Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
Teaching Date: Tuesday, November 12th

UNIT BIG IDEA: Detectives of Knowledge: My Unit Big Idea Centers around the idea that we are detectives of our own
learning and knowledge. My lessons revolve around students asking questions and thinking deeply about the answers.
They are investigating what they do not know, and searching for answers and seeking to gain new knowledge and insight.

LESSON RATIONALE: This guided reading lesson will be helpful for students in order for them to identify how theme is
affected by plot, setting, and characters within a folktale, fable, or other types of reading material. This will also be useful
in allowing students to see how these elements come together to create a story. As the students continue to progress
through school and read more, the act of looking for themes in stories and seeing how this affects plot setting and
characters will be useful for them as they continue to build knowledge in literacy.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Upon completing this guided reading lesson, students will be able to create and identify themes from a
story.
B. Objective(s) Upon completion of this guided reading lesson, students will identify be able to create themes
while determining how setting, plot, and characters affect the theme in a story.
C. Standard(s):
5.RL.2.2: Determine a theme of a story, play, or poem from details in the text, including how characters respond
to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.RL.2.3: Describe two or more characters, settings, or events in a story or play, drawing on specific details in
the text, and how they impact the plot.
II. Management Plan-
 Time per lesson element:
o Anticipatory set:
 Plot Map activity: 5 minutes
 Read aloud: 10 minutes
o Lesson presentation/rotation explanation: 5-10 minutes
o Rotation 1: 10 minutes
o Rotation 2: 10 minutes
o Rotation 3: 10 minutes
o Closing: 5 minutes
o Extra Time/Flex time (rotation time): 5ish minutes
*Students are in class for around an hour, then they go to lunch around 12, and then have 10-15
minutes of class time after lunch before recess. I will close the lesson after they come back from
lunch before recess.
 Space: Student desks, kidney table, and reading corner
 Materials:
o “The True Story of the Three Little Pigs!” by Jon Scieszka and illustrated by Lane Smith
o Plot line cards for anticipatory set
o Various fable books for theme sorting station (I will be receiving these from my teacher but I am
not sure what they are yet. Once I have the books, I will add these books in my lesson plan).
o IDENTIFYING THEMES matching worksheet
 Expectations and Procedures: Students will rotate between stations after 10 minutes in each station. I
will have a timer on the board that will allow the students to see how much time they have left in each
station. Once the timer goes off, I will have the students stop what they are doing and look at me. I will ask
them to clean up their station and make sure it looks the same way as they found it. Then I will ask the
students to point to where they are going next, and then they will be allowed to move to that station. They
will not start working at their station until I restart the timer and press start. Then they may begin their
work in the next station. If a student or group is not participating in the activity or doing something aside
from what they are required to do in the station, Dojo points will be taken.

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III. Anticipatory Set:
 “Today we are going to do some review with the plot maps that you have been working with this semester. We know
that all stories have a beginning or an exposition, a rising action, a climax, a falling action, and an ending or a
conclusion. We are going to use a popular folk tale story that you all have heard before and put some of the
important parts of the story on the map. Have you all heard of a folk tale before?”
 Move to exploration
 “Just a reminder, a folk tale is a story that comes from a popular culture that gets passed down by word of mouth,
which means many people tell the same story year after year. The folktale we are going to talk about today is The
Three Little Pigs. This is a popular folk tale that has been around for many years and has continued to be passed
down year after year. Are you all familiar with this story?”
 Wait for student responses
 “That is great! I am thrilled to know that so many of you recognize this story. Now let’s look at our plot map
(reference plot map on board). I have these cards that have important parts of The Three Little Pigs written on
them. I need your help to put them in the correct spot on the plot map. I am going to read a card, and I would like
someone to raise their hand and tell me where they think the card should be placed on the plot map. Does everyone
understand what we’re doing?” (Check for understanding).
 (I will read through all of the cards and have the class help me place them on the plot map)
 “Great job class! Now that we have these in order, I am going to read you another version of The Three Little Pigs
that you might not have heard before. Come join me at the carpet in the back of the classroom!”
 Read “The True Story of the 3 Little Pigs!” by Jon Scieszka and illustrated by Lane Smith.
 After reading the story, I will ask the students: “What did you like about this story? Do you think this is what could
have really happened? Why or Why not?”
 Then I will go into the lesson presentation.

IV. Purpose: “Today, we are going to be learning about theme so we can better understand how it affects the plot, setting,
and characters of the stories and books we read, the movies and TV shows we watch, and the media we are exposed
to on a daily basis!”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners: I do not have any students in my class with identified
learning disabilities or Individualized Education Plans (IEPs). My teacher has told me the students struggle with
completing assignments on time, which means many of them have to stay inside at recess so they can finish their
work. If the students need extra time or help to complete the stations or lessons, I will help the students during
recess time if it is needed (per teacher’s request). A way I could adapt this lesson for diverse learners would be by
using multiple pictures to better explain the story. I would also work with these students who need extra help
outside of class if they need it as well.

VI. Lesson Presentation (Input/Output):

 “Today we are going to work in some stations where we are focusing on elements of stories like plot, setting,
characters, and theme. The theme in a story is similar to the Big Idea, or the point that the author is trying to make
in their story. Themes are not directly stated in the story; we have to work to find what the overall message is that
the author is trying to get across. (I will have a paper with the definition of Theme on the board for students to
reference). For example, the theme in The Little Mermaid or Beauty and the Beast would be something like “Don’t
judge a person by their looks.” However, there can be multiple themes to a story so you are not limited to just one
option.”
 “Let’s talk about the groups we are going to move through today. Your group will move through three different
stations around the classroom.
Station 1:
 “In station 1, you will be working on Study Island on your Chrome Books.”
Station 2:
 “In station 2, you will be looking at various fables – which are similar to folk tales, just shorter. Each group will have
a specific set of fables they will look through. You will have a chart you will fill out that has the Title of the story on
one side of the column and a possible theme for that story on the other side. Your job is to come up with a theme for
the stories you read, and write that in the box labeled Theme. Don’t forget to write the title of the story on the left
side first! If you have extra time, look through some other fables and try to come up with some other possible
themes!”
Station 3:
 “In the final station, you will be with me at the kidney table at the back of the room. We will talk about some more
parts of plot, theme, characters, and setting, and other aspects of the story and how all of these are related.

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  I will now tell you what groups you will be in and tell you where you are going to start.”
o Group 1: Liam, Alex, Grant, Clayton, Bradlee
o Group 2: Antonia, Scarlett, Tristian, Cooper, Aaron, Suri
o Group 3: Janessa, Dylan, Keaton, Cori, Krystiana
 “Group 1 will start with me at the kidney table, Group 2 will start at their desks doing Study Island, and Group 3 will
be in the reading center looking through the various books and working to identify themes. Everyone point to where
you are going (Wait until everyone is pointing to where they will go, and then dismiss each group one at a time).

Guided Reading Lesson 1: The True Story of the 3 Little Pigs by: Jon Scieszka (Inferring: Group 1)
 Pre-Read: “Let’s think about the story we read as a group. Why don’t you think the pigs let the wolf in, even though
all he wanted was a cup of sugar? Do you think maybe they could have had problems with him before?” (Allow
students to think and respond).
 Read: “Let’s read this part of the story (page 20) again, then we will talk about it some more.”
 Respond: “So based off of this text, we know the wolf is going to go to the third pig’s house. What do you think is
going to happen there?”
 Expand: “Let’s turn the page and read about what happens at the third pig’s house (give students time to read the
following pages 21-24) who can tell me what happens? (wait for student response). So let’s think about this
together, do you think the wolf was wrong for what he did? Do you think he was trying to harm the pig?” (allow
students to think and respond)
 Apply: “Imagine you are one of the reporters on the scene from the story when the wolf gets arrested. The people
want to know what happened – you have been asked to write a brief article on the events that have taken place. If
you were to give this story an overall theme and use that for your title, what would it be? Talk about this with your
group, and let’s come up with a title and theme together.”

Guided Reading Lesson 2: The True Story of the 3 Little Pigs by: Jon Scieszka (Determining Importance: Group 3)
 Pre-Read: “Think about a time where you might have learned an important lesson that you carry with you today.
For example, my parents have always told me and my siblings to treat others the way we want to be treated, and
that is something I carry with me today and never forget. Do you have any examples? (Allow students to think and
respond)
 Read: “Let’s read pages 22-24. We see the Third Little Pig was very rude to the Wolf…how did he respond?” (Give
students time to think and respond).
 Respond: “Obviously the wolf made a not so smart decision in trying to break the Pig’s door down, and I think he
learned an important lesson. Do you think this could have been avoided? What would you have done if you were the
wolf?”
 Expand: “We know that some of the choices the wolf made could have been avoided and saved everyone a whole lot
of trouble in the end…what are some examples of those choices?”
 Apply: “I’d say the wolf learned an important lesson from this whole experience, wouldn’t you? What do you think
he learned from this whole incident, that you think he could remember, especially if he is going to see the Three Pigs
again someday in the future?”

Guided Reading Group 3: The True Story of the 3 Little Pigs by: Jon Scieszka (Determining Importance: Group 2)
 Pre-Read: “When we think about this story, we realize the wolf probably made some not so smart choices that got
him into trouble…can you think of some examples? (Allow students to think and respond).
 Read: “So let’s review – turn in your books to page 15. Can someone read this for me please?” (Call on student to
read) “Now turn over a few pages to page 20. We see the same thing happens here as well, doesn’t it?”
 Respond: “How did the third pig respond to the Big Bad Wolf showing up on his doorstep? What proof do you have
from the story that supports your answer?”
 Expand: “We know that the wolf going to the third pig’s house is an important turning point in the story…why do
you think that is?” What happens that leads you to believe this is a turning point? (Allow students to think and
respond).
 Apply: “Imagine you are the wolf and you are going to court to plead why you should be innocent and released
from jail. The court is asking for specific, important details as to what happened and why you should be freed –
what do you tell them? Turn to your neighbor and share some ideas, and then we will come back together and
discuss what you came up with.” (Allow students to think and respond).

VII. Check for understanding: One way I will be able to see if students have understood the lesson I have presented
would be by checking the theme worksheet in station 2. This will give me a good idea as to how much more practice
the students need with finding and identifying themes within stories. If needed, I will find a time to reteach the lesson
in order to help my students gain a greater understanding of the concept.

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 “How are we feeling about identifying and creating themes? I want you to hold your thumb to your chest and give me a
thumbs up if you feel super confident, a thumbs to the side if you feel pretty good, but want some more practice, or a
thumbs down if you think you need even more practice with theme. (wait for students to show me how they’re feeling
and make a mental note).

VIII. Review learning outcomes / Closure: “I appreciate the ways you all worked so hard together in order to find the
themes within various stories! After everything we have learned today, who thinks they could give me the definition
of theme without looking at your notes or the sign on the board?” (I will have taken the Theme sign definition off
the board before asking this question).

Now as you continue to read different books (like your AR books) and watch movies or TV shows, see if you can pick
up on the different themes within those stories and movies or shows. My challenge for you is be on the hunt for
finding a theme in a book, movie, or TV show this week, kind of like a detective, and come back to tell me about it!
Think of it like a scavenger hunt to see how many themes you can find in books and shows or movies you watch.

PLAN FOR ASSESSMENT

Formative: I will use the worksheets from station 2 on matching the titles of stories to the theme as a way to assess my
students in how they are doing with identifying theme. I will also use thumbs up method (Section VII. Check for
Understanding) in order to see where my students are at with identifying and creating themes, and make note of this.
Summative: My cooperating teacher will be testing the students later in the month on elements of theme, plot, characters
and setting as a part of their language arts/reading test. I will ask her how students performed on this test in the aspects
of theme and talk with her about how I could further teach this topic for the students who might need extra help.

REFLECTION AND POST-LESSON ANALYSIS

 Were students able to understand the concepts of identifying and creating themes?
Because students already had a strong background in creating and identifying themes, I believe they did really well
with identifying themes within stories and even coming up with their own themes. As they continue to practice and
build on these various themes, I think students will continue to do great work
 What were the strengths and weaknesses within the stations?
I like how the stations allowed students to discuss aspects of the story that might have even gone beyond what I had
planned. For example, I would ask them one question, and they would answer it, but also give another insight which
led us into another great discussion about the story. I’m really happy with how my students thought critically and
considered all aspects of the story. As far as weaknesses go, I think I could have done a better job at observing the
other stations aside from my own to make sure students were staying on task, and even doing some nonverbal signs
to make sure students understood that even though I wasn’t at their station, I could still see if they were not doing
what they were supposed to be doing.
 Were students able to finish all required tasks in the stations in the time they were given?
I think my higher group was able to come up with a theme that matched the story for a good majority of the books.
The lower groups might not have been able to address every theme for every book, but I think with more time they
would have been able to accomplish this as well. After my lesson was technically over and we had some time before
lunch, students went back and continued matching themes to story titles, which was a great way to continue
reinforcing the concept.
 What adjustments could have been made in the stations to better teach the topic?
I think giving students more time would have been helpful for my students in the theme matching group, but I think
as far as the guided reading station goes, we had enough time to cover all aspects and questions that I had planned,
and were even able to extend it into further discussion.
 If I were to extend this lesson into a further unit or study, how would I do so?
To reinforce this topic further, I want to extend the lesson and find themes in other aspects of the students’ interests.
For example, I think it would be fun to take popular Disney movies and talk about possible themes. Extending it even
further, we could talk about what a moral is, and what the morals are in the popular movies.
 Were students able to easily make the corrections in station two if they missed a specific theme on the
matching paper?
After explaining why certain themes matched up with the specific book, students were able to understand why they
missed a specific book or theme and quickly make the correction. I think talking through it and coming up with
reasons for why the theme matches with the story or where we see evidence of the theme was helpful for the
students.
 Were students able to come up with their own themes in my guided reading stations?
Yes! While some themes were more thought out and developed than others, I was still happy with the progress my
students made and the themes they were able to come up with when we talked about why a theme matched with a
certain story.

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 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Reading Lesson
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
CAEP K-6 1.a grow, develop, and learn. developmental domains developmental domains domains, and is able to
but is unable to state how

5

Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
Lesson
Presentation The candidate’s lesson is
And not developmentally
Workstations appropriate.
The candidate’s lesson
does not use
appropriate modeling
InTASC 5
the lesson is related to while articulating the articulate the theoretical
that knowledge. rationale for the lesson. foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
somewhat demonstrates an demonstrates strong
developmentally understanding of developmentally
appropriate. developmentally appropriate practice
appropriate practice. including a variety of ways
The candidate’s lesson to teach content.
includes the basic level of The candidate’s lesson
modeling. includes both modeling The candidate’s plan
and guided practice. includes multiple ways to
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 CAEP K-6 3.f and guided practice. Workstations include model and guide practice.
activities that encourage Workstations are
Workstations include student participation, but purposeful, literacy-based, Workstations are
little opportunity for lack purpose or depth. engaging, and tiered; and purposeful, literacy-based,
students to engage in includes relevant activities engaging, and tiered; and
relevant and active that encourage student support student
learning. participation and critical motivation through
thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.

The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes learners and includes
individual students. includes multiple guided multiple guided reading multiple guided reading
Differentiated
Guided reading lessons reading lessons that follow lessons that follow the lessons that follow the
Instruction
do not follow the stages the stages in the reading stages in the reading stages in the reading
And
in the reading process. process. process and that address process and address
Guided Reading
individual interests and individual interests and
Groups
preferences for learning. preferences for learning.
CAEP K-6 3.d The candidate
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
InTASC 4 elements of the lesson.
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
InTASC 5 of the lesson. to result in lesson mastery match lesson objectives.

Plan for Assessment

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a

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 InTASC 6 planned assessment
activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
designed for the
individual students.
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of
appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all
students to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Indiana Wesleyan University Differentiated Lesson Plan

Elementary Education—CAEP 2018 K-6 Elementary Teacher Preparation Standards
Student Teaching Admission Summary Scoring Sheet
Reading Lesson

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4

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 Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4
Total (passing = 39/52)

Scoring Guide. Check the box that corresponds to the rating you gave to each element of the
lesson plan. Add the individual element scores (B=1; D=2; C=3; A=4) to calculate the total
lesson plan score.

Revision Date: October, 2018

CAEP 2018 K-6 Standards
2013 InTASC Standards