ESU Elementary Education Lesson Plan Template 12-12

Note: Not all lesson plans will include all the components listed
below and the components will not always be in the order shown. If
a component is not included, a brief explanation should be inserted
at the appropriate point in the plan where that component would
normally fit.
1. Context and Learning Environment for this Lesson:
Interns name: Nicole Evans
School: Greenwich Elementary
Mentor teacher:
Subject: Reading - Comprehension
Grade level: 2nd Grade
Tentative date to be taught: February 17, 2015
Time: 9:00am
The setting:
I was in the library; in kind of an upside down stage type of area. I was
on the floor and the kids were on stairs that were carpeted. I had one
table and one chair. I had about 9 children.
Materials:
For the Teacher:
Miss Smiths Incredible Storybook by Michael Garland
Pirate hat *optional*
Papers with 5 Ws and How
Graphic organizer sheet *see attached*
Pirate Eye patches *optional*
Small Tiaras *optional*
For the Student:
Pencils
2. Lesson Goals, Outcomes, Objectives (domain and level):
2.1 Instructional Objectives:
Students will recognize the main characters, the settings and
events in the beginning, middle and end of the story.
2.2 Relevant local district outcomes and state/common core
(ksde.org):
R.L.2.1 Ask and answer such questions as who, what, where,
when, why and how to demonstrate understanding of key details
in the text.

3. Assessment:

I know students have mastered retelling the story when they can
fill out all 6 questions of what, what, when, where, why and how
for 2 out of the 3 sections of the story; beginning, middle and
end.
4. Adaptations:
4.1 Gearing down
For a gear down activity students will have a graphic
organizer that has a couple examples of the characters, the
settings and events and they must fill out two more examples.
4.2 Gearing up
For a gear up activity students will have a graphic organizer
with beginning, middle and end without the who, what, when,
where, why and how prompts.
5. Integration:
Across: (Reading) is integrated with (art) when students can draw one
of the main events of the story; including characters and setting.
Within: (Comprehension) is integrated with (vocabulary) when
students use context clues to find out what the words swashbuckling
and chaos means within the story.
6.

7.

References/Resources Used: (author, date, title, publisher or URL

format)
Piper, L., & Allier, S. (2013). Literacy strategies for teacher
candidates (p. 130). Boston: Pearson Education.
Instructional Design Teaching Plan
7.1 Introduction
How many of you like to read books? Do you ever find yourself
picturing what will happen next in your head? How about asking
questions about the story as you read?
a. Anticipatory Set:
I am going to act like a pirate with a real pirate hat. I will have
eye patches and tiaras for the students to have while we are
reading.
b. Communication of Objectives:
Today we are going to be working on using the questions; who,
what, when, where, why and how to help us understand the

characters, settings, and events in the beginning, middle, and

end of the story.
*7.2. Input:
Students will need to be reminded about what questions they
should be thinking about.
o Who was involved?
o What is the text about? What happened?
o When did the events in the text take place?
o Where did the events in the text take place?
o Why did the events occur? Why is this information
important?
o How did it happen?
I will have each question written on paper that will be posted on
the board (could be leaned on board, taped or if there is magnets
I will use them). This way students can be reminded during the
story.
*7.3 Modeling:
As I am reading through the beginning of the book, I will ask
questions about the characters, the settings and events taking
place. Once I find the answer that will be told to the students.
*7.4 Guided Practice:
Toward the middle and end of the book, I will let students ask the
questions to me and also to partners. Once the answer is found
we will then discuss their findings.
*7.5 Checks for Understanding:
I will stop after I read the last page and I will ask the 5 Ws and
how to the students. *When is the only question that would be
hard to answer for this last page.*
7.6 Independent Practice/Assignment:
Students will receive a graphic organizer with beginning, middle
and end boxes. They will then need to remember what took place
in the story using; who, what, when, where, why and how
questions to find the answers. The questions will be listed within
the boxes to help with remembering.
Now you will need to think about each section of the story; the
beginning, the middle and the end. Without talking to a neighbor
and using the 5 Ws and how remember the main events that
happened during each section of the story. Make sure to answer
the questions about the characters, settings and events for each
section the best that you can.

7.7. Closure, wrap-up:

Together we will go over the 5 Ws and how again and then come
up with a GIST summary of the story.

ho
W
w

Begin
ning:

as

d?

e d?

What?

appen
What h

Whatis
thetext
about?

e
lv
vo
in

WHO?

When did the events in the text take place?

WHEN?

WHERE?
Where did the events in the text take place?

Whyis

WHY? this
important?
HOW?

Why did the events occur?

Howdidithappen?

ho
W
w

Middl
e:

as

d?

e d?

What?

appen
What h

Whatis
thetext
about?

e
lv
vo
in

WHO?

When did the events in the text take place?

WHEN?

WHERE?
Where did the events in the text take place?

Whyis
this
important?

WHY?

Why did the events occur?

HOW?
Howdidithappen?

ho
W

End:

w
as
d?

e d?

What?

appen
What h

Whatis
thetext
about?

e
lv
vo
in

WHO?

When did the events in the text take place?

WHEN?

WHERE?
Where did the events in the text take place?

Whyis
this
important?

WHY?

Why did the events occur?

HOW?
Howdidithappen?

Nicole Evans
INTERNS AFTER TEACHING REFLECTION:
Use this format to reflect on the lesson you taught. Please be
thoughtful and honest as it will help you grow as a teacher and
student.
A. Describe at least two things that went well during the lesson.
I think the little toys I gave to the kids went better than I thought it
would. I was torn on whether I should give them out before the lesson
or after, but giving it before really peaked their interests. They asked
more questions and really paid attention. I was also worried they would
be more interested in the toys then the story but that didnt happen
either. They were really good by playing with them a little but when I
started in on the lesson they put them down and gave me their full
attention.
The poster board I made over the 5Ws and how really helped the
students. I was torn again on whether I should make it or not; only
because I wasnt sure on how much of this information would be review
or if it would be new or somewhat new. It seemed like the children had
been learning about it but that little reminder of the poster made them
more confident. They were not afraid to ask questions and it was also
helpful on the independent practice.
B. Describe one thing that went differently than expected (if
applicable).
To be really honest, I felt like this lesson went better than I expected. I
feel like everything went as I envisioned but there are things I would
change to help flow and understanding. For example I would have a
board labeled beginning, middle and end. I would then have pictures of
the main events and have the kids place what event happened in what
section so that later on they would be able to reference the board
when they went to their independent practice.
C. On the scale below, circle the number that best reflects the
attitude children exhibited during your lesson.
(Negative/frustrated) 1 2 3 4 5 (Positive/Optimistic)

Explanation (required): I choose a five because the students were

really optimistic and willing to learn! They really tried hard to
understand what I was saying and asked questions when they didnt
get anything I was saying.
D. On the scale below, circle your rating of the degree of difficulty
your experience in teaching your lesson.
(Very difficult) 1 2 3 4 5 (Taught with ease)
Explanation (required): Out of the lessons Ive done so far this one I felt
so at ease at this one. I felt comfortable with everything. The kids were
very receptive and respectful! The best part was I was able to answer
any question the kids asked me!
E. Briefly describe evidence of the degree to which students
achieved the objectives of your lesson. This might include
summary of student assessment data or work sample.
I created a worksheet for students to fill out answer questions about
the 5Ws and how for the beginning, middle and end of the story. All
students were able to fill out the beginning section with no help. Most
students were able to fill out the middle section with a little help and
there were a couple that were able to fill out the end section. The
biggest problem was the amount of time.
F. Based on the extent to which the students achieved the
lessons objectives, describe any changes youd consider if you
were to teach this lesson again.
The only thing I would change is perhaps telling the students where the
beginning, middle and end of the story was. They were a bit confused
on what event came in which part; for them was confusing, for me I
was glad they were thinking about it. I dont think this necessarily
caused them to not achieve the lessons objectives but I think they
might have been able to get finished with all sections.
G. Also related to the degree of success students achieved,
describe what you would do if you had the opportunity to plan
and teach a follow-up lesson to the same group of students.
I would go into looking at the characters, setting, plot, climax, villain,
hero etc. This way it would help them see how the story is set up. I
would then go into a lesson on creative writing and perhaps even have
them create a story on the events that happened in the story. Like
what happens if once the pirates come out of the Miss Smiths
storybook you went back in with them.

H. As a result of your work I planning, teaching, and reflecting on

this lesson, plus your mentor teacher and/or university
professors coaching and assessment, what have you learned
about yourself as a teacher-to-be?
The more prepared I am the better my lesson goes. Like I said with my
science lesson, I thought about this lesson for days before we actually
taught it. I thought about it before I went to bed and even went
through all possible scenarios; good and bad. What if a student asks
me this What if this students doesnt understand this. I envisioned
myself in front of the kids and walked myself through every step.