Teacher Education Lesson Plan Template

Teacher: Doxey Date: January 23, 2019

Title of Lesson: Nonfiction Cooperating Teacher: Alvers

Core Components
Subject, Content Area, or Topic
Language Arts, Social Studies

Student Population
Fifth Grade; 20 Inclusion PM class; 18 AM class

Learning Objectives
Students will identify what text features make this passage nonfiction. Students will understand that nonfiction is not a
story. Students will take snippets to condense the text and answers related questions by actively engaging and referring
to the passage.
Virginia Essential Knowledge and Skills (SOL)
5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
a) Participate in and contribute to discussions across content areas.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and
digital texts.
c) Skim materials to develop a general overview of content and to locate specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
VS.7 The student will demonstrate an understanding of the issues that divided our nation and led to the Civil War by
a) explaining the major events and the differences between northern and southern states that divided Virginians and led
to secession, war, and the creation of West Virginia;
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia; and
c) describing the roles of American Indians, whites, enslaved African Americans, and free African Americans.
VS.8 The student will demonstrate an understanding of the reconstruction of Virginia following the Civil War by
a) identifying the effects of Reconstruction on life in Virginia;
b) identifying the effects of segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African
Americans; and
c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
VDOE Technology Standards
a) Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer
software.
e) Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and
software to support Virginia's Standards of Learning and other instructional objectives.
English Language Proficiency Standards (ELPS)
Foundational Skills #1: Demonstrate understanding of the organization and basic features of print;
a) Follow words from left to right, top to bottom, and page by page,
b) Recognize that spoken words are represented in written language by specific sequences of letters,
c) Understand that words are separated by spaces in print.
Materials/Resources
Morning Work Week #20
Wordly Wise 3000
VA Newspaper Week 20
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU WANT
FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety (if applicable)
Not applicable

Time
(min.) Process Components
*Anticipatory Set
Daily SOL Review – Week: # 20 Day: 2 & 3
Wordly Wise 3000 – complete Lesson 7a, assign Lesson 7B (complete 1 together), assign Lesson 7c
(complete 1 together)
Lesson 7 will consist of new vocabulary. TSW determine the correct wordly wise word for each definition or
text context clue given.
*State the Objectives (grade-level terms)
I can identify the text features of nonfiction text. I can identify the main idea of nonfictions texts with
supporting details.

*Instructional Input or Procedure

***Substitute during PM class, Doxey will lead lessons.***
TTW engage in discussion on text features (title, bold print, headings, captions, photographs, diagrams) and
what kind of text VA Newspaper Week 20 is (nonfiction genre). VA Newspaper Week 20 consists of Civil War
Nonfiction text to integrate Social Studies into reading for the day (major battles, important people).
TTW begin reading and popcorn a student for each paragraph. TTW ask teacher manual, text guided
questions about the causes of the Civil War. TSW actively engage with text, answering questions.
*Modeling
Not applicable

*Check for Understanding

TTW read morning work Day 2 and 3 questions aloud, along with answer choices. TSW actively engage with
text and participate by giving the answer with evidence.

*Guided Practice
Not applicable

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
TSW complete daily 5 rotations. TSW attend 4 center rotations (small group, achieve 3000, wordly wise,
library), 15 minutes each.

Assessment
Observation.

*Closure
Not applicable

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW stand behind students as they read aloud to assist with words unknown. Students may not write on newspapers,
but can use additional paper to take notes.
Classroom Management Issues (optional)
Students will receive checks, if necessary, for not actively engaging, inappropriate talking, and not following directions. If
participation is not where it needs to be students will no longer raise their hands to answer questions, but random sticks
will be called to ensure participation.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the lesson would you
change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015