Elements of the Lesson

Evidence that Documents the Elements

Standard
MDE grade level or CCSS


2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Objectives/Targets
What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed?
(formal and informal evidence)

I can ask and answer questions about who, what, where, when, why, and how for what the
story is about.
TLW ask and answer questions about who, what, where, when, why, and how for what the
story is about.
Anticipatory Set
How will my students be motivated, interested, or focused?
What prior knowledge is necessary?
What practice(s) will be implemented?

Listen to, and watch The Three Little Pigs. The teacher will play the story for the
students by using the computer and the smart board.


Input
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation
Extension
Learning styles
Managing the lesson
Instructional methods
Engagement strategies
Materials needed and prepared

Task Analysis (45-50 minutes)
The teacher will dismiss quiet tables to come down to the carpet.
Once everyone is at the carpet, the teacher will tell them that just like the rest of
the week, we will be continuing on fairytales.
The teacher will tell the students that we will be watching, and listening to the
story of The Three Little Pigs.
The teacher will play the video of The Three Little Pigs by using the smart board,
and the computer.
After watching and listening to this story, the teacher will tell the students that
they will be broken up into groups. There will be six different groups.
The teacher will remind the students of the elements activity we have been
participating in all week.
The students should understand this activity because it has been modeled for
them, and they have been doing this all week. There are six posters throughout
the room. Each one has a different fairytale element on it. For example, one of the
posters says that Fairytales often end with The students of that group will
then work together to remember what The Three Little Pigs ended with. Each
group will get a colored lined piece of paper in which they will write about
whatever poster they had, and then tape it up onto the poster their group was
assigned.
Elements of an Effective Teaching Model Standard Based Lesson Plan - Revised

If there is time, the teacher will go over what the students put up on the posters
with the whole group. If there is not time to do this, the teacher will review these
notes after school, and go over them with the students the next day.
Once the students are done with the elements activity, the teacher will call them
back down to the carpet.
The teacher will explain to them that they will be doing an activity with
discovering the who, what, where, when, why, and how of the story. However,
they will be doing this a little differently that what theyve done previously. The
students will be creating a quiz for one another to take.
The teacher will first model how to start the activity.
The teacher will grab the sheet that says pop quiz on it, and the teacher will say
that the students need to pretend to be a teacher when making this quiz.
The teacher will model the who, and the what of the quiz. For example: the
teacher may say, Okay, boys and girls.Im going to think of what I could ask a
student about WHO the story is about. Hmmm.Okay, I think I have one. Who
was the pig whose house was made out of straw? The students will need some
time to think about this questionhowever, they will not answer it yet.
The teacher will then think of a question to ask about the WHAT of the story. The
teacher may ask something like this, What was the third Pigs house made out
of? Again, the students may think about this for a minute, but will not answer it
out loud to the class.
The teacher will then tell the students that they may use these two questions on
their quiz if they would like. Also, remind the students that they need to
remember the answers to the questions they ask, and that if they want to, they
can write the correct answers on the back.
The teacher will then dismiss quiet tables to go back to their seats, and then pass
out papers.
The teacher will walk around and look to see if students are making progress
with this assignment.
Once students are done they will turn in their pop quiz into finished work. They
will not pass it to a partner today. The teacher will look over them first, and then
figure out when they will exchange with a partner to take their quiz.
Once most students have wrapped up, ask the students WHO our story was
about. Allow a minute for students to raise their hands to share. Call on a couple
students to share.
Thinking Levels:
Remembering- Students will remember the who, what, when, where, why, and
how elements of a story. They will use their knowledge from The Three Little Pigs
to figure this out.
Applying- Students will apply what they have been learning about elements of a
fairytale, and will work with groups to put their notes up on the anchor charts.
Understanding- Students will understand how to figure out the who, what, where,
when, why, and how are of the story. They will use their comprehension skills
while watching and listening to the story.
Accommodations:
Remediation- If students are having trouble coming up with the rest of their quiz,
the teacher may bring them the book so that they can quickly look through to see
if anything comes up for them. Also, the teacher may assist them by asking
questions of what happened in the story, or giving little reminders.
Extension- If students find this task to be unchallenging to them, they may think
of their own WHO, and WHAT questions to put on their pop quiz.
Managing the Lesson:
Instructional Methods
o Students will raise their hand when they want to share or answer a
question that the teacher asks.
o The teacher will call students down to the carpet to make sure everyone
can hear, and see the story. Also, so that they can all hear and see the
modeling being done.
o Students will be dismissed to their tables when they are quiet. And
students will be dismissed to the carpet when their whole table is quiet
and showing they are ready to learn.
Engagement Strategies
o The teacher will make sure that students are engaged by continuously
walking around the classroom to see that students are actively
participating.
o The teacher will ask questions such as: Who was our story about?
What was our story about? Why did the fox blow the houses down?
When does our story take place? (These questions offer students
ideas of what they could write down on their quiz.
Materials Needed:
o Pop quiz sheets
o Computer
o Smart board/ Projection system
o Pencil
o Paper for the elements activity
o Tape
o Anchor Charts

Modeling
Provide details of what you will say and what you will do
Visual input accompanied by verbal input



The teacher will model the who, and the what of the quiz. For example: the
teacher may say, Okay, boys and girls.Im going to think of what I could ask a
student about WHO the story is about. Hmmm.Okay, I think I have one. Who
was the pig whose house was made out of straw? The students will need some
time to think about this questionhowever, they will not answer it yet.
The teacher will then think of a question to ask about the WHAT of the story. The
teacher may ask something like this, What was the third Pigs house made out
of? Again, the students may think about this for a minute, but will not answer it
out loud to the class.

Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented



The teacher will ask the following questions while students are working to help
aid them in their understanding:
o Who is the bad character in this story?
The big bad wolf.
o What is our story about?
The three little pigs, and the big bad wolf trying to blow their
house down.
o When does our story take place?
A long time ago.
o Where do the pigs hide?
In their houses.
o Why does the wolf want to blow the house down?
There can be multiple answers. Possible answers may include:
because there has to be a bad character in a fairytale. Because
the wolf isnt a nice person.
o How will the pigs fix their situation?
Opinion based question. Possible answers: They will all make
their house out of bricks. They will all live with the pig that made
his house out of bricks.
Guided Practice Throughout the week the teacher and students have been practicing the
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility



elements activity. On the first day, the teacher modeled all the elements for the
students. The next day, they did this together with the teacher, and for this
lesson they will be doing this as groups with the teacher monitoring.
Independent Practice (if applicable)

Students will work on their pop quiz of who, what, where, why, when, and how.
Closure
Wrap up the lesson; summarize is one way


The teacher will ask who the story was aboutmeaning all characters, and the
students will have an opportunity to share.
Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
Using your assessment data, what will you change?


The teacher will look over the pop quizzes that the students turn in to see if they
understood the objectives being presented to them.
Reflection
How well did the students perform?
Were all students engaged?
How was my timing?
How was my instruction received? What should be modified?


How well did I manage the time?
Were all my students engaged throughout this lesson?
Did they understand the components of who, what, where, when, why, and how
of the story?
Did I do efficient modeling?
Which students struggled more than others?