KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Bridgette Brandt Date: 2/4-2/5/20

Cooperating Teacher: Ms. Cobb Coop. Initials: ________________
Group Size: 11 Allotted Time: 35 minutes Grade Level: 4th
Subject or Topic: Acceleration/ comprehension, inferencing, sequencing, visualize, and retell
Section: 075

STANDARD: (PA Common Core):

 Standard - CC.1.2.4.C: Explain events, procedures, ideas, or concepts in a text, including
what happened and why, based on specific information in the text

I. Performance Objectives (Learning Outcomes)

 Students will be able to describe events happening in a story by drawing out scenes from
the book

II. Instructional Materials

 Eight Days Gone by Linda McReynolds
 Comic strip

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite skills: Students should have a basic understanding in comprehension
 Big idea: How can we interpret the story into drawings?

IV. Implementation

A. Introduction –

 “For the next couple weeks in Acceleration, we are going to take a break from the PSSA
practice work and we will be working on another skill. Today, we will be focusing on
reading comprehension while reading. Before we start our main activity, I want to show
you how to do the activity, how you will be graded, and what I expect from you.”
DO STEP 1
B. Development –
 “This is a book that we’re going to practice with. When we look at the cover, what do
you think this book is about? Why do you think that?” HAVE 2 OR 3 STUDENTS TELL
YOU WHAT THEY THINK THE BOOK IS ABOUT

 “This book is about the first moon landing. Good job. Now, why do you think it’s called
eight days gone?” HAVE ONE OR 2 STUDENTS TELL YOU WHY THEY THINK
IT’S CALLED EIGHT DAYS GONE

 “Now that we have a basic understanding of the book, let’s begin reading. I want
everyone to pay attention and look up here as I read.”
DO STEP 2
  “Now that we read the first page, we are going to do a reading strategy that I like to use
when I am reading, which is called stop and think. I want everyone to turn and talk to
your neighbor about what happened on this page. Does anyone have anything else to
add?” HAVE ONE PAIR OF STUDENTS TELL YOU WHAT THEY TALKED
ABOUT
o REPEAT THIS STRATEGY FOR THE REST OF THE BOOK

DO STEP 3

 “Now that we finished our book, I am going to complete a comic strip explaining what
happened in the book. As I complete my comic strip, I am going to reference my book so
I don’t miss important details in the story. As you can see, I already completed a few of
the squares. As you can see in the first block, I have the rocket ship blasting off, why do
you think I would have drawn that? Then in the next one I have the people at NASA
observing the launch as well as the successful landing. Why do you think I made them
look like they are celebrating? In my big center block I drew Neil Armstrong taking the
first steps on the moon and saying his infamous quote. Why do you think I put this scene
in the middle block? Turn and talk to your neighbor about why you think I would put that
picture in the center block.”
DO STEP 4

 “Clap, Clap hands up. Now that everyone had a chance to talk, who wants to share why
they think I put this picture in the middle block.” HAVE ONE OR TWO
PAIRS/GROUPS SHARE

 “Now, let’s look at my last two blocks. I didn’t fill them in because I got a little stuck and
I didn’t know what else to fill in. Now that we read the book together, what scene do you
think I should put in this block?” POINT TO THE 4TH BLOCK

 “Let’s look back at the story to help us further.”

DO STEP 5

 “So, here’s my friend Neil Armstrong stepping on the moon. Let’s skip a couple pages
and see if we can find a significant event in the story that we could put on our comic
strip. Let’s look at this page. On this page, do you think this is something we can draw on
our comic strip? Why? Turn and talk with your neighbor as to why you think this. Why
do you think we should draw this in the 4th block? What makes this scene important to the
story?”
DO STEP 6

 “Now that we have our 4th block filled in. We have one more to fill in. Let’s skip ahead a
couple pages and see if we can find anything significant to put in our last block. Do you
think this is a scene we can draw in our last block? Why or why not? What makes this
scene important?” Turn and talk with your neighbor.
DO STEP 7
Step 1- Show students the book, eight days gone by Linda McReynolds
Step 2- Begin reading the book, stopping at the end of each page and utilize the stop and think
strategy
Step 3- Continue reading the book and utilizing the stop and think strategy until the book is over.
Step 4- Rotate around the room and listen to students’ responses within their groups
Step 5- Open the book to the pages that show the moon landing.
Step 6- Draw the astronauts planting the flag in the 4th block
Step 7- Draw the astronauts being celebrated in the 5th block

C. Closure – “Now that we had some practice with the stop and think strategy, tomorrow
you are going to grade some of my comic strips based on another book.

D. Accommodations / Differentiation – Starting with easier books to gain understanding

in the project

E. Assessment/Evaluation plan
1. Formative- student observations
2. Summative- checklist for completing comic strip

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. Was the lesson as engaging as planned?
2. Did I adhere to the time limit?
3. What went well? What didn’t go well?

VI. Resources
 McReynolds, L., ORourke, R., & Guidall, G. (2019). Eight days gone. Solon, OH:
Findaway World, LLC