ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Yvonne Boeskool Date: March 15, 2019

Grade Level: 5th Subject/ Topic: Reading
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions​: Chapters 6-8, pages 29-47
Chapter 6 = Mrs. Tracy’s announcements, intro to Jessica
Chapter 7 = Reactions after Jessica arrives, Jeff hides lighter from mom and lights toy car
Chapter 8 = Tom does research about Jessica’s condition and treatments, conversation with mom
Brief Context​: This is the ​third​ 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. Explain how the sounds and sights of multiple video 1. Answers given on the front side of the assignment page
interpretations of a poem affect the overall tone and in response to the three video interpretations of “Still I
one’s understanding of the poem. Rise.”
2. Identify appropriate visual and audio supports for 2. Answers given to the questions at the bottom of the
Jessica’s arrival in Chapter 6. back side of the assignment sheet.
3. Empathize with Tom during Jessica’s arrival and 3. Paragraph written on the back side of the assignment
beginning of her time at St. Catherine’s. sheet (for Chapter 6) as well as discussion questions for
Chapters 7 and 8.
Standards Addressed in Lesson: ​(Include full standard.)
CCSS-RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale, myth, poem).
Instructional Resources:
Kahoot!​ quiz for Chapters 1-5 review (and screen with Airplay capability)
Students’ school issued laptop computers
Verse 1-3​ of Maya Angelou’s “Still I Rise”
Video interpretation #1
Video interpretation #2
Video interpretation #3
Assignment #3
Writing utensils
Firegirl​ by Tony Abbott (one copy for teacher and one for each student)
​ nit folder (character map inside)
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 three videos present both audio and visual supports in terms of engagement and representation. Using student
computers for the Kahoot! Quiz also provides another means of engagement. Students can track their progress on the
Kahoot! as well, while remaining anonymous if desired. With this RL.5.7 standard, and therefore with the aligned
assignment, students are considering various means of action and expression. They are being asked about music, voice,
colors, etc. Students are being read to by the teacher, as well as reading a small portion round-robin style, both
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 third lesson of the unit, we are still working on establishing relationships between students as they are
originally from three different homeroom classes. Many of them had not met me yet either before the unit began.
Students are reading Chapter 7 round-robin style. This allows them to build relationships with people who they may not
usually talk to. 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
discussion 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 third lesson, I am still working on establishing a routine in which students bring their computers and a
pencil to every session. If I ever need them to bring anything else, I 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. Students also have assigned seats 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.]
● Do a quick Kahoot! quiz over Chapters 1-5 as a memory refresher (it has been approximately 2.5 weeks since
Lesson 2). Students will sign in on their own computers and may use their first name or an appropriate
anonymous username to sign in. Teacher will need to project the quiz screen onto the TV via airplay.
Development: [It may help to number your steps with corresponding times.]
● Read the first three verses of “Still I Rise” by Maya Angelou aloud to students.
● Show the three video interpretations (play only the first three verses) of the poem.
● Have students jot down ideas on Lesson 3 Assignment. Go over answers for the first one together, making sure
students have down adequate answers.
 ● Briefly go over the whole chart focusing mostly on the second part of each box (how the element affects the
tone of the text).
● Read Chapter 6 to aloud students.
● Have students complete Lesson 3 Assignment.
● Read Chapter 7 round robin style.
● Ask students to turn and talk about the following:
○ While all the other students talk about Jessica behind her back, Tom feels awful about it. He wants to tell
them to stop, but he can’t. What makes it so hard for Tom to tell them to stop talking about Jessica?
○ Why do you think he cares?
○ Would you tell your fellow students to stop talking about someone that way? What would you say?
Closure​: ​(Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Read Chapter 8 aloud to students.
● Ask students: ​What does Tom’s mom mean that talking to Jessica might help her?
● Give time to update character map with Jessica, as well as more traits existing characters.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:
Wow, it was challenging to fit all of this into today’s time slot. I think I overplanned significantly. However,
there were many good things that happened. I think that students really understood what I was getting at with the
multiple interpretations of the same poem. Glancing over their video charts, it looks like they were able to identify the
different audio and visual elements and how they contributed to the overall tone. We also had good discussions about
this standard. I’m excited to continue with this standard. So far, I’ve only had students apply to concept on paper, but
later, they will be using technology and applying the standard in various creative way to ​Firegirl​.
When we read round-robin style, I ended up letting students skip if they didn’t want to read. I think this is
important to do, when reading with the whole class, in order to preserve a student’s dignity and nerves. I’ve also
realized how tempting it is just to read all the chapters aloud to students because it goes so much faster. Thankfully, my
students do seem to listen well while I’m reading, but regardless, I do not plan on reading all of it myself. I think it’s
important that students continue to polish their reading fluency skills.