Teacher: Megan Soderlund

ED228 Lesson Plan # 1

What my student needs to work on according to assessment and observational data:

8th grade student at about a 6th grade reading level that needs to work on using prior knowledge and information synthesis while reading.
The student does not appear to have a learning disability, she just needs to work slower with extra help.
Corresponding thinking strategy:
Synthesizing Information and Using Prior Knowledge
Skill related to the thinking strategy:
Choose a relevant skill for your selected thinking strategy from Keene (2008). This skill should match both your student data and
targeted thinking strategy.
Using small portions of the text to analyze what it may be about will be broken down into smaller sections. Thinking about what she
already knows to make predictions about the text relates to using prior knowledge. Identifying the main ideas and then condensing and
synthesizing the information into three sentences that contain the overall main ideas.
How will you assess this skill related to the thinking strategy?
Examining how her predictions line up with what the text says, identifying the portions she underlines, asks why those are important, and
look over final main points to see if an overall idea was taken out of the passage.
Activity/teaching strategy that you will teach your student to use
Choose an activity/teaching strategy that you will teach to your student to help him/her develop the target thinking strategy. Our
Dropbox folder contains several strategy ideas. This strategy should match the student data, targeted thinking strategy, and related skill.
Take portions of the text that dont necessarily relate and have her read those to infer what the text may be about. Divide the texts into
sections and underline the most important sentence in that section. Lastly, have her develop conclusions about which three main points
she believes summarizes the entire thing.
Indiana Academic Standard:
https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx
Write your content standard here
8.2.9
Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.
How will you assess this standard?
Listen to the accuracy of the predictions she has about the text and review her synthesis skills by reading over her main points that she
chose to highlight. Ask for an example from the text that supports her summary.
Common Core Literacy Standard:
https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx
Write the corresponding Common Core Standard here.
2. Determine a theme or central idea of a text and
analyze its development over the course of the text,
including its relationship to the characters, setting,
and plot; provide an objective summary of the text.
How will you assess this standard?
Have her review what she wrote as the main idea of the text to see if she got the correct information out of it and is able to recognize the
main idea of the overall passage. Although there is not a plot concerning the article, analyzing the text is a skill focus to work on.
Lesson objective
I will know that this lesson was successful if by the end of the lesson, the student is able to:
Make predictions about the text using prior knowledge and inferences. Find key points in specific sections of text that highlight what is
contained there. From those main points, work through what information is most important and highlight that in three sentences.
Lesson assessment
How will you assess your lesson objective (observation, student work, etc.)?
I will listen to her predictions and based on her written work, Ill assess how well she took information from the text and summarized it.
Materials
List the materials (readings, supplies, etc.) that you will need in order to teach the lesson.
Notebook paper, article, pen, small sections of the article
Why are you approaching the lesson this way?
Rationale for method(s):
I am approaching it this way to be a simple process for one of my first lessons. I want her to have some introduction to the article and
keep a simple way of identifying main points. I wanted to see the skill level my student possessed before giving her more difficult
material.
Agenda/detailed steps in your lesson plan:

Prompts and questions: Introduce the structure of the lesson and ask open-ended questions to spur interest in what is about to be
read. Clarify things the student may have no way of knowing.
Engage: Read along and assess throughout while asking questions. Have her underline what she believes to be the most
important sentence in a given section.
Explore: let her develop ideas herself about the big idea or most important parts
Explain: make it clear what I wanted her to accomplish and reiterate the purpose.
Elaborate: Ask for a repetition of questions that were answered and have maybe a personal connection to the text. Have her
write three sentences from her highlighted three that explain the entire article overall
Evaluate: Assess learning and places where the student is still weak or needs further assistance.

List the steps that you will take in the middle of the lesson: How will you teach the lesson concepts and strategies?
Ill teach the concept of finding important information from sections of text by looking at the length of the sentence, the placement, and
the detail contained in the sentence.
List the steps that you will take at the end of the lesson: How will you help your students to draw conclusions and/or self-assess on the
lesson concepts and strategies?
I will teach the concept of drawing conclusions by asking various questions concerning her important points and how she thinks to
condense them. Ill ask her how she feels she did and if her points made the most sense.
Assessment plan
Fill out this section after you teach your lesson. To what extent was your student successful in mastering the lesson objective? How do
you know?
My student completed the lesson relatively quickly and easily with only trouble on certain words she had trouble recognizing. She used
prior knowledge well at the beginning but used very basic sentences to summarize and used me to help her a few times.
Daily reflection
Fill this section out after you teach the lesson. What worked well? What needs to be changed for next year? What are next steps for
students and how will you get them there? What did you learn/unlearn/relearn about teaching? How does this relate to what you have
learned so far in your education classes including ED228? What are your next steps for professional growth?
The simplicity of the lesson worked well because it was the first time teaching her so it was helpful to get a feel for what level she was
at. Something that could have been better was making the introduction with small portions of the text be physically moveable, like on
smaller pieces of paper. That way it was more visual and tangible. The next step for my student is developing more complexity within
my lesson plans. I want to discuss on a more personal level what her struggles are and make interesting lessons that are memorable and
ones that she gets more content out of. I learned that teaching takes a lot of flexibility and lesson plans are not always followed exactly so
adjustments need to be made. This relates to what Ive learned because I now see how important content literacy is for all subjects. From
earlier classes, I see the benefits of differentiation and catering to the students needs. The next step for me would be to do further
research about lesson planning and become more used to adjusting plans as were going along. I want to keep things creative and unique
and avoid become repetitive.

ED228 Assessment Rubric for Lesson Plans and Reflection

Component

15 points
Connections
among student
characteristics,
standards,
thinking
strategies,
skills, and
instruction

Emerging

Basic

Competent

Proficient

Description of students
learning styles, and
academic
characteristics missing.

Bare bones
description of
students learning
styles, and academic
characteristics
included.

Description of students
learning styles, and
academic characteristics
included.

Well developed, detailed

description of students learning
styles, and academic
characteristics included.

Makes some explicit

connections between
student data, targeted
thinking strategies,
related skills, and
instructional choices.

Makes strong explicit connections

between student data, targeted
thinking strategies, related skills,
and instructional choices.

Makes no or incorrect
connections between
student data, targeted
thinking strategies,
related skills, and
instructional choices.

Makes few explicit

connections between
student data, targeted
thinking strategies,
related skills, and

Component

Emerging

Basic

Competent

Proficient

instructional choices.
10 points
Assessment
plan

10 points
Learning
support:
Schematic
connections

10 points
Learning
support:
Interaction and
active student
engagement

10 points
Learning
support:
Reading,
writing, and/
or vocabulary
strategies

Assessment criteria is
not consistently tied to
both content and
language standards.
Few or no standards are
taught and assessed.

Assessment plan
delineates assessment
criteria that connect
to content and/or
language standards.
Most standards are
taught and assessed.

Assessment plan
delineates clear
assessment criteria that
have connections to both
content and language
standards. All standards
are taught and assessed.

Assessment plan delineates clear

assessment criteria that have
explicit connections to both
content and language standards.
Assessments include student
products and teacher observations.
All standards are taught and
assessed.

Few or no opportunities
for schematic
connections. Few or no
connections to real-life
problems. Few or no
opportunities for higher
order thinking planned.

Inconsistent
opportunities for
schematic
connections.
Inconsistent
connections to reallife problems. Higher
order thinking not
emphasized.

Provides students with

some opportunities to
make schematic
connections. Provides
opportunities for student
exploration of higherorder thinking real-life
problems.

Provides students with many

opportunities to make schematic
connections (text to self, text to
text, and text to world).
Opportunities planned for students
to be responsible for posing
questions and exploring higher
order thinking real-life problems.

No opportunities for
meaningful student
engagement and
discussion. No native
language use is
encouraged.

Few opportunities for

meaningful student
engagement and
discussion. Little use
of the native
language is
encouraged.

Provides some
opportunities for active
student discussion and
engagement. When more
than one speaker of a
language is present,
students have
opportunities to clarify
their understanding in
their native languages.

Provides many opportunities for

student choice & active
engagement. When more than one
speaker of a language is present,
students have opportunities to
engage in discussions in their
native languages and in English.
Student group conversations have
clear expectations (a protocol) and
explicit outcomes.

Missing one or more

language skills. No
academic language
development strategies
are emphasized.

Provides inconsistent
opportunities for
reading, writing,
speaking, and
listening. Strategies
and activities support
content and/or
language objectives.

Students have some

opportunities for
reading, writing,
speaking, and listening
throughout the lesson.
Students practice using a
specific strategy that
they can use to become
better readers, writers,
listeners, and/or
speakers.

Students have opportunities for

reading, writing, speaking, and
listening throughout the lesson.
The teacher scaffolds
(modeling/coaching) the students
in learning a specific strategy that
they can use to become better
readers, writers, listeners, and/or
speakers. The strategy is taught
using authentic text or
conversation, not using a
worksheet or workbook.

Lesson plan reflects

research, theory, and
practical strategies
addressed in Cores I-II.
Some inconsistency in
applying these
understandings to lesson

Exceeds expectations. Lesson

plan reflects a thorough
understanding of research, theory,
and practical strategies addressed
in Cores I-II. These
understandings are consistently
applied to lesson plan.

10 points
Researchbased
instruction for
elementary or
secondary

Lesson plan does not

reflect an understanding
of research, theory, and
practical strategies
addressed in Cores I-II.

Lesson plan reflects

some research,
theory, and practical
strategies addressed
in Cores I-II. There
is a lot of
inconsistency in

Component

Emerging

Basic

Competent

Proficient

school students

10 points
Writing

References missing.
Several language
convention mistakes.
Sentence fragments.
Organization is difficult
to follow. Difficult to
understand.

applying these
understandings to
lesson plan.

plan.

References
incomplete. Some
language convention
mistakes. Some
organizational
problems exist, but
the analysis is still
understandable.

References included for

all resources and
materials.
Few language
convention mistakes.
Good sentence
construction.
Well-organized.

Exceeds expectations.
References included for all
resources and materials-written in
correct APA format.
No language convention
mistakes.
Ideas and language flow. Wellorganized. Easy to read.

Clearly articulated.
25 points
Reflection

Doesnt describe what

the writer has learned/
unlearned/relearned
about teaching and
learning from teaching
and reflecting upon the
lesson. Doesnt discuss
strengths, areas for
professional growth,
and questions about
teaching and learning in
diverse schools.
Neither makes explicit
connections to how this
new understanding
influences his or her
beliefs about teaching
and learning nor how
these insights relate to
key concepts in ED228.
Doesnt suggest any
steps for professional
growth.

Describes what the

writer has learned/
unlearned/relearned
about teaching and
learning from
teaching and
reflecting upon the
lesson. Discusses
some strengths, areas
for professional
growth, and questions
about teaching and
learning in diverse
schools.
Makes few explicit
connections to how
this new
understanding
influences his or her
beliefs about teaching
and learning as well
as how these insights
relate to key concepts
in ED228.
Doesnt suggest any
steps for professional
growth.

Describes what the

writer has learned/
unlearned/relearned
about teaching and
learning from teaching
and reflecting upon the
lesson. Able to be
honest and open about
strengths, areas for
professional growth, and
questions about teaching
and learning in diverse
schools.
Makes some explicit
connections to how this
new understanding
influences his or her
beliefs about teaching
and learning as well as
how these insights relate
to key concepts in
ED228.
Provides a general idea
of how the writer may
take the next steps in her
or his professional
growth.

Describes what the writer has

learned/unlearned/relearned about
teaching and learning. Able to be
honest and open about strengths,
areas for professional growth, and
questions about teaching and
learning in diverse schools.
Makes several strong, explicit
connections to how this new
understanding influences his or
her beliefs about teaching and
learning as well as how these
insights relate to key concepts in
ED228.
Outlines a research-based,
concrete example of how the
writer may take the next steps in
her or his professional growth.