Data Project Lesson Plans Reflection

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Level II - Teacher Ed Lesson Plan Template (UED Courses)
Teacher (Candidate): Gabriella Erestain Grade-Level: 6 Lesson Date: 2/6-2/7,

2/12-2/13
Title of Lesson: Reviewing the Plot Diagram Cooperating Teacher: Mrs. Williams
+ Context Clues
Core Components
Subject, Content Area, or Topic
English, Reading
Student Population
1A: Core Inclusion
6A: Advanced
1B: Core Inclusion
6B: Core
Learning Objectives
TSW identify and label a plot diagram.
TSW identify static and dynamic characters.
TSW identify the central conflict of a story.
TSW explain how characters develop throughout a story.
TSW use context clues to define vocabulary words.
Virginia Standard(s) of Learning (SOL)
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and
poetry.
a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
e) Use prior and background knowledge as context for new learning.
VDOE Technology Standards
Content Strand: Empowered Learner (EL)
Students leverage technologies, including assistive technologies, to take an active role in choosing, achieving, and
demonstrating competency in their learning goals, informed by the learning sciences.
Content Strand: Knowledge Constructor (KC)
Students critically curate a variety of digital resources using appropriate technologies, including assistive
technologies, to construct knowledge, produce creative digital works, and make meaningful learning experiences for
themselves and others.
English Language Proficiency Standards (WIDA Standards)
• Follow multi-step oral commands/instructions
• Identify everyday examples of content-based concepts described orally
• Complete content-related tasks or assignments based on oral discourse
• Use oral information to accomplish grade-level tasks
• Use an array of strategies (e.g., skim and scan for information)
Materials/Resources
Day 1
Goal-setting worksheet
Whiteboards
Markers
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
Scissors
Glue
Pre-assessment puzzle pieces
Table number cards
Poster paper
Group assignment directions
Group narrative elements worksheets
Day 2
Context Clues WS
Stations directions
Station Numbers/Place cards
Printer paper for One-Pager
Notebook paper for Station 2
Station 3 WS
Station 4 N, B, P, A WS
Exit Ticket
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%
X Homework & Practice 28%
X 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
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
Students must walk around the classroom and be mindful of others and their belongings. Before
students leave, they must return pencils and Chromebook chargers, throw away trash, and push in
their chairs.
Time
Process Components
(min.)
5+ *Anticipatory Set
min. QOTD
TSW have 3 minutes to answer the following QOTD: Think about your favorite movie.
What is your favorite part of it—the beginning, the middle, or the end? Why?
TTW then provide her own answer to the question (Ms. E’s favorite movie is Charlie
and the Chocolate Factory, and my favorite part is the middle of it because this is where
the most action happens, and the watchers get to explore the exciting parts of the
chocolate factory). TTW then call on 3 volunteers to share their answers. TTW explain
how she wanted the students to think about the importance of each part of a story and
what happens in each part. TTW transition into the lesson, which covers plot diagram.
*State the Objectives (grade-level terms)
Today I can…
-Identify the parts of a plot diagram
-identify a story’s central conflict
-explain how characters develop throughout a story
10 *Instructional Input, Modeling, or Procedures
min.
Plot Diagram Review + Frozen Clip
TTW review the elements of a plot diagram using Frozen. To remind students of the plot
of the film, TTW play a 1.5 minute video of “Olaf Presents: Frozen,” which is a video
where Olaf the snowman presents a quick synopsis of Frozen. The following slide will
be an empty plot diagram with a word bank, listing the names of each element of the
plot diagram (exposition, rising action, climax, falling action, and resolution). The
teacher will ask the class the correct answer for each part and write it on the correct spot
of the diagram. TTW then transition into reviewing different elements of narrative
fiction, including the plot diagram, central conflict, dynamic + static characters.
10 *Check for Understanding

min. Turn + Talk
Instructional Input: Throughout the plot diagram review, TTW allow students to turn
and talk to discuss questions about narrative elements. TTW then call on 2-3 pairs to
share their answer. TTW confirm their answers or correct any misconceptions.
Puzzle Pieces
7+ TTW give each group a set of puzzle pieces, which include the names of the plot
min. diagram and each paragraph of the pre-assessment passage, as well as a blank plot
diagram. TSW work with their group to sort each puzzle piece onto the correct spot of
the diagram. Afterwards, TTW review where each puzzle piece goes. As students listen,
they will rearrange the puzzle pieces accordingly.
5+ *Guided Practice
min. Goal-Setting
TSW fill out a goal-setting document for their behavior and learning objectives. TSW
first write a goal that relays how they will improve their behavior and ensure they are
successful during class. The second goal will state which part of the next two lessons
they hope to master. TTW provide sentence starters on the documents. An example is
shown below:
I will be responsible, respectful, ready, and safe by ________. (Salem philosophy)

I will become an expert in understanding________. (Narrative elements)
10+ Pre-Assessment Review + Whiteboards
min. TTW have passed out 1 whiteboard and 1 marker to each group. TTW reread the pre-
assessment’s passage aloud to the class. TTW then display the most missed questions +
the answer choices and read them aloud. 1 member of each group may have their
Chromebooks open to help them answer the questions. Each group will have 60 seconds
to discuss the question, and the scribe will write down the answer on their whiteboards
(a, b, c, or d). TTW countdown from 5 and ask each group to hold up their whiteboard.
TTW confirm or correct answers then ask 1 group to explain why it is the correct
answer.
-TTW have appointed 1 scribe and 1 student to open up the passage from each group
10 *Independent Practice
min. “Hair Love” Assignment
https://youtu.be/kNw8V_Fkw28?si=hnFaMZDREhxtYN4H
The class will watch the short film “Hair Love” together. TSW be broken into groups
based on their readiness and data from the pre-assessment. TTW place table numbers at
each group of desks then display each group on the board. Each group will complete an
assignment about the plot diagram and narrative structure. The advanced groups will be
asked some deep-thinking questions and to make inferences.
 Novice: TSW draw and label a plot diagram, sort pre-written
30+ passages/summaries of the video, and give a 1-2 sentence explanation of why
min. each passage is sorted into that part of the plot diagram.
 Beginner: TSW draw and label a plot diagram and write down each major part of
the video next to the correct spot of the plot diagram in complete sentences.
TTW have one part of the diagram filled out as an example for the students.
 Proficient: TSW fill out the plot diagram based on the conflicts between the two
main characters (daughter + father). On each part of the plot diagram, TSW write
the major scene and the kind of conflict. For the resolution, TSW state how the
conflict was resolved.
 Advanced: TSW fill out the plot diagram based on how the two main characters
(daughter and father) developed/evolved throughout the video. In each part of the
plot diagram, TSW state in bullet points character traits for each character.
Assessment
Formative assessment (explained above)
5 min. *Closure
Reflection Question + Think-Pair-Share
TSW answer the closure question, “How would you describe anything that you learned
today to a Kindergartner?” TTW give them 10 seconds to think about it, then TSW turn
to a shoulder partner and tell them their answer. After 1 minute, TTW call on a few pairs
to share what they said.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
The lesson includes strategies that allow students to collaborate with one another and review the
content based on hands-on learning, auditory, and visual learning. The independent activities for
this lesson are created for different groups, each formed based on the students’ readiness level.
This was determined by the students taking a pre-assessment, which revealed that they needed to
review SOL standards 6.4.c and 6.5.a.
Classroom Management Strategies (To ensure a positive learning environment).
TTW the 5-4-3-2-1 attention signal to gain students’ attention. TTW float around the classroom
throughout the lesson to prevent misbehavior, as well as to answer any questions/check-in with
students.
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).
Time
Process Components
(min.)
5+ *Anticipatory Set
min. Review Question
TSW answer the QOTD, which is a review of last class’s lesson: “What is the difference
between a theme and a main idea?” TSW have 2 minutes to answer this question, then
TTW call on 2-3 volunteers to share their answers while writing their responses on a
blank Venn Diagram. TTW remind students of a Venn Diagram + the organizational
pattern of compare/contrast from a few lessons ago. TTW then correct any
misconceptions and confirm the correct answers. Afterwards, TTW transition into
today’s lesson, which is the final review of plot diagram and context clues.
*State the Objectives (grade-level terms)
Today I can...
-identify different types of context clues
-use my knowledge of context clues to identify the definition of vocabulary words
-prove my understanding of narrative elements and context clues by completing a post-
assessment
20+ *Instructional Input, Modeling, or Procedures
min. Context Clues Review
TTW review the definition of context clues and the IDEAS strategy, which are different
types of context clues (Inference, Definition, Example, Antonym, and Synonym). Each
following slide will include an explanation of each part of the IDEAS strategy, as well
as an example sentence. For each example, TTW use the word “unabashed.” At the
beginning of the review, TTW remind students of morphemes and show how to break
down the word (un = not, opposite of and “abashed” = embarrassed or ashamed).
10 *Check for Understanding

min. IDEAS Review
TTW give the students a worksheet with 5 sentences, each with a difficult vocabulary
word. Each sentence uses one of the IDEAS context clues strategies, and TSW work
with a partner to identify the context clue, as well as what they believe the vocabulary
word means.
2+ *Guided Practice
min.
Context Clues Review + Think Aloud
Before the Check for Understanding, TTW model how to identify which IDEAS strategy
is being used in a sentence. TTW display an example sentence then think aloud and
display how to determine the context clue and definition.
60 *Independent Practice
min.
The class will take 10 minutes to read “The Fish Story,” which will be used for the
stations activities. TTW read the story aloud for the 6B class, and TSW read the story
themselves for the 6A class.
Stations
***If students finish any station activity early, they will complete a one-pager about
being a successful student/what a successful student means to them. They must write a
definition of a successful student and what being a Salem Shark means to them. They
should include written and visual examples of being a successful student. This should be
colorful and allow students to express their creativity in an academic manner.
TSW rotate between 4 stations. Each station will be 15 minutes long. TTW explain the
directions for each station before the students begin.
 Station 1: TSW play a Blooket/Gimkit that reviews the parts of a plot diagram +
using context clues based on “The Fish Story”
 Station 2: TSW make a 4-question multiple choice quiz. 2 questions must ask
about the plot diagram/narrative structure. 2 questions must ask about context
clues (the IDEAS strategy or having the reader identify an unknown vocabulary
word)
 Station 3: IDEAS strategy: TTW provide a list of 5 sentences related to “The
Fish Story”, each with a difficult vocabulary word. TSW determine which
IDEAS context clue is being used then write the definition of the vocabulary
word.
 Station 4: TSW meet with Ms. Erestain and complete activities based on their
level of readiness.
o Novice: TSW answer 4 questions (similar to the pre-assessment) about
“The Fish Story,” which will cover the topics of central idea, climax,
resolution, and central conflict.
o -Include understanding what the question is ASKING FOR
o Developing: TSW map out the story on a plot diagram with puzzle
pieces, identify the central idea, and identify the central conflict.
o Proficient: TSW map out the story on a plot diagram w/out puzzle pieces,
identify the central idea, and identify the different types of conflict.
o Advanced: TSW map out the story on a plot diagram w/out puzzle pieces
(bullet points), identify the central idea and theme, and CREATE a
question that is answered in the resolution.
20 Assessment
min. Post-Assessment
TSW take a post-assessment that covers elements of the plot diagram and context clues.
This post-assessment is almost the exact same as the pre-assessment with the exception
of the students reading a different passage. TSW have 20 minutes to complete this
assessment.
5 min. *Closure
Exit Ticket
TSW review their behavior and learning goals from last class. TSW fill out an Exit
Ticket that has them reflect on whether they met these goals, as well as why or why not.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).
The stations activities allow students to learn through hands-on activities and collaborate with
their teammates. Station 4 with the teacher includes different activities based on each group’s
readiness level, which was determined by data from a pre-assessment.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use the 5-4-3-2-1 attention signal. TTW float around the classroom to prevent misbehavior,
as well as to answer any questions/check-in on the students.
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.
Gabriella Erestain
Dr. Flannagan
UED 496.01
March 3, 2024
Lesson Plan #3 Reflection
The data project lesson plan is a two-day lesson plan that addresses many of the InTASC
and CAEP standards, specifically that of assessment, instructional strategies, and culturally
responsive teaching. My cooperating teacher and Mrs. Wightman created the 6th grade lesson plans,
so these were the first lessons I created myself. Additionally, the students did not begin another unit,
so Mrs. Williams suggested I use data from the Unit 2 assessment to find which objectives the
students struggled with the most. I then centered my lessons around SOL objectives 6.4.c and 6.5.a,
which cover context clues and narrative structure.
To begin, the first part of these lessons is a pre-assessment that was given on January 23rd
and 24th, which required students to read a previously released SOL passage then answer six
multiple choice questions that used SOL assessment terms and question stems. The students then
answered five final questions in which they labeled each part of a blank plot diagram. I made this
pre-assessment as a Google Form, so I was able to create a spreadsheet from the results and view
the data. From the pre-assessment results, I grouped the students into four groups: novice,
developing, proficient, and advanced. These groups helped guide me when differentiating activities
based on readiness. Dr. Jessica Hockett defines readiness as “a student’s proximity to the learning
goals at a specific point in time,” as well as “where the student is relative to where the learning
goals say the student should be” (17). When reviewing the pre-assessment results, I was surprised at
how low some of the students’ scores were, for they performed phenomenally during class each
day. Understanding that “a student’s readiness can vary from lesson to lesson, skill to skill, and
concept to concept” helped remind me that these two SOL objectives may be a weak point for
certain students (17).
To continue, differentiation is found in the independent practice of both lesson plans, for this
is where the students worked in their pre-formed groups and completed differentiated activities. I
differentiated the product for the first lesson plan, for I had each group fill out a plot diagram by
focusing on different aspects of narrative structure. For example, the developing group simply
recalled the events of the video they watched and wrote them on the plot diagram, and the advanced
group filled out a plot diagram based on how the characters of the video developed.
Similarly, the second lesson plan had the students complete four stations. Three of the
stations had all the students complete the same activities, yet the fourth station was a differentiated
small group activity with me. Once again, I had the students work in the same groups from the first
lesson plan, so I could work with students at each level. When students came to my station, I had
the developing, proficient, and advanced groups draw/label a plot diagram and fill it out with the
scenes of the SOL passage they read earlier. I then asked them to identify narrative structure
elements at a deeper level depending on their level, such as finding the theme or the internal and
external conflicts. I then gave the novice group a short quiz of four questions, similar to the
questions on the post-assessment. I gave them a few minutes to complete the questions, then I
walked them through the answer to each question. I learned from these lesson plans that
differentiating by readiness is incredibly difficult, but it is necessary to help students master the
objectives.
In addition, the first lesson plan specifically fulfills the standard of being culturally
responsive. To complete the independent practice, the students watched “Hair Love”, which is a
video about a black father trying to style his daughter’s hair. Salem Middle School is very diverse,
and there were many African American or mixed students in the classes who watched the video. In
those classes, I have heard conversations about girls getting their hair done and the importance of
styling their hair well. When observing the students watch the video, I could tell that many of them
could relate to the conflicts in the video. From this activity, I learned that there are many ways for
teachers to include culturally diverse content in their lessons. The objective for the first lesson plan
was to have students understand elements of narrative structure, but I was able to incorporate a
relatable video to help them understand the content.
Lastly, these lesson plans included both formative and summative assessments. The
summative assessments include the pre- and post-assessments, which measured the students’
growth regarding the two SOL objectives mentioned above. The formative assessments included
numerous checks for understanding. For example, the first lesson plan included many questions
throughout the direct instruction, allowing students to discuss their thoughts regarding narrative
elements. One question I asked the students is, “Does a resolution have to be happy or positive?
Explain why or why not.” For these questions, students could discuss their ideas with their
tablemates, allowing for collaboration. The students were also required to think more deeply than
simply recalling the definitions of narrative elements, and they were to apply each concept to the
Frozen film. The stations activity during the second lesson plan was also a final, major check for
understanding that allowed me to reinforce any misunderstandings before the students took their
post-assessment.
These lesson plans were a great opportunity for me to practice putting my teaching
philosophy into practice, specifically the goal of making students feel excited to learn in a safe
environment. Differentiating by readiness allowed me to meet students where they were while still
challenging them. I could also incorporate Disney movies and a culturally diverse video to help
students relate the content to their personal lives and interests.

Throughout these lessons, I also felt incredibly excited to teach and watch my students
grow. Ecclesiastes 9:10 states, “Whatever your hand finds to do, do it with your might” (ESV). No
matter where God places me—whether it is in a middle or high school—that verse reminds me that
I am called to be faithful no matter where I am.
Works Cited
“Esv.org.” ESV Bible, Crossway, 2001, https://www.esv.org/.
Hocket, Jessica. Differentiation Strategies and Examples: Grades 6-12. A.C.C.E.S.S.: All Children
Challenged and Equipped for Success in School. Tennessee Department of Education, 2018.

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Data Project Lesson Plans Reflection

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

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

Teacher (Candidate): Gabriella Erestain Grade-Level: 6 Lesson Date: 2/6-2/7,

10 *Check for Understanding

I will be responsible, respectful, ready, and safe by ________. (Salem philosophy)

10 *Check for Understanding

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Lesson Plan #3 Reflection

which cover context clues and narrative structure.

certain students (17).

relatable video to help them understand the content.

students relate the content to their personal lives and interests.

I am called to be faithful no matter where I am.

“Esv.org.” ESV Bible, Crossway, 2001, https://www.esv.org/.

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