Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Ms. Bianchi

Grade Level 4th
Subject ELA
Date January 21, 2019

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be able to identify the theme in various types of
What do I want my students to poetry through read-aloud, discussion, and collaboration.
know and be able to do?
Students will be able to ……

Standard : Reading: Literature Standard 2

What is the CCSS that Determine a theme of a story, drama, or poem from details in
corresponds with this objective? the text; summarize the text.

Language Objective: Students will identify and discuss common themes in poems
What will my students do to while using academic language in a whole group setting.
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?

Assessment: Students will turn in graphic organizers as their exit tickets to

What assessments will I utilize check for understanding and determine the objective was met.
to determine that my students
have learned and met the
objective?
 Materials and Resources:
What materials and resources
will I utilize to facilitate student
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with
Estimated Timeframe
Lesson Introduction:
__2__ minutes
How will I clearly communicate
the objective and purpose for
learning? How will I provide
background knowledge? How
will I “hook” the students?
Check for Understanding:
How will I know that all
students know the objective and
purpose of the lesson?
Instructional Strategy: Teacher
Modeling –“ I Do”
__15__ minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
Theme power point presentation, graphic organizer paper for
students, wonders books, pencil, and smart board.
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
Today we have to do two things that we Students should sit at
have done before, but we have never done their seats and raise
them together. We know how to identify their hand to engage
the theme in a story. Go over theme with in discussion.
students briefly. What is another word we Students should give
use instead of theme? (student response: response when asked
moral) We have also read a little poetry and have full
before. Raise your hand if you remember a attention on the
type of poetry that we have done before discussion.
(student response). But now we must
identify the THEME in different POEMS
that we read. I think one of the easiest
ways to identify themes in poems is by
asking yourself questions and re-reading.
We are going to do both together.
Students should be familiar with poetry
and theme from various lessons. I will give
examples for those who do not remember
or ask students to give examples.
While getting the presentation ready, I will Students should
ask students to turn and talk to their engage in a short
partner and tell them what the theme is in partner talk about
a story. I will use a countdown for students theme and stop
to stop talking and return their attention talking at the end of
to the front of the room. I will go over the countdown.
various common themes will students and After, students
ask them to popcorn read a few for me. should engage in the
Then I will have 3 students read the next powerpoint
slide with 3 questions. I will explain to presentation and
students that we are going to use these volunteer to read
common themes and questions to help aloud. Each student

Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
___7_ minutes
How will I engage my students
instructionally with the
concept?
Instructional Strategy;
Independent Practice
__5_ minutes
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
guide our thinking when determining the should get their
theme in poetry. I will instruct students to wonders book out
get out their large wonders book and we and follow along
will read “Swimming to the Rock” on pg. reading – even if they
356. I will tap on student’s shoulders to are not reading
have them read various stanza’s. After we aloud. Afterwards,
have finished reading the poem, I will put students will identify
the common themes back up on the smart at least one common
board for students to see and ask them to theme from the list
identify a theme from the list and give me and compare it to
a thumbs up when they have 1. If they the poem.
have more than one theme they can put
up their other fingers.
I will leave common themes on the board Students should
and have students turn their wonders follow along in their
book to page 358 to read “The Moondust books ready to read
Footprint.” I will tap students on the if they are tapped on
shoulder to have them read different parts the shoulder.
of the poem. I will only choose 3 or 4 Students should
students because this poem is much identify a theme in
shorter. I will ask students to do the same the poem and
thing they did before and put their thumb volunteer if they
up when they identify one theme from the want to share with
list for the poem we just read. I will ask for the class.
volunteers to come underline the theme
they identified in the poem.
Your turn: paper passers pass each student Students will use this
a piece of paper and I will have students time to
fold it in half. Students will put “Swimming independently write
to the rock” on one side, and “The and finish their
Moondust Footprint” on the other. They graphic organizer.
will use the sentence starter I have on the Students should use
board, “I think the theme is ________ their book for text
because of (text evidence),” to fill in each evidence and to help.
side of paper. Students are encouraged to
use the common themes list and our
earlier discussion to help guide their
thinking.
Students that finish early can draw a
picture to interpret the theme for each
poem we read.
I will walk around and help students if they Students should use
seem lost or need a little direction. this time to work
 How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
___2__minutes
How will I review and clarify the
concepts taught?
Students should be able to reiterate the independently and
information we talked about earlier in ask questions if they
writing. The sentence stem should help all get stuck.
students on every learning level.
As students are completing, I will ask for Students should
some to share what they wrote for each of share some of their
the poems. Students should have similar sentences with the
answers based on our previous discussion. class and turn in the
Then students will turn in their graphic completed graphic
organizers before going to recess and have organizer.
that as their ‘exit ticket’

Part 3: Post Lesson Analysis – “The What’s Next”

Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the lesson
went well? What components
will I modify?