differentiation

Materials/Resources
Plot Map, Tuesday of the Other June text, Process Log, Anchor Chart

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%
 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
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%

Safety Considerations
N/A for this lesson.

Time
(min.) Process Components
*Anticipatory Set
TTW welcome students to reading. TTW ask students what they can remember
about the story we read Friday, Tuesday of The Other June.

TSW respond.

TTW display this question analogy on the board:

Solving problems in a nonviolent way is to June as ______________ is to

__________________.

TWS, this question wants you to find a similar relationship between two things.
Think about a situation where someone resolves problems or conflicts, but
instead of using violence, they use a different approach like June did.

Turn and Talk: what can you compare to how June solves problems?

TTW give examples to groups that are struggling-

“Solving problems in a nonviolent way is to June as sharing is to generosity.”
“Solving problems in a nonviolent way is to June as patience is to waiting your
turn.”

TSW write their answers to this question in their process log.

TTW ask for student volunteers to share their responses.

*State the Objectives (grade-level terms)

I can describe how character development influences the plot and explain the
resolution.
I can understand the main character has a conflict that gets resolved.
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 summarize plot events using supporting details.

*Instructional Input, Modeling, or Procedures

TTW explain that we will be analyzing the plot of the story, Tuesday of The Other
June. TTW explain/review the meanings of the terms on the plot map by writing
them on an anchor chart.

TWS, it’s time to review some terms you may already know, go ahead and take
out your process logs.

TWA, what is the setting?

TSW respond.

TTW record correct student responses on the anchor chart and students will
record words and definitions in their process logs.

TWA, what are characters?

TWA, what is the conflict?
TWA, what is the riding action?
TWA, what is the climax?
TWA, what is the falling action?
TWA, what is the resolution?

TTW clarify definitions from students and record definitions on the anchor chart
while students do the same on their notes.

*Check for Understanding

TTW take anecdotal data of student responses during instruction.
TTW collect student’s plot maps.
TTW collect student’s exit tickets.
*Guided Practice

TTW introduce the plot map and explain expectations.

 TTW say, today, we'll be completing an activity that will help us better understand
the story 'Tuesday of The Other June'. We'll be designing a plot map. You may be
curious about what a plot map is, and we'll get to that in just a moment.
TTW display the plot map under the document camera for students to see.

TWS, a plot map is like a roadmap for a story. It helps us visualize and
understand the key elements of a narrative, making it easier to follow the
storyline. It's a fantastic tool for us to organize and analyze the events that
happen to our characters.

TTW explain that students will be working in their table groups to complete the
plot map.

TWS, Are you all set to embark on a storytelling adventure? By the end of this
activity, we will have a visual representation of the story's structure, just like
creating our own treasure map for 'Tuesday of The Other June.
*Independent Practice

TSW work in groups to complete the plot map.

TTW walk around and analyze student progress. TTW facilitate discussions about
the plot and by monitoring student work, address misconceptions with the class.
TTW can pull a small group aside if several students are greatly
misunderstanding the content/story.

TTW stop to review the story elements, student answers, and common
misconceptions every few minutes to ensure students are on track.

Assessment
TTW complete a formative assessment of student’s plot maps.

*Closure
TTW say, thank you for your active participation in making our plot maps. Do you
feel like you understand the story better now?

TSW complete an exit ticket: 3-2-1

TSW write three things they learned in today's lesson, two things they liked or
two interesting facts about the lesson, and one question they still have about the
lesson.

TTW collect exit tickets and say, tomorrow, you will answer Socratic Seminar
questions to prepare for Friday.

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

TTW differentiate the anticipatory set by providing examples. TTW differentiate in the guided
practice through flexible grouping. TTW pull a small group aside if several students are greatly
misunderstanding the content.
Classroom Management Strategies (To ensure a positive learning environment).
TTW make use of Splash Tickets (positive reinforcement prize) when students are on task and being
respectful. TTW make clear expectations. TTW make use of daily slides to guide the lesson.
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).

In my lesson, I effectively incorporated many of the CAEP standards. First, I

demonstrated Standard #2, Understanding and Applying Content Knowledge for
Teaching, by reviewing and discussing the plot elements (setting, characters, conflict,
rising action, climax, falling action, resolution). I believe that content knowledge is
evident in how I structured the lesson to engage students in understanding and applying
these plot elements to the specific story, Tuesday of The Other June.
Next, I incorporated Standard #3, Assessing, Planning, and Designing Contexts for
Learning, by connecting the student’s prior knowledge of story elements to the current
lesson. Also, throughout the lesson, I promoted active participation by not only telling
students what the story elements terms meant but also assessing their knowledge. I also
modeled procedures to introduce and explain the plot map, by showing the plot map
under the document camera and providing a clear structure for the students to follow.
Additionally, I supported the assessment of students during my lesson by completing
both formative assessments (anecdotal data, collecting plot maps) and summative
assessments (exit ticket) to gauge student understanding. The focus that I gave to
anecdotal data during instruction allowed me to address misconceptions while the
students completed the plot map.
To continue, I demonstrated Standard #1, Understanding and Addressing Each Child’s
Developmental and Learning Needs, by first establishing a positive learning environment
by encouraging student responses. Starting with my anticipatory set, I gave the students
a challenging analogy that caused them to analyze the main charter’s actions and think
outside the box. This was a challenge for every student, and I encouraged students to do
their best and share their thoughts with the class. I also used collaborative group work
and facilitated discussions to give students the ability to learn from each other. I also feel
that I addressed each child’s learning needs by including a variety of activities
(discussion, written responses, group work) to cater to different learning styles. Although
I did not get to pull a small group during independent practice, I circulated the room and
promoted conversation to lead each table group to a high understanding of the plot, and I
believe that by doing this, I also met Standard #4, Supporting Each Child’s Learning
Using Effective Instruction. However, to more effectively meet Standard #4, I could have
pulled a small group like I intended. I also think that I could have more effectively
grouped my students by pairing them homogeneously so that the lower readers could
have more of a voice during group work and so that I could have successfully met their
individual needs.
Additionally, I believe I met Standard #5, Developing as a Professional, by encouraging
collaborative learning through various activities. During the Anticipatory Set, the
students participated in a whole-class discussion, sharing their thoughts and responses.
I also had students working in table groups to complete the plot map during guided
practice. I believe I demonstrated professional learning by incorporating of different
teaching strategies. For example, I used modeling and procedures to introduce the plot
map, gave formative assessments, and engaged in small-group facilitation in table
groups to address student misconceptions. Throughout my lesson, I was learning from
the students and using data to meet their needs.
In conclusion, the anchor chart and plot map activity was a great tool for students to
visualize and understand the key elements of the text, Tuesday of The Other June,
making it easier to follow the storyline. It helped students organize and analyze the
events that happened to the characters, and by the end of this activity, they had a visual
representation of the story's structure. I believe that I effectively incorporated CAEP
standards such as content knowledge, assessing, planning, and designing contexts for
learning, understanding and addressing each child’s developmental and learning needs,
and supported the assessment of students during the lesson. However, as I pointed out
above, there is much room for improvement and ways to better meet the CAEP standards
to provide an effective learning experience for all of my students. Overall, the plot map
activity was an engaging and effective way to help students understand the structure of
the narrative and analyze the events that occurred in the story.