Elementary and Early Childhood Education Lesson Plan Template

Name: Chynna B. Jontanna G. Emoree D. Brianna K. Date: 3/26/19

Course: ECE 3330 Lesson Plan #: 3

Subject Area(s): ELA/ Composition Lesson Grade Level/Time Frame: 5th grade

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom ● In this classroom there is one smart board located at the front of
Context) the room where most of the teaching takes place.
● On each side of the smart board, there are large rectangular white
boards. These white boards are used by the teacher to display
important announcements or upcoming events. The teacher also
displays the objectives and essential questions on the white
boards for the students to be able to easily see.
● There is also a smaller white board that the teacher utilizes to
solve problems for the students when teaching a lesson.
● Each student is seated at their own personal desk. These desks are
in rows of 5 with 5 desks in each of the rows. Each desk has a
personal cubby where the students can keep their belongings
without having to get up and disturb the class. The desks are
arranged in this way, so the teacher can easily walk by to each one
and assist the students when needed.
● There are a few “special” areas located in this room. There is a
rectangular carpet located at the front of the room where the
students are instructed to sit during the whole group lesson.
● Along the walls of the classroom, there are several bookshelves
that contain many books that are considered favorites by the
students.
● This classroom also has a couple of technology tools. These
technology tools consist of 8 laptops and 6 iPads. The technology
tools are only used by students to access their learning websites
allowed by the teacher. The learning websites may consist of
helping the students with their math, writing, or reading skills.

Learner Description Number of students in class:

· Number of males: 9
· Number of females: 15

Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 There is one student on a 504 plan
504 plans due to ADHD. Some
accommodations put in place for
this student include placing student
in close proximity to the teacher,
use images as support, and modify
his worksheets with less questions
on each page.
Students w/ EIPs 0 N/A
English learners 2 There are two students in the
classroom who are English
language learners. For support
these students are placed next to
students who share the native
language in order to help them
when they are confused about the
language. These students also go to
the ESOL program a couple times a
week for more in-depth help.
Gifted 0 N/A
Students with gaps 0 N/A
in academic
knowledge
Other learning 0 N/A
needs
● Personal: Students enjoy movies so this is a good way to teach
them about composition because it involves a visual (movie trailer)
● Cultural: The book Number the Stars is based on families from
different cultures, students will get a chance to know the
backgrounds of these families and they can relate their culture to
their own personal lives.
● Community: Students can use the community as a resource when
explaining the events that occured in their own lives.
ELAGSE5RL3
Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
 Prior Academic • Knowing how to read.
Knowledge and • Knowing how to comprehend what you’ve read.
Prerequisite Skills

Central Focus, Taking a number of key ideas from Number the Stars and putting them in
Overarching Goal, Big order using writing.
Idea, or Essential
Question(s)

Learning Objective(s) or Using writing to compose the main ideas from the book, Number the Stars.
Learning Target(s)

Potential Misconceptions What potential misconceptions or developmental approximations are

and/or Developmental possible with this content and how will you address each?
Approximations
If the student does not know how to write about events in sequential order,
I will introduce transition words.

Academic Language Academic Whole Class Supports Differentiated

Vocabulary Language Supports
· Words and
phrases with subject
specific meanings that
differ from meanings Language function: Teacher can
used in everyday life KWL Chart further explain
(e.g., table, ruler, force) Discussions the book to
· General academic students who
vocabulary used across need more
disciplines (e.g., information or
help composing
key ideas.
compare, analyze, Multiple meaning ---
evaluate) words:
· Subject-specific
words defined for use N/A
in the discipline

Language Function: the

content and language
focus of the learning
Academic Through
task (e.g., activities,
vocabulary: discussion,
discussions)
scaffolding, and
represented by the
Compose movie trailers
active verb in the
Explain students will be
learning objective(s) or
able to compose
learning target(s) (e.g.,
a writing based
apply, evaluate, cause
about the key
and effect, sequence,
events from the
hypothesize, infer,
book.
summarize, describe,
explain) Subject-specific --
vocabulary:
Language Supports: N/A
instructional supports
that help students
understand and
successfully use the
language function (e.g.,
sentence starters,
graphic organizers) Syntax: FIlling in KWL
charts for
Syntax: set of KWL Chart students to show
conventions for what they know,
organizing information what to know
(e.g., sentences, and learned
graphs, tables); about the
organizes language to Number the Stars
convey meaning book. Providing a
the movie trailer
Discourse: how to build their
members of the background
discipline talk, write, knowledge.
and participate in
knowledge Discourse: One on one
construction using the teacher
structures of written KWL Chart scaffolding with
and oral language; Conversation/discu KWL chart if
discipline specific ssions needed.
discourse has
distinctive features or
 ways of structuring oral How will students demonstrate understanding of the academic language in the
or written language, or different language demands (e.g., writing, speaking, reading, listening) in the
representing lesson?
knowledge visually.
● Student will demonstrate understanding of the academic language
mostly through writing.
● Student will explain the process of composition at the end of lesson and
use this process throughout the lesson as well
● Student will be filling out charts to help organize thoughts to achieve
appropriate composition writing.

Step 3: Assessment Plan

Design
Assessment
Framework Georgia Performance Corresponding Learning Objective(s) Format of Assessment(s)
Standard(s) or Learning Target(s)

ELAGSE5RL2: ● Taking many the ideas KWL charts. Students will show what
Determine a theme of from Number the Stars and they know about Number the Stars,
a story, drama, or putting them in order using what they want to know and what they
poem from details in writing. have learned.
the text, including how ● Using writing to compose
characters in a story or the main ideas from the
drama respond to book, Number the Stars.
challenges or how the
speaker in a poem
reflects upon a topic;
summarize the text.
 Type of Assessment Format of Assessment (e.g., quiz, Supports, Evaluation
test, checklist, KWL chart, Accommodations, Criteria
performance task) Modifications How will you
(Differentiated know or
Assessments, Culturally measure if
Relevant Assessment) the students
have met the
learning
objective(s)
or learning
target(s)?

Pre-assessment Have student write about a particular Students will have This is more
event that took place in their lives independent time to of an
work on this pre- introduction
assessment. Teacher will to the
assist those who need standard,
guidance with thinking students get
of an event. a chance to
personally
connect to
the story,
itself.

Formative KWL Chart Scaffolding students Based on

assessment(s) while they complete what
there charts if needed. students
have written
in their chart
will
determine if
they
understand
what the
main
components
of the book
are.

Summative Writing sample Students will have the If students

assessment(s) chance to either write are able to
or type up their writing correctly
sample, to support all retell the
types of learners. important
events of the
story. This
will show if
students
have met the
standard or
not.
 Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional
practices.

Step 4: Materials Needed ● Pencil

Create ● Paper
Learning ● KWL Charts
Activities ● Number the Stars movie trailer
● Number the Stars book

Technology Connection Showing the students the Number the Stars movie trailer

Supporting Diverse Lesson will include multiple ways for students to process information. For
Learners students with hearing disability there will be a written script given while movie
trailer is presented.
Students will have the option of writing or typing up composed information.
Students will be able to use KWL charts to chart down what they know, want to
know and learned about the book Number the Stars.

Culturally Responsive Students enjoy movies so this is a good way to teach them about composition
Teaching because it involves a visual (movie trailer)

Research and Theory, Lesson is based around cognitivism.

or Principles of Child Cognitivism is information processing that helps leads to understand and
Development retention. Students will need to process the information from the movie trailer
about the book Number the Stars and be able to use that information to compose
the information given into a writing form.
Instructional Strategies I do:
and Learning Tasks I will use movie trailer to give student a brief overview of what the story is about
(include activities, and spike student interest.
discussions, or other
modes of participation You do:
that engage students to Student will compose a written narrative based on determining the theme of the
develop, practice, and story and incorporating key events and how students dealt with the events that
apply skills and occurred throughout the story. KWL Chart.
knowledge related to a
specific learning We do:
objective(s) or learning We will act out the story using expression and discuss what was learned- KWL
target(s). Learning tasks Chart.
may be scaffolded to
connect to prior
knowledge and often
include formative
assessments)

Connection to the Arts Number the Stars movie trailer

Higher Order Thinking
Questions (HOTQs)
1. What information can you gather to support your main idea from the
book, Number the Stars?
2. Write a paper retelling the book Number the Stars?
3. What is a main idea?
4. Can you recall any key events from the movie trailer and book?
5. Can you infer what will happen next in the book?

Re-teaching, Re- Teacher can

Engagement, Practice

Extensions Have students create their own ending to the book Number the Stars, using the
information from the movie trailer.

Lesson Closure Three W’s:

What was the importance in what we learned today?
Can you predict what we will work on next?
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection · What went well and why?
· What did not work well and why?
· How did the learning environment and materials work together to support student learning?
· What improvements and changes would you make if you were to teach the lesson again and why?
· What did you learn about yourself as a teacher?

Learning Theories/Research Base

· To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
· What information about student understanding did you learn from your assessment(s)? How did the
student or student(s) do on the assessment? What patterns of learning do you see?
· How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?
· Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or
paste your chart and write a quick summary of what students learned or potential misunderstandings and
how you are drawing these conclusions.