Teacher Candidate

Name:

Heather Glover

Grade Level:

4th grade

Subject:

Language Arts

Date:

10/28/16

Millicent Atkins School of Education: Common Lesson Plan

Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to describe the setting of the story, characters in the story,
and the events that take place in the story. The students will also be making a map
that follows the places that Rump traveled in the book; to include, The Mountain,
Yonder and Beyond, the trolls, the Aunts, and the castle.
Describe how the objective is relevant to students lives.
This is relevant to students lives as this will build the foundation for further story reading
in their future classes as well as build upon their comprehension and language skills. It will
also show the students how the characters respond in certain settings of the book.

List the words relevant to the content area that you will either introduce and/or
review during your lesson.
Relevant Words: Setting, main character, supporting characters, events, sequence of events,
plot.

List the materials you will need to teach the lesson.

Rump book, construction paper, crayons, colored pencils.

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.

Question and answer session with the students to get a general idea of what they know
about settings, characters, and events.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
Pre-assessment will be given two days prior to starting the lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.
If students have a good understanding of what a setting is and how it is important to the
flow of the story then I will briefly touch on those aspects again, and focus more on the
aspects of characters and how they help move the story along as well as the events that
unfold during the plot.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.

I will use the smart board to show descriptions of the characters, and the setting.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students learning,
culture, language, etc. * Be sure that these accommodations are based on what you
identified/described in your contextual information (Task I).

I will have students sit near the front of the class to help with attention.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student behavioral/
developmental needs in order to keep students on task and actively engaged throughout the
lesson.

Using mac and cheese callback to gain students attention if needed. While reading I will
remind them to sit still and listen as it will be needed for their visual project after reading.
I will ask questions as we read the book to keep the students engaged in the reading.

LESSON IMPLEMENTATION

I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in
an engaging way (this is your lesson opening).
I will be reading a good portion of the book to the students out loud after lunch as a way to
get them focused back into the rest of their school day. I will be using an anchor chart, as a
visual aid, to help with the understanding of the characters and where they come into the
story. I will also have a map example drawn so the students can see what it is they will be
doing after we finish reading Rump. The example will be from a different book, so that the
kids will have to use their own ideas as to finish their story.

Describe how you will communicate (to students) how the objective is relevant to
their lives.
I will tie this into the students lives by letting them know that this will be an important
skill in the rest of their school career as well as being able to relate events to places.

Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)
I will use direct teaching to explain the lesson as well as go over the new vocabulary words
that the students may not have a good understanding of. I will have the students get
together with a friend and discuss what the meaning of the words are so that they are also
using their own words to explain what they mean.

Describe how you will check for students understanding before moving on to guided
practice.
I will check for understanding along the way with a short question and answer
session after each new idea to give the students amble opportunity for
understanding. I will also provide the students with numerous examples of what I
expect of them during the lesson.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

We will read some chapters of the books together. I will give the students

opportunities to interact with the story in the form of different activities such as working
through the places Rump visits in his journeys, We will talk through the vocabulary words
together and use the anchor chart to brainstorm how the characters tie into the setting and
how they support the story. We will work through a rough sketch of the places that Rump
travels on the smart board so that all the students are engaged and understanding the visual
map portion of the lesson plan.

Describe how you will check for students understanding before moving on to independent
practice.
Here is where the students will be able to ask any questions they have about the map and I
will ask them what places need to be included in their map. Also touch briefly, again, on
everyones understanding of the vocal words.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

The students will be independently working on the map. They will start on the
Mountain, Rumps home and draw out his path through the book ending back at the
Mountain with the close of the book. The students will also introduce the characters
in the book as Rump travels along in the book.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
Once their activity is complete the students will hang up their Rump maps, to showcase
everyones individual idea of how they imagined the story looked while we were reading.
We will discuss how the students felt that they characters made the book come to life and
how they interacted differently in different settings of the book.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson
will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description: My post-assessment will be to look over the maps to make sure that the
students noted all the places Rump traveled as well as noted all the characters that were
present in the book. Also we will have a short quiz on the vocabulary words that were
introduced and talked about throughout the lesson, just to check comprehension and
understating of the words.

REFLECT

List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.