Hannah Beachy

Teaching Date: December 6

Indiana Wesleyan University
Elementary Education Lesson Plan Template
Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
I.

Goals/Objectives/Standard(s)
A.
B.

C.

II.
-

Goal(s) Students will understand how to connect text to themselves and other texts.
Objective(s) After completing the reading stations, students will be able to verbally
explain strategies they use to make connections in text.
Standard(s): 1.RL.4.2 Compare and contrast the adventures and experiences of characters
in stories.
Materials

Ziplock bags filled with shaving cream and food coloring

Q-tips
Writing worksheets
Styrofoam plates with spinners
Clothes pins

Behavior:
-

III.
-

Students will start their first station at the ring of the bell
They will go back to their seats at the next ring, then they will go to the next station after
another ring and so on for the rest of the stations
Students groups and station will be labeled on the rolling cart in the front of the classroom
(They are familiar with this procedure)
Anticipatory Set
I want to start off today by learning a little about all of you!
So I am going to say maybe a favorite color or vacation, and if it applies to you, I want you to
raise your hand.
Now raise your hand if you like pizza. Give someone else who likes pizza a high five.
Put your hands down, Now raise your hand if you have ever been to the beach. Give
somebody else raising their hand a wink.
Put your hands down again. Now put your hand up if you have a bike that you like to ride.
Give someone else with their hand up the finger guns.
Put your hands down. For the last one, I want you to put your hand up if you love school!
Give someone else with their hand up a thumbs up.
We just did an activity that helped us see all the ways we are the same with the people in this
class. It helped us to connect to our classmates!

IV.

Purpose: Today we are going to learn about making connections in books so we can learn
better now and in the future.

PLAN FOR INSTRUCTION

(ACEI 1.0)
V.

Adaptation to Diverse Students

- Guided reading stations will be differentiated to meet the needs and reading levels of each
student.
- The word work activities are very kinesthetic to meet the needs of my ADD students who struggle
with too much stimuli
(ACEI 3.2)
VI.

Lesson Presentation (Input/Output)

Minilesson:
This week, we are talking about making connections and putting things into groups. We are learning
that everything in our world connects or forms categories that we can classify to understand our world
better. Just like we learned about our classmates a minute ago. You were able to connect with your
classmates, and I could classify each of you as someone who has been to the beach, or as someone who
hasnt been to the beach.
Today, though, as I talked about before, we are going to learn about making connections with our
books and what we read. When we read, it is important to think about different ways you connect so you
can understand the story better.
Some questions that may help you make connections are: Have I ever felt the same way as that
character? Have I ever done something like the character in the story? Have I ever been to a place like
that? Have I ever had to act like the character in the story?
Write questions on the board for students to refer to
If you ask yourself these questions, you can make connections from text to self, which means you are
connecting or relating to something in the story!
Workstations:

one station will be meeting with me for guided reading

The work on writing station will work at their desks on a worksheet I

created. The two lower ability groups will work on creating a sentence out
of the words given. The two upper ability groups will create sentences
about a given word.

At the word work station, students will work independently at their desks.
For the two lower ability groups, students will get a bag filled with colored
shaving cream, a q-tip, and a stack of words. The students will spell out
the words with the q-tip on the bag and then say the word. The higher
ability students will have a Styrofoam plate that has a spinner in the
middle and words written on the outside. The student will spin and
whatever word it lands on, the student will spell out the word with the
clothes pins provided (letters written on clothes pins). While spelling the
word, the student will say each individual phoneme and then say the word
as a whole.

At the technology station, students will log onto their myon accounts.
They will choose a book and listen and read along either on the computer
or an iPad.

Guided Reading Lessons

Guided Reading Group 1 (Level A): Im Brave (20 minutes)
1.
Prereading

Today we are going to read Im Brave by Sarah Prince and

Roberto Fino.
This book is about a little girl who does some pretty
amazing things.

What do we see on the front of the book? What is that a

picture of?

Let students respond

So the little girl is fighting a dragon, then do you think this

book is realistic or fantasy? How do you know?

Let students respond

This book is a fantasy, but when we read fantasy books,

we can still find things that we can relate to or connect to.
We are going to practice making text to self and text to
text connections.
2.

3.

4.

5.

Reading (model, guide, monitor, adjust)

When we read the first few pages, I want you to think
about how the little girl is being brave. What makes her
brave?
Echo read pages 1-9. Have students follow along with their
fingers as well.
Now what did you notice about the little girl? How was she
being brave?
Let students respond
Is there any time that you have had to be brave like the
little girl in the story so far?
What about any characters in books you have read
before? Do you know of any who have had to be brave
enough to fight a dragon?
Now we are going to read the last few pages, and while
we read these pages, I want you to think about how the
little girls bravery changes.
Echo read the last couple pages. Have students follow
along with their fingers.
Responding
What did you like about this book?
Was there anything you disliked about the book?
We talked about how the girls bravery changes in the
end from catching monsters in the beginning. How does
she change? Does it seem more real at the end?
Have you ever had to catch the bus?
Exploring
I want to go back and look at the last couple pages
again.
Reread aloud the last couple pages
In this part of the book, it says that the girl catches the
bus. Can she really catch a bus? What do you think it
means that she catches the bus? How is it brave that she
catches the bus?

Applying

Have you ever had to be brave like the little girl in the
story?

In what ways have you had to be brave?

There would not be enough time in this lesson for students

to read another text and compare the two texts, but in the
future I would have students read another book about a
character being brave and have the students compare and
make connections between the two texts.

Guided Reading Group 2 (Level E): Moving In (20 minutes)

1.
Prereading
Today we are going to read the book Moving In by Helen
Depree and Bob Kerr.
Just based on this picture and the title, what do you think
is happening in the story?
We have two different families on the front, and one
seems to be moving. What is the mood of the families do
you think? Do they all seem sad or happy?
Well we are going to read and find out.

build background

introduce key vocabulary, if necessary

introduce strategy
2.

3.

4.

Reading (model, guide, monitor, adjust)

We are going to read the first few pages of the book, and
when we do, I want you to think about how the characters
are feeling. Like we talked about before, are they happy?
Are they sad? Lets see if we can find out.
Read pages 1-9 with the students. (reading at the same
time as students)
Now can you tell from these first few pages how the
people are feeling? How does the family seem that is
moving in? How about their new neighbors?
Have you ever had to move to a new home before or have
you ever gotten new neighbors? How did you feel when
that happened?
Now we are going to keep reading, and this time, I want
you to think about how these new neighbors treated each
other.
Read pages 10-16 together
How did the two neighbors react? How did they treat each
other? How have you treated your new neighbors if you
have moved or have ever had someone move next door to
you?

Responding
What did you think of this book? Did you like it? Did you
dislike it? Why?
Did you make any text to self connections, or could you
remember a time you felt like one the characters in the
book? Or can you remember reading a book that had
characters who moved?
How did the new neighbors treat each other? Were they
kind? Do you think they will have a good relationship in the
future?

Exploring
Reread together page 14
Why do you think that grandma invited the new family
inside to eat cake?

5.

Have you ever had a neighbor invite you over for food? Or
have you invited neighbors over for food? Why did
they/you do that?

Applying

What do you think we can learn from this book?

Did we learn anything about being a good neighbor?

What does it mean to be a good neighbor? It doesnt just

mean to offer them cake right?

I will not have enough time in this center to go over

another text in order to make text to text connections. In
the future, I would integrate this book and connections in
this book to a social studies lesson about community.
(ACEI 2.1) (ACEI 3.3)

VII. Check for understanding.

I will ask questions throughout the guided reading instruction to gauge where students are and
to modify my instruction accordingly.

VIII. Review learning outcomes / Closure

Now I want you all to look at the questions on the board again and think about how we make
connections. Can someone raise their hand and tell me a way they made a connection? It
could be what we did at the beginning of the lesson, but I would really love to hear someone
tell me a connection they made to the book they read with me.
Let students respond
These are all great connections. Now it is important to remember that we make connections
every day! It is not something we learn once and forget about. This is really important stuff,
and isnt it fun to make connections?
Let students respond
Transition into next subject

PLAN FOR ASSESSMENT

For formative assessment, I will listen to student responses at my guided reading station. I will
give each student a chance to speak and talk about the book as well as connections they are making. I
will take short anecdotal notes about each group. I will also observe students at the other stations to
make sure they are on task as well.
For summative assessment, students will be given a test on Friday to assess student learning
during guided reading as well as phonics from the whole week.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.

How many students achieved the lesson objective(s)? For those who did not, why not?

2.

What were my strengths and weaknesses?

3.

How should I alter this lesson?

4.

How would I pace it differently?

5.

Were all students actively participating? If not, why not?

6.

What adjustments did I make to reach varied learning styles and ability levels?
a.

Blooms Taxonomy

b.

Gardners Multiple Intelligences

Revision Date: September 12, 2016
2007 ACEI Standard

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language

Needs Improvement 1

Emerging Competence
2

Competent 3

Outstanding 4

Goals
Object
ives
Stand
ards

Lesson objectives are

poorly written and/or have
little or no connection to
learning goals or
standards. Little
connection exists
between objectives and
lesson activities and
assessments.

Lesson objectives are

correlated with learning
goals and standards. The
connection between
objectives and lesson
activities and
assessments is weak or
unclear.

The lesson plan contains

objectives that connect
goals and standards with
lesson activities and
assessments.

The anticipatory set is

missing or has little or no
connection to the goal or
content of the lesson.
Anticip
atory
Set

The connection between

the anticipatory set and
lesson objectives and
content is weak or
unclear.

Purpos
e

The anticipatory set is

clear and direct and
focuses students
attention on the lesson.

The statement of purpose

is ambiguous or worded
so generally that the
connection with the
content of the lesson is
not
apparent.

A statement of purpose is
included in the lesson,
but has little power to
motivate students and
capture their
imaginations.

The statement of purpose

is clearly connected to
the content of the lesson
and is presented in terms
that are easily
understood by
students.

The lesson plan

contains clearly
stated content
objectives.
Objectives are
logically
connected to
appropriate goals
and standards
and are
consistent with
lesson activities
and
assessments.

The anticipatory
set connects the
current lesson
with previous
and future
learning and
focuses students
minds and
attention on the
days
lesson.

The statement of
purpose has the
power to capture
the imaginations
of students and
motivate them to
accomplish the
expected
learning.

Readiness

Instructional Technology

The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and
skills as they apply to specific content and pedagogical knowledge, assessment practices, and
student achievement. The selection of appropriate technological tools reflects the candidates
ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. INTASC 6.i, 8.g, 8.o

Plan for Instruction

Adapt
ation
to
Divers
e
Stude
nts

Needs Improvement
1

Emerging
Competence 2

Competent 3

Outstanding 4

Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or adapted
to diverse students.

Instructional
opportunities are
provided in this lesson;
however, they are not
adapted to diverse
students.

Instructional
opportunities are
provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to learning.
The instructional
opportunities are
adapted to diverse
students.

The candidates plan

demonstrates
understanding of
reading, language, and
child development
concepts and their use
in classroom
instruction.

The candidates lesson

plan demonstrates that
he or she understands
all of the concepts from
reading, language, and
child development and
uses them effectively in
planning.

He or she designs
appropriate lessons
with adequate use of
theory to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills.

His or her instructional

activities integrate and
support theory to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills in multiple ways
and in a variety of
settings.

ACEI
Stand
ard
3.2

Lesso
n
Presen
tation

Readi
ng,
Writin
g, and
Oral
Langu
age
ACEI
Stand
ard
2.1

The candidates plan

suggests he or she
does not understand
reading, language, and
child development
concepts.

The candidates plan

suggests a limited
understanding of
reading, language, and
child development
concepts.

The candidate cannot

design appropriate
lessons to teaching
reading, writing,
speaking, viewing,
listening, and thinking
skills.

The candidate designs

a minimally appropriate
lesson to teaching
reading, writing,
speaking, viewing,
listening, and thinking
skills.

The candidates plan

does not demonstrate
the ability to help
students to successfully
apply their developing
skills to differing
situations, materials, or
ideas.

The candidates plan

demonstrates some
ability to help students
to apply their
developing skills to
differing situations,
materials, or ideas
successfully.

Plan demonstrates the

candidates ability to
help students
successfully apply their
developing skills

The candidates plan

demonstrates his or her
ability to help students
connect their reading,

Lesso
n
Presen
tation

ACEI
Stand
ard
3.3

The lesson presentation

does not encourage
elementary students
development of critical
thinking and problem
solving.

The lesson presentation

includes little provision
for students
development of critical
thinking and problem
solving.

differing situations,
materials, and ideas.

writing and oral

language together in
creative ways to link
language to everyday
life.

The lesson
presentation includes
at least one teaching
strategy that
encourages elementary
students development
of critical thinking and
problem
solving.

The lesson presentation

includes a variety of
teaching strategies that
encourage elementary
students development
of critical thinking and
problem solving.

Check
for
Under
standing

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but the
connection with the
lesson presentation is
weak and/or unclear.

Revie
w
Learni
ng
Outco
mes

Closur
e

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Plan for Assessment

Lesson closure is weak

and/or poorly written.

The lesson plan

includes a plan and the
means to check for
student understanding
of the lesson. A
provision is included to
reteach all or part of
the lesson to all or part
of the class.

Plans to check for

student understanding
of the content are an
integral part of the
lesson, and include
frequent questions and
other actively engaging
forms of formative
assessment during
guided
practice.

Lesson closure relates

directly to the lesson
purpose and/or
objective.

Lesson closure is clearly

correlated to the
content of the lesson
and actively engages
students in
summarizing the
essential elements of
the
lesson.

Formal
and
Inform
al
Assess
ment

Needs Improvement 1

Emerging Competence
2

Competent 3

Outstanding 4

The lesson plan does not

include assessment
activities, or there is little
or no correlation between
planned assessment
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.

Assessment activities are

included in the lesson, but
they are not well
correlated to and/or do not
cover the full range of LP
goals and objectives. The
assessment strategies do
not promote development
of each student.

A plan for formal and

informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the students.

Formal and
informal
assessments
strategies are a
seamless and
integrated part of
the lesson. The
assessments are
highly correlated
to the learning
objectives and
promote
continuous
intellectual,
social, emotional,
and physical
development of
each student.

ACEI
4.0

Reflect
ion
and
PostLesson
Analys
is

Self-answer questions are

not included in the lesson
plan.

Self-answer questions are

included, but do not fit the
content or purposes of the
lesson.

Lesson Plan Summative Assessment

Element

Goals Objectives Standards

Anticipatory Set

The lesson plan includes

all required self-answer
questions.

Score

Additional selfanswer questions

are included that
specifically
address unique
lesson content
and
methodology.

Purpose

Adaptation to Diverse
Students

ACEI 3.2

Lesson Presentation
ACEI 2.1

Lesson
Presentation
ACEI 3.3

Check for Understanding

Review Learning Outcomes Closure

Formal and Informal

Assessment

ACEI 4.0

Reflection and Post-Lesson Analysis

Total Score

Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Culminating Assessment

Needs Improvement

Emerging

Competent 3

Outstanding 4

Developmen
t

Competence 2

The candidates lesson

plan suggests he or
she does not
understand the major
concepts, principles,
theories, and research.

The candidates lesson

plan demonstrates a
limited understanding
of the major concepts,
principles, theories,
and research.

The candidates plan

does not provide
opportunities to
support students
development,
acquisition of
knowledge, and
motivation.

He or she designs
lessons with minimally
appropriate learning
opportunities.

The candidates lesson

plan demonstrates
understanding of the
major concepts,
principles, theories,
and research and uses
them in planning.

Learning
Motivation

ACEI 1.0

He or she designs
appropriate lessons
with adequate learning
opportunities that
acknowledge students
development,
acquisition of
knowledge, and
motivation.

The candidates lesson

plan demonstrates
that he or she fully
understands all of the
major concepts,
principles, theories,
and research and uses
them effectively in
planning.

He or she includes
learning opportunities
that support students
development,
acquisition of
knowledge, and
motivation.

Culminating Assessment Score:

_________