ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Yvonne Boeskool Date: March 25, 2019

Grade Level: 5th Subject/ Topic: Reading
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions​: Chapters 1-2, pages 1-11
Chapter 1 = Intro to Tom and Jeff, the Cobra, figurative language with Cobra
Chapter 2 = Intro to the 7th grade class
Brief Context​: This is the ​first​ lesson (of nine total) in a reading/literature unit on Tony Abbott’s ​Firegirl​ for a small group
of 5th graders. The novel study is part of a grade-level book club unit, mostly led by Calvin College Education students in
a class on teaching reading to upper elementary. I will have the largest group of students, the only ones reading Firegirl,
and we will be secluded from the rest in our own classroom since many of my unit requirements are beyond the other
Calvin students’.
Prerequisite Knowledge/Skills​: Students have worked with all of the standards in this unit before, with the exception of
RL.5.7. Students have some experience with comparing characters/settings/events and with figurative language. They
have much experience with quoting from a text, drawing inferences, and determining the theme of a story.

Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will be able to: I will assess learning by:
1. Determine the theme of a video and Bible verses 1. Class discussion about the video and each verse both
collectively and begin to think about what this unit means individually and collectively
for us at this Christian school. 2. Assignment 1 drawing/writing - evaluate how well
2. Recall a time where they encountered someone student seems to have thought back to a time that applies
different from them and how the interaction challenged to the prompt and how well they have described the
them in some way. situation via writing or drawing.
3. Begin identifying the different characters in Firegirl and 3. Character map using the characters we’ve met so far
their various character traits.
Standards Addressed in Lesson: ​(Include full standard.)
CCSS-RL.5.2
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.
CCSS-RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the
text (e.g., how characters interact).
Instructional Resources:
Matthew West “Do Something” Music ​Video​ (and screen with Airplay capability)
Bible verses
Lesson 1 Assignment
Writing utensils
Firegirl​ by Tony Abbott (one copy for teacher and one for each student)
Blank white printer paper for character map
​ nit folder
Each student’s ​Firegirl U

Consideration of Learners:
How have you responded to your diverse learners?​ ​Consider UDL ​(Multiple means of Engagement, Representation,
Action & Expression)​ & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
The music video presents both audio and visual supports in terms of engagement and representation. Students have a
choice to write, draw, or both for the first assignment. This provides multiple means of both action and expression.
Students are being read to by the teacher, supporting understanding for struggling readers. The character map is similar
in the fact that it allows students to create a visual representation of the relationships between and personality traits of
characters. I will also make physical accommodations for my one student in a wheelchair by leaving a space for her at
the table.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building​ (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher-student.]
As this is the first lesson, I will have to establish the beginnings of relationships between students as they are from three
different homeroom classes. Many of them have not met me yet either. I will begin the lesson by going around the
room and having each person say their name and one interesting fact about themselves. I will do this too in addition to
explaining my role as a student-teacher in the school. The beginning discussion about how our faith interacts with the
book we will be reading also sets the stage for an honest and meaningful relationship in the class. I will also make
myself available and try to interact with each student as they are working on the assignment.

CONDUCT MANAGEMENT:​ (Behavioral expectations, strategies to encourage self-regulation, etc.)

Identify at least 2 ways you will gain whole group attention: ​ If chatter erupts, I will wait until everyone is quiet to
move on. I will also respond to student behavior that is disrespectful towards their peers by specifically saying just that
during sharing time.
Strategies you intend to use to redirect individual students: ​For students who are doing something that is distracting to
themselves such as reading or drawing while they should be listening, I will simply move toward them and tap on their
desk. They know this means that they need to put whatever it is away. If students are saying things or making noises
that is distracting everyone while I read, I will respond to them directly by pausing and asking them to stop. If a student
becomes a big problem, I will write their name on the board, indicating that they owe me five minutes of their break.

CONTENT MANAGEMENT: ​Note procedures/routines that are expected or embedded.

As this is the first lesson, I will need to establish a routine in which students bring their computers and a pencil to every
session. If I ever need them to bring anything else, I will put up a sign by the door that indicates that. I will have all
other materials that students will need sitting out on the tables. After this lesson, I will have assigned seats for students
and their materials will be waiting for them at their seat.

PHYSICAL ENVIRONMENT​: Note any specific ways you will use the environment to contribute to the learning.
I will arrange the tables to make one large table in which students can all sit together. This will foster more effective
discussion. I will also make physical accommodations for my one student in a wheelchair by leaving a space for her at
the table and avoiding any activities in which she would need to move through tight spaces or sit at any other level than
what her chair allows.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR ​INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
● Take time for students to get to know each other - go around the room and each say your name and one
interesting thing about yourself.
● Introduce theme work
○ Say: ​You folks have been working a lot with determining the theme of a story this year.
○ Present the learning target:​ I can 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.
○ In a moment, I’m going to show you a video and read you some Bible verses. While you are watching
and listening, I want you to think about what the theme of the story/text might be and how you know.
● Play the Matthew West “Do Something” Music Video
 ● Discuss video: ​What is Matthew West telling us to do here?
Development: [It may help to number your steps with corresponding times.]
● Show and read each of the Bible verses discuss what each one mean
● Ask students about the theme of the video and verses collectively. ​What are all of these texts saying?
● What does this mean for us here at this Christian school?
● Assignment #1:
○ Write about or draw a time where you were challenged by someone who is different from you.
○ Give students about 10 minutes to do this and then turn them in.
● Read Ch 1&2 out loud to students to set the tone for the rest of the story.
● Ask students questions from the back of the book (Reader’s Guide):
○ Tom is a pretty quiet kid. The only person he really talks to is his friends Jeff, who doesn’t seem to listen
to him anyway. Tom’s mom tells him he needs to “get out there.” What do you think that means?
○ What are some ways you can “get out there”?
○ Name some things Tom should do.
Closure​: ​(Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Introduce character work
○ Present the learning target: ​I can compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text.
● Begin character map:
○ Instruct students to write “Tom” in the middle of the page.
○ Give them time to write a few things they know about Tom and his personality traits directly under his
name.
○ Ask them what other significant characters we know and do the same for those (Jeff, Mrs. Tracy) on
other parts of the page.
○ Have them draw and arrow from Tom to each of the other characters, and on the arrow, write the
relationship between the two.
○ Have students put these character maps in their ​Firegirl ​folders for later use.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:
I believe this was a successful start to this unit. I can tell already that my biggest challenge, however, is going to
be time. We have a lot of content to get through in only nine sessions, and the students I have are a bit chatty. In many
ways, I’m glad about this because I have a feeling that we will have some rich discussions, but this may also slow us
down. I have already created a seating chart for next time especially to split up two students who are good friends and
will likely be distracted if together.
Because of the time challenge, I wasn’t able to discuss as much of the faith-based material as I would have like
to. I’m hoping to integrate this discussion into the unit multiple times later on. I think it’s important that I weave this
element into this unit on empathy. If I didn’t, I feel as though I would be completely overlooking the fact that I’m at a
Christian school.
Another challenge with this lesson was the character map. I’m not sure how well that plan will go as we move
throughout the unit. I purposely gave them little to no structure with the map because I thought that would allow for
more creativity and choice, but so far it has only led to smaller effort than what I was expecting.