ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Yvonne Boeskool Date: May 1, 2019

Grade Level: 5th Subject/ Topic: Reading
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions​: Chapters 17-18, pages 119-131
Chapter 17 = Class election; Jeff nominates Courtney, Jessica nominates Tom, Tom attempts to nominate Jessica, but no
one seems to hear him say her name, Courtney wins, Jessica calls Tom after school and asks him to come over, he agrees
Chapter 18 = Tom is on his way to Jessica’s when Jeff and his uncle drive by in the Cobra, Tom declines their offer of
taking a ride, Jeff gets mad, Tom continues toward Jessica’s house
Brief Context​: This is the ​seventh​ 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. Create a symbol (not a scene or person) that reflects 1. The index card activity as we read the two chapters.
either of the chapters. 2. Preference form - students’ choice of chapters.
2. Choose a chapter for the final assessment based on the 3. The beginnings of their work on the final assessment,
given criteria and what they believe about their abilities using the planning guide.
to work with the specific text of the chapter.
3. Apply each of the five standards to their chosen
chapter while working on the final assessment.

Standards Addressed in Lesson: ​(Include full standard.)

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).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
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).
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
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.
Instructional Resources:
Kahoot​ over Chapters 1-16 (and screen with Airplay capability)
Students’ school issued laptop computers
Index cards
Final Assessment Preference Form
Final Assessment Planning Guide
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.
Using student computers for the Kahoot! Quiz also provides another means of engagement and representation.
Students can track their progress on the Kahoot! as well, while remaining anonymous if desired. With the work on the
RL.5.7 standard, students are using creative means of action and expression. They are being asked to draw a symbolic
representation of the text, making a direct connection with what the text says and creating some sort of visual.
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 seventh lesson of the unit, we are growing in relationships between students, as they were originally from
three different homeroom classes. Many of them had not met me yet either before the unit began. As this is the last
Kahoot! quiz, students will be especially competitive and energetic. This allows them to build relationships with their
classmates. I will also make myself available and try to interact with each student as they are working on the final
assessment planning guide.

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 seventh lesson, we have now established 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 1-16 as a memory refresher. 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.
● Give learning target: ​I can create a symbol (not a scene or person) that reflects either of the chapters.
Development: [It may help to number your steps with corresponding times.]
● Read Chapters 17 and 18 out loud to students
● Have students draw a symbol (not a scene or person) that reflects either of the chapters on an index card.
● Verbal discussion questions:
○ Do you think Jeff purposely stole nominating Courtney from Tom? Why would he do that?
○ Why do you think Jessica nominates Tom?
○ Why does Tom suddenly want to nominate Jessica? Why doesn’t he say it loud enough?
○ On page 120, Tom says this: Something cold dripped through me. It was like a trickle of ice seeping down
my throat and into my chest. What is he saying about his feelings here? (You may need to open the book
to get some context.)
○ How can we see that Tom has changed in Chapter 18?
○ Does Jeff have reason to be mad at Tom?
Closure​: ​(Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Begin work on the final Assessment
○ Have students fill out the Final Assessment Preference Form
○ Collect data and assign chapters while having students work on finishing their character maps
○ Have students fill out the Final Assessment Planning Guide for the rest of the time period
○ Some of the questions may need extra support, so be prepared to prompt students toward the desired
outcomes.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:
Today emphasized to me that my students are truly captivated with this book and are eager to know what
happens next/at the end. It made me think about what makes a book intriguing to a fifth grader. I think that at fifth
grade, students have really reached the point that a book has to push them emotionally for them to connect with it. At
earlier ages, books can just be about students’ interests or hobbies and that’s enough to hook them. But as they grow,
books have to push them to think outside of their personal experiences and be moved by someone else’s story. I think
this one does that well, since very few students have actual experience with burn victims. Yet, there is something inside
the heart of a fifth grader still that they are not yet judgmental. They see how unfairly Jeff treats Jessica and they are
hurt by it too. Fifth grade students must be stretched emotionally in order to truly connect with a book.
I am getting increasingly nervous for the final assessment. I am scared that my students haven’t had enough
practice with the standards and/or that they won’t get enough time to work on the assessment itself. I’m afraid that our
final discussion of the book as a whole will be lacking because I will be so focused on getting the assessment done.