Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Galiba Dzaja

Grade Level 5th
Subject Wonders - Unit 3, Week 1, Day 2
Date 11/18/19

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: Student’s will be able to quote from the text and explain what it
What do I want my students to says by drawing inferences from the text. They will use graphic
know and be able to do? organizers to find the theme and genre of text and summarize
Students will be able to …… what the text is about.

Standard: Reading: Literature Standard 1

What is the CCSS that Quote accurately from a text when explaining what the text says
corresponds with this objective? explicitly and when drawing inferences from the text.

Reading: Literature Standard 2

Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
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 or how the speaker in a poem reflects upon a
topic; summarize the text.
Students will read the text or listen to it as it is read to them.
They will respond by writing and orally. They will work
individually and in pairs. They are also expected to engage in
whole class discussions and in teams/pairs.

Assessment: I will use formative assessment. I will be walking around looking

What assessments will I utilize at their ELA notebooks to see if they are following along and how
to determine that my students they are responding. I will walk around and listen to their
conversations as they speak with their peers and whole class
 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:
15 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”
20 minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
discussions. I will know they have met the objective once they
have completed their graphic organizers and I have heard them
engage in meaningful conversation with their team/partner.
 ELA notebook
 Pencil
 Whiteboard with marker
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
I will re-introduce the story A Reluctant Students will engage
Traveler from our Wonders program. I will in conversations with
ask the students to think about what we their peers and recall
read the previous day. I will then give what we read from
them time to share what they remember the previous day.
about the story and our essential question.
We will re-read the story or parts of the
story.
I will let students know that we will be I expect students to
summarizing the story, finding the theme, use evidence from
and then talking about the genre of text the text as we read
we have just read. I will ask them to pay to find the theme
attention and look for details in the text and figure out the
that will help us meet those objectives. features of the genre
we read.
I will start by introducing how to Students will pay
summarize the story. I will explain to them attention and listen
that we summarize a story by restating in as I model for them.
our own words what events took place and They will be expected
details from the text. I will model how to to ask questions for
summarize for them by re reading the first clarification on
part of the story, highlighting important confusing aspects of
details and text and re writing them in my how writing a
own words. summary works.
Students will the be given a chance to do Students will be
exactly what I did above by re reading the expected to work as
text, talking me what to highlight and a group with their
write. This will give me a good idea as to teams to find
who might still need some more help.

Instructional Strategy: Guided
Practice – “We Do”
20 minutes
How will I engage my students
instructionally with the
concept?
Instructional Strategy;
Independent Practice
10 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
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
10 minutes
How will I review and clarify the
concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
important details in
the text and re read.
We will then move onto the theme of the Students will watch
story. I will go over what a theme is with and listen as I model
students, they have previously learned how to find the
what theme is so this should be a review details in text to help
for them. I will provide them with a find the theme. Then
graphic organizer they can use to find the they will find more
theme. We will go through together as a details, write them
class and highlight important things the and write what they
character does and says. think the theme is.
 I think packing winter clothes in We will then have
August is weird ------ He is visiting time to share and
his uncle and aunt in Argentina talk to their partners
 Paul tries new food even though about what they
he doesn’t want to ----then his think the theme is.
mood changes for the better
Then as a class we will think about
what the theme could be, and I will
have each of them in their notebooks
find more things the character does
and says to write. Then they will write
what they think the theme is.
We will then go over cause and effect Students will be
relationships and practice how they help expected to listen as
us find the meaning of the words. I will I model and then do
model how to do it for them and then they their own.
will have 3 to do by themselves.
I will check if students are understanding Students will be
what cause and effect relationships are by expected to engage
having them share what they have found in conversations
with their partners. about the words with
their partner.
At the end I will draw a graphic organizer Students will be
that they will fill out about what the genre expected to
of the text is and the features of it. We will participate in
go over the genre type, what summarizing reviewing what we
is, and what theme is. learned by engaging
in whole class
discussions and with
their partners.
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?