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): Holly Steelman Grade-Level: 3rd Lesson Date: 2/20/24

Title of Lesson: Summarizing and Making Cooperating Teacher: Beverley Stemen

Predictions

Core Components
Subject, Content Area, or Topic
Language Arts, Reading + Writing
Student Population
17 students (Gifted)
Learning Objectives
 Students will draw conclusions and make inferences using the text for support.
 Students will summarize plot events.
 Students will make, confirm and revise predictions before, during and after reading
Virginia Standard(s) of Learning (SOL)
SOL 3.5: The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry.
Materials/Resources
The Runaway Wok (Scholastic summer 2015 purchase)
Graphic Organizer (The text says…I know…I can determine)
Independent practice activity
“Somebody Wanted But So Then” graphic organizer (In SeeSaw)

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%
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.

Safety Considerations

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.

Time
(min.) Tuesday-Process Components
10min. *Anticipatory Set
TTW: Introduce and have students repeat the “I Can” statement for the lesson and have students
reflect on their current level of understanding.
Afterwards, introduce The Runaway Wok and provide students background knowledge on what a
wok is and how it is used. (Show image)
Pose the following statement to the students and have them: Rally Robin “It is okay to steal
sometimes.” (TW ask a few students to share with the class their opinion and why)
TTW: pause on certain pages to ask if students can define the words. If not, TTW teach the words
directly. (rusted p. 3, battered p. 5, servants p. 7)
TTW teach the definition, “An inference is when we use clues from the text and what we
already know to figure out something that the author doesn't directly tell us. -Putting all
the pieces together.
*State the Objectives (grade-level terms)
“I can use the elements of a story to make inferences about a story”
5min *Instructional Input, Modeling, or Procedures
TTW: Today, we are going to read a story about a boy and his family. As we are reading, we will
stop to think about the author’s choice of setting, characters and plot events as we comprehend
and make meaning out of the text. I also want you to think about the statement we just discussed
while we read. After reading this section, TTW stop and discuss what information the author has
given us about the setting, characters and plot. TW use the hand motions (left hand, palm up=what
I know, right hand, palm up= from the text. Hands clasped=Put them together, I make an
inference) I can infer the boy is sad on this page because I know that when I am sad, I make this
face and the boy is making that face.
TTW continue reading and ask again on page 3
*Check for Understanding
Pair-Share: Have students pair up and discuss a specific question related to the lesson.
Each pair then shares their answer with another pair. (Who were the characters in the
story? Which ones are the most important or main characters?)
 -What can I infer about the setting?
 Who tells the story?
 What happens next?
 What do you think the author thinks is right based off the story? (Is stealing
okay or not okay? Always or sometimes?)
10min. *Guided Practice
TTW: Read aloud pp. 5-6.
I want you to think about the pages that we just read and what we learned about the setting,
characters and plot. What can you determine or conclude about the story from these pages? TTW
call on 2 students using the name sticks.
TTW model again how to use the graphic organizer.
Read aloud pp. 7-10 and 11-16 as chunks and complete the same procedure as above.
TSW: Turn and talk to partners when indicated and share out conclusions they have drawn.
TTW: Finish reading the text aloud to the class.
As we read the first part of the story, we looked at the author’s choice of setting, characters and
plot and used it to help us draw conclusions and comprehend the story.

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.

*Independent Practice
TW: introduce independent practice. When students are finished they may,
complete habitat slideshows (Writing activity) + complete fables writing.

Small groups:
Dolphins: ar/are/ai/air/ear feature. Phoneme push its:
Smart-mart-cart. Share-Chair-air. Bear-care-fair. Table sort (S receive 3 words each and sort based
off of feature) Decodable: underline every word with the feature.
Sharks/Sea Crocs: Novel study: Shredderman and The Road Trip: Students will make a new
prediction then read to the next chapter. Today the students will choose which two characters they
will compare. They will use these characters for the following day’s activity where they will use a
Venn diagram to compare and contrast the characters.
5 min. *Closure
TTW repeat the question ‘Is it okay to steal?” and ask the students to use the text to
support their answer. TTW ask if their opinion has changed since reading the book.
TSW use evidence from the text to support their answer.

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

Partially filled graphic organizers, if needed.
Classroom Management Strategies (To ensure a positive learning environment).

Call + respond
Screaming Goat: Doug (Scared of loud noises, so he screams when students are chatty)
Pulling sticks
Mac n cheese; Every one freeze
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).

For this lesson, the students needed to meet the objective, “Students will draw conclusions and
make inferences using the text for support.” To meet this objective, I chose the story The Runaway
Wok for the anticipatory set. I chose this book because the students had finished an Ancient China
the week prior. They also love it when I read-aloud. In this book there are many clues to infer that
this family lives in China. The first page explains they are celebrating Chinese New Year as well as
many illustrations of Chinese architecture. There are also illustrations of bare trees. From these, my
expectations were the students would infer the story was located in China during winter or spring. I
used the statement “it is okay to steal sometimes” to build curiosity and to encourage the students to
build connections from their lives to the story. In this story, a wok steals from a rich family and
gives it to the poor. After reading the story, some of the students may change their opinion on the
statement. I used the strategy Rally Robin during this piece because the students love to chit chat
and were learning about roles in groups. This strategy allows each student in a pair talking time and
a listening time. This reinforced the previous lesson on working collaboratively, while keeping all
students on task.

For instructional input and guided practice, we read the story. For instructional input, I modeled
how to infer, while allowing the students time to think about what they could infer. During Guided
practice, they were given the chance to infer ideas based on the story elements. By pulling sticks, I
created a small bit of tension, so all students were actively participating just in case their stick was
pulled. When students shared, I added it to our graphic organizer. Modeling this method introduced
a new organizer for the following day’s lesson where they do this themselves. I guided the students
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.

to infer by my check for understanding questions. Because the objective was to use the text for
support, I encouraged each student to use the hand motions and share where in the text they found
their answer. After reading the story, I asked similar questions again, but every student needed to
share them with their group. When I called on a student from each pair to share, I chose students
who had not already shared to get a sense of each student’s understanding. I took notes on the
students who were not participating. I used the call and response, Mac n Cheese…everybody
freezes, to bring the students together again.

After this, I introduced the independent practice activity. I chose this activity because it asks
students to use the text to answer comprehension questions. The students needed to use the graphic
organizer to show their answer. I also liked that this worksheet included the actual text from the
story and did not rely fully on the students remembering. They also needed to find the theme of the
story which was the previous unit’s objective. The language of this worksheet sets an example of
the EOY SOL which the students will be taking in May. I also allotted time for the students to work
on the previous week’s assignments so no student would be wondering what to do. During this time,
I pulled small groups to work on phonemic awareness, phonics, and comprehension of text. Some
students needed more instruction due to scoring lower on their Reading Inventory and their middle
of year reading growth assessments.

Finally, I revisited the opening statement. It is okay to steal sometimes. If students changed their
answers, they could share their new opinion and why they changed it based off the text. To end the
lesson, we showed our hand motions and reviewed our inferences.

After reviewing the student’s worksheets and in class participation, the objective was met by
all students. I decided we needed one more day of practice and then the students were ready
to move on to the next unit.

*Denotes Madeline Hunter lesson plan elements.

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