This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

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

Teacher (Candidate): Rachel Szamatowicz Grade-Level: 5th grade Lesson Date: 10/11/23

Title of Lesson: Index & captions and Cooperating Teacher: Mrs. Rodriguez
headings

Core Components
Subject, Content Area, or Topic
- Language arts
Student Population
Mrs. R’s homeroom
- Student population: 24 students
- # of females: 12
- # of males: 12
- ESL: 2
- SPED: 2
- Gifted: 7
Mrs. J’s homeroom
- Student population: 23 students
- # of females: 11
- # of males: 12
- ESL: 1
- SPED: 4
- Gifted: 8
Learning Objectives
Students will know:
- Understand each text feature and what their purposes are
Students will do:
- Use text features, such as type styles (e.g., boldfaced, italics) and color, captions under
pictures and graphics, and headings of sections and chapters, to predict and categorize
information in both print and digital texts
Virginia Standard(s) of Learning (SOL)
5.6 The student will read and demonstrate comprehension of nonfiction texts.
c). Skim materials to develop a general overview of content and to locate specific information.

Materials/Resources
- Sounds around all around book
- Force and motion in sports book
- Whiteboard & markers
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Summarizing & Note Taking 34%

X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X 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%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%

Safety Considerations
- Students should be walking around the classroom when music is on, not running. TTW ask
students to sit down if needed

Time
Process Components
(min.)
3 min *Anticipatory Set
- TTW announce to students they will continue learning about text features today
- TTW ask students if I want to find a specific term or topic in a book, where do I
go to look for it? (the index)
- TTW tell students they will be learning about the purpose and uses of an index in a
book
- TTW ask the students does anyone know what the index is for? (finding
information in a book. Chapters, terms, topics with page numbers).
*State the Objectives (grade-level terms)
- I can identify and explain purposes of text features

3 min *Instructional Input, Modeling, or Procedures

- TTW explains, unlike the glossary, where you find definitions of terms, the
index only gives you page numbers.
- TTW ask students where the index is found in most books? (in the back of the
book)
- TTW briefly touch on the confusion between table of contents & index if students
ask

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

1 min *Check for Understanding

- TTW check in with students, asking for a thumbs up or down if they are with her so
far.
15 *Guided Practice
min - TTW pass out a book to each student and tell them to turn to the index
- TTW ask students what they observe about the index and call on students to share
their findings
- TTW model how to use the index by saying
- If I wanted to need more information about sign language I would flip
to page 13 as it says in the index. TTW turn to page 13 and show students
that all the information would be on that page
- TTW ask students about what other text features there are:
- Captions: words near a picture to help the reader understand what is
happening
- Glossary: mini dictionary in the back of the book
- Maps: helps the reader understand places in the world
- Table of contents: a place in a book to help the reader find a chapter
- Headings: titles and big bolded words before a paragraph
- Labels: help readers identify parts in a picture
- Graph: organize information. compare and contrast in a visual way
- TTW have all the features on a slideshow and call on students for the definitions of
each feature
20 *Independent Practice
min - After discussing, TTW explain the next set of directions:
- Please stand up and push in your chair. I’m going to put on music and while it
is playing you are going to walk around the classroom. Once the music has
stopped, turn to the person you are next to high five them & sit down.
- TTW then explain the next directions once all groups are sitting:
- In a minute, you are going to complete a text feature scavenger hunt
using this book.
- I’m going to pass out the handout you are to use. You have to check if
that text feature is in the book, what page you found it on, and complete
the evidence question. Each evidence question is different so make sure
you read what it says.
- After explaining the directions, TTW pass out the handout to each student. Each
student is to fill out their own scavenger hunt.
- Once the groups are finished, TTW ask the students to turn it in
- Students should work on the scavenger hunt until they are finished and then move
on to Achieve
Small groups:
Johnson’s Homeroom: Captions
- TTW call students based on their score from the pre-assessment.
- TTW ask students to come to the back table with their whiteboard and marker
- TTW start by asking students who knows what captions are? (a piece of text that
explains the picture)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

-
TTW ask students where would I find a caption in a book? (beside the picture or
below it)
- TTW bring out the Force and Motion in Sports book and show a picture from the
book with the caption. TTW describe the picture using the caption as an example.
- TTW then show the pictures from the book but blocking the caption. TTW call on
students to come up with a caption for that picture.
- TTW then show the students a picture on her computer screen. TTW ask students
on your whiteboard please write a caption that goes along with this picture.
- TTW read the students' whiteboards individually. TTW tell students to add more
detail and/or fix the sentences if needed.
- TTW check off students in anecdotal notes
Rodriguez Homeroom: Headings
- TTW call students based on their score from the pre-assessment.
- TTW ask students to come to the back table with their whiteboard and marker
- TTW start by asking students what are headings? (titles in books that introduce a
topic in a book)
- TTW also ask:
- What do headings look like? (big bold letters)
- Where can we find them? (before a new paragraph)
- How long are headings? (only a couple words)
- TTW pass out Force and Motion in Sports book to each student. TTW ask the
students to turn to page 5. TTW ask students where is the heading on this page?
(three kinds of motion)
- TTW tell students I want you to read the passage on the three kinds of motion
and on your whiteboard write down 3 things you learned from that passage.
- TTW read students answers and check in with them before they leave the table
1 min Assessment
- Students will work on identifying text features in a book (the scavenger hunt) as
their exit ticket.
1 min *Closure
- TTW collect the papers as the students finish and ask them to move to the task slide

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,

multi-cultural).
- Audio: Teacher will read directions
- Visual: Teacher will present work on Elmo and show visual examples
- Small groups: Teacher will differentiation group work based on students level, ie. using
more complex text, having the students use vocab words in a sentence using the definition,
etc.
Classroom Management Strategies (To ensure a positive learning environment).
- Establish clear expectations: Remind students they should be following along and not having
conversations.
- Positive reinforcement: TTW acknowledge students who are raising their hands and making
their own notes
- Wait time: TTW provide wait time for students to answer questions, take notes, and/or when
a student(s) is fooling around
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

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.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Reflection
When creating this lesson plan, I used data from a pre-assessment to tell me what areas of

text features the students had difficulties with the most. After reviewing the data, I created this

lesson because several students in both classes needed help knowing the purpose and usage of the

index in a book. Standard 3 from the CAEP aligns well with this lesson because after giving the

students a formative assessment, I could determine what areas the students needed help with and

what areas the students already understood.

In the anticipatory set, I prompted the students to see if they knew where to find

information in a book before telling them the lesson would be on the index. After asking the

students where I would locate a topic in a book, I established an understanding that students

automatically knew that I was describing the use of an index. The day before this lesson, I taught

the glossary usage. I believe the students knew what an index was, but it was very similar to a

glossary, which made it confusing.

The independent practice required the students to look for all the text features in a book.

Therefore, I knew I had to jog the student's memory of each text feature. Based on my data from the

pre-assessment, most students comprehend text features, and only a handful struggled with certain

areas. That said, if I briefly mentioned the description of other text features, the students would

know what I was about.

However, a couple of students needed help with captions and headings. Thus, I created small

groups for those two topics. The activities I had planned for the small groups were simple, but I

wanted to ensure the students understood the purpose of captions and headings. The students that I

called for the groups were a mix of high-reading and low-reading students. My main focus of the

groups was to check in with the students, see what they already knew, and teach them the uses of

those text features. However, I did have to differentiate each small group. As mentioned, some

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

students were already placed in higher or lower reading groups. So, when calling the students back,

I tried to stick to those groups and made minor changes to each group—for example, selecting a

higher-level book or passage. This also correlates with the CAEP standard 3 because the lessons had

to show differentiation instruction.

The article "Differentiated Instruction: Making Informed Teacher Decisions" discusses

teachers' need to differentiate instruction. As stated in the article, "In other words, differentiation is

responsive instruction designed to meet unique individual student needs" (Watts-Taffe, Laster, et al.,

2012). The article points out that to differentiate instruction, teachers must meet students exactly

where they are. I pulled 2-3 small groups from each class and started each group the same, asking

what they already knew. I went around the table asking each student questions because some

students spoke up more than others despite the students being placed in similar reading level

groups. So, I wanted to see what each student was thinking.

This lesson also demonstrates the usage of the InTASC standard 3. I knew that most of the

lesson would be me carrying a class discussion, but I still wanted to get the students up and moving

somehow. I have found that the students are more likely to complete independent tasks when

working in teams, so I added a cooperative learning piece to this lesson.

I saw students willing to learn and listen to instructions throughout the lesson. Some lessons

are a struggle to gain control and have the students engaged in what I am talking about.

Nevertheless, there are a few lessons when the students are fully there with you and want more.

This reminds me of people listening to Jesus' sermons. Jesus had the full attention of the people.

"...the people heard that [Jesus] had come home. They gathered in such large numbers that there

was no room left, not even outside the door, and [Jesus] preached the word to them" (Mark 2:1-2

NIV). People come from all walks of life to hear Jesus speak; in some sense, it is the same with

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

students. When students are interested and curious about lessons, they will come and patiently

listen.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Citations

Watts‐Taffe, S., Laster, B., Broach, L., Marinak, B. A., Connor, C. M., & Walker-Dalhouse, D.

(2012). Differentiated instruction: making informed teacher decisions. The Reading Teacher,

66(4), 303–314. https://doi.org/10.1002/trtr.01126

Zondervan NIV Study Bible (K. L. Barker, Ed.; Full rev. ed.). (2002). Zondervan

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021