DIXIE STATE UNIVERSITY- DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)

Teacher Candidate

Angie Koch

Grade Level_s_ Title Comprehension Lesson

CONTEXTUAL FACTORS (classroom factors)

Classroom environment:

WALK-AWAY(As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan): Reading Literature Standard 10: By the end of the year, read
and comprehend informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and proficiently. Continue to develop
fluency when reading documents written in cursive.
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Content Walk-Away: I will retell the story using a graphic organizer.

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Vocabulary: incubating, skuas, chick, egg tooth, sprawling

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Language Walk-Away: I will read the story Growing Up Wild Penguins and write the events
graphic organizer.

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Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL- Have part of their
graphic organizer filled out.
Emerging- Have part of their
organizer filled out and
Content Walk-Away Evidence (Summative): Students will retell the story
visuals on the board.
using a graphic organizer to organize their thoughts.
Advanced- Think of deep
questions for the third
Language Walk-Away Evidence (Summative): Students will retell the story column.
using a graphic organizer to organize the.ir thoughts.
ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Raising hands to contribute to the graphic organizer. Reading the story
along with me. Working with a partner to complete the graphic organizer.

ACTIVE LEARNING PLAN

Activate /Building Background Knowledge: Today boys and girls we are going to talk about penguins. The
penguins we are going to talk about today live in Antarctica. It is very cold in Antarctica and is mostly
made up of ice. We are going to talk about the life of these penguins. I want you to think about a time
when you have seen a penguin. Where did you see one? Why do you think it was there? We are going to
talk about a couple vocabulary words before we start. I have them posted on the board up here, I want
you to say them with me, say the definition with me and spell them with me. The first one is incubating
(pg. 7) and in this story it means keeping the eggs warm and dry before they hatch. The nexfword is
Skua(pg.11). A Skua is a type of bird that is similar to a seagull and these birds attack the penguins. A

chick is baby penguin. An ~(pg.13) is a hard bump of the chick's beak that it uses to peck its way
out of the shell. And sprawling means to lay or sit with your arms and legs spread out wide. (pg.15) I have
these words up here on the board with their definitions so we can reference them as we need to. On the
board I have a graphic organizer. We are going to use the graphic organizer to help u~mmariz(i)_and
retell the story. We are going to fill out the first column now. This column is labeled"~' this means...::-/?'l'le
we are going to write down things we already knew about penguins right now before"Weread the story. (S
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Formative assessment: Students should be sharing their experiences of seeing penguins, if someone has '51-rctif!!Y,
n~t seen a penguin before, use other students' responses and the graphic organizer to help paint a FOcus 0 '1
p1cture for them.
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Modificationjaccommodations: (ELL, IEP, GATE, etc.): Explain what penguins are exactly and show
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pictures for students who are unsure. Write the word penguins on the board as well.
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Focus Lesson ("I do it"): I am going to start by reading the first two pages of the story and filling out
important information in the graphic organizer on the board. (Read pages 5&6) (Fill in the organizer) I
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will stop ana-think aloud at the certain parts.
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Formative Assessment: Students should be following with me when going over the vocabulary words.
Modificationjaccommodations: Have extra pictures and definitions for students as needed. Have
questions and ask advanced students to give examples from real life for the words.

Guided Instruction ("We do it"): Now we are going to read the next few pages together as a class and fill
in our graphic organizer together. (Pages 7-20) (Fill in organizer)
Formative Assessment: Expect students to be volunteering their thoughts and ideas.
Modification/accommodations: Do not force students to share, but encourage them. Encourage advanced
students to think deeper and come up with deep questions for the last column.
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Collaborative/Cooperative ("You do ittogether"): To finish out the book,

going to buddy
read and finish filling out the chart. Your buddy will be the person sitting directly across from you. You
will take turns reading the pages and decide together important information to put in the graphic
organizer. (Have kids read pgs. 21-31) (Kids fill in the rest of the chart) ~

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Independent ("You do it alone"): Now by yourself, you need to summarize the story and the three things
that Y_U found most interesting_on the back of the graphic organizer. I want you to tell your partner a fi
brief summary of the story and your three most interesting parts. Use what you have written down to V
help you.
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Formative Assessment: Walk around the classroom. Ask students how they are doing. Students should be
reading together and talking while staying on task.
Modificationjaccommodations: Pair Adam with someone who will help him, maybe Brionne. Pair Preston
with Cecily since they work about the same pace.

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Summative Assessment: Students should be talking to their partner about the story summary and the
three parts they found most interesting in the book Encourage discussion not just quick and short

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Modification/accommodations: Accept shorter summaries from emerging students like Adam and
Remington but make sure they still cover the main points in the story and they should still have three
parts that were particularly interesting to them.

Closure/Review of walk-aways. vocabulary. and essential questions

(Note: Closure includes student interactions, reflection, andjor demonstrations.)
Does someone want to share the three most interesting parts you read about in the story? We are going
to use what you have read to review the vocabulary. (Review words) Today we learned about penguins
that live in Antarctica and what their life is like. We made a chart about what we knew before we read the
book, what was new to us as we read the book, and we asked questions we had as we were reading the
story.
SlOP Indicators CAdd SlOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Keyvocabulary
Interaction: 16-0pportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-0pportunity for L1 students
Review Assessment: 27-Reviewvocabulary, 28-Review conce ts, 29-Feedback, 3D-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?