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This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each
of the lesson plan components, see the Viterbo Essential Elements posted on Moodle in the Education Majors
course. All items below will expand as needed to add text.
Name __Kate Willadsen___________
Date_12/09/14______________
Time Frame_60
Curriculum Standards:
RL.3.3 Key Ideas and Details: Describes characters in a
story (e.g. their traits, motivations, or feelings) and
explains how their actions contribute to the sequence of
events.
RL.3.2 Key Ideas and Details: Recount Stories,
including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in
the text.
Resources
Materials:
The book Frindle: 6 books
The book Where The Red Fern Grows: 4
books
The book Junie B. Jones and a Little
Monkey Business: 5 books
The book: Chesters Way: 3 books
The book Pippi Longstocking: 6 books
Worksheets
People: Me (Teacher)
Paraprofessional
Prior Student Knowledge: What previous knowledge is necessary for the students to successfully master the objectives? What knowledge do
students already have that this lesson will build upon?
-What a character is
-Why characters are important to plots
-How to read
-What traits/characteristics are
-What motivations are
Lesson Objectives: Defines what the student will learn, understand, and
be able to do upon completion of the lesson. The instructions for writing
objectives and examples are found in the Viterbo Essential Elements.
Given a book TSW describe its characters and determine the characters
contributions to the story with 90% accuracy
Given a book TSW interpret the books central message by using key
details in the test with 90% accuracy
Academic Language:
What is the key language demand/function?
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?
INSTRUCTION
Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment.
You should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the
lesson from the plan.
Time
7 min
45
min
5 min
Taylor:
Kylie:
Desha:
Ryan:
Molly:
Corey:
Mike:
Suzie:
who prefer to work alone and is also beneficial for students who
prefer group work. I also go over the questions with the class and
give examples. This reaches students who are verbal and visual
learners. I show students how to use context clues to answer
questions by providing an example on the board which is also
helpful for multiple different learning styles.
IEP Requirements
Taylor:
Fidget toy
Allow him to take breaks when necessary
Paraprofessional
Reminder to stay on task/Rate My Behavior worksheet
Desha:
Ryan:
Molly:
Corey:
Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.
In differentiation portion.
Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?
Classroom Management:
Safety:
Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective?
How do you know? What is your evidence?
To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of
student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?