Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
There is Strength in Numbers

LESSON RATIONALE
It is important for students to be able to identify the characters in a story. This is important because when reading a story,
the characters are a big part of the reading as they are the ones that are completing the actions. They need to be able to
identify who the main character is, who the side characters are, and how they all interact throughout the story. (CAEP K-6
1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
a. Students should be able to identify the characters in the story.
b. Students should be able to ask questions about the characters.
B. Objective(s)—
a. After completing the mini lessons students should understand who the characters are in stories and
if they are a main character or side character.
b. After completing the lesson students should be able to identify all the characters of a given story.
C. Standard(s): 1.RL.2.3 Using key details, identify and describe the elements of plot, character, and setting (CAEP
K-6 3.c)
II. Management Plan-
a. My students will be doing lots of moving around during this block of literacy. They will be first coming
to the carpet for the read aloud that I will be doing and then they will be going to different centers that
we have around the room and then coming to a back table for a lesson with me.
b. Random pictures for my students to make up a story with
c. Jenga game with settings, plots, or characters on them and my students have to figure out what movie
they are referencing.
d. The Freedom Summer picture book.
e. The Boxitects picture book
f. We will have about a 20 minute mini lesson where I will be doing a read aloud with the students and
then we will be doing station rotations with my group being one of the stations with 15 minutes each
for those. Coming to about a 60-minute lit block all together.
g. Markers and a white board to write down students thinking
III. Anticipatory Set
• For today boys and girls, I want you all to come to the carpet and let’s discuss something that I am curious about.
Let students come back to the carpet. Have you all been trying to tell a story and you just cannot remember for the
life of you important details about it? My Grandfather is notorious for this where he will start to tell a story and
then could remember who was in the story, where the story was or anything like that can you think of a time when
this happened to you or when someone was telling you a story like this and couldn’t remember important details
about it. Give students time to discuss and tell their stories to both you and the class. Those are all great
examples, and can’t it be just so annoying when you can’t remember these details or someone else can’t remember
them. Well today we are going to be talking about these details more closely and actually give these details names.
Those names are plot, characters, and setting.
IV. Purpose: must be stated to the students! Why do they need to learn this?
a. This is so important to know because when we want to tell a story to someone, we want to make sure that
we are giving them the best details that we can so the story can be as accurate as possible. We will do this
by focusing on the characters for today

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual
differences and diverse families, culture, and communities unique to the students in this class as you describe the
specific instructional opportunities provided in this lesson.
VI. The first adaptation that I will be implementing is fidget toys during the read aloud not for just students that need
them for ADHD but for all of my students as having a fidget can help many students to regulated and pay closer
attention during the read aloud.

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VII. The next adaptation will be the groups themselves I will be putting students into groups that will allow them to both
work well together but will also challenge them to do their best.
VIII. Another adaptation that I will allow is for some of my students to use their devices to write their stories for those
that struggle with writing and may have a writing disability. (CAEP K-6 1.b)

IX. Lesson Presentation (Input/Output)

• Read aloud and mini Lesson
• So, let’s look closely at these words and try to figure out what each of these words mean. Let’s start with characters.
When I say characters, what is the first thing that you all think of? Give students time to answer the question.
Those are all great examples and I would agree with them. Characters mean the people in the story sometimes it
can be who the story is about, but it can also be other people in the story as well. Write down students thinking and
what the definition of characters are on the board. Knowing the definition of characters. why don’t we look at this
story and see if we can find out who the characters are? The book we will be reading is called freedom summer and
the strength that the characters had to have in this story is very important. Do the read aloud with the students.
Okay boys and girls wasn’t that a great book? Why don’t we look at our three definitions and see if we can figure
them out? Let’s look at characters who are the characters in the book. Give students time to answer and then
write their answers on the board as well as who the characters are in the book if they can’t figure it out. Great
job guys these look like the characters in the book that we saw. I love all the characters that you guys found and
how they all relate to each other. Remember that we always have a main character or characters that the story is
mainly about and we also have the side characters that just expand on the story and make it better.
• First Station the Jenga Station
• For our first station we will be doing a game on Jenga with a little bit of a twist on it. In this Jenga game when you
pull out a piece it has a certain, character, from a movie, book, or play and it is the players job to figure out what
movie, book, or play that piece is talking about. If you all get confused there is sheet with numbers on it that also
match the Jenga pieces that will give you the answer. Only look at this though if no one can figure out what movie
that piece is from. Give everyone a chance to play and everyone a chance to guess the movie if the first person
doesn’t get it.
• Second Station Create a story with a random chosen character
• For our next station we will be pulling certain characters out of a hat and then you have to come up with a story for
those characters. I want you to write your story in your journals and then share them with your center groups.
Remember we are only going to pull one paper and it will have a different character. It is then up to you to come up
with the story. For example, if I pull the character Captain America out of the hat. I might come up with a story
where Captain America fights Thor or something along that lines.
• BDA Station
• The final station will be at the back table with me where we will be looking at another book and working on
identifying different things in a book that might help us understand the characters better. Does anyone have any
questions about the stations? Give students times to ask questions if any. Okay you all know you groups so group 1
start at the back table with me, group 2 you are going to play Jenga, and group 3 you are going to the station where
you make you own story after pull out of a hat. You will have about 15 minutes at each station. Once your station is
done we will be rotating clockwise for our rotations
• First BDA Lesson.
• For the first reading strategy we will be looking at 10.2 cover up then zoom in. We will be using the book
Boxtiects. I will then explain that the pictures in a book can really help us distinguish who the characters are and
what we can tell about them.
• Okay first thing I want you to do is look at the cover of the book and tell me what you notice does it tell you
anything about the characters and what they might be doing. Give students time to answer. That’s right the
picture can give us an idea of who the character is and that she seems to be building something with the boxes. The
picture can tell us a lot and can give us a good idea about what we might be reading about. Let look at that through
the rest of the story
• Let’s open the book and then let’s use the paper that you must cover up the words on the page. Lets just look at the
pictures and see what we can learn from them. What I can learn from the pictures is that this story might start off
in the characters house and that she might be making something out of all these boxes and that she is very smart.
That is some of the first things that I notice when looking at the pictures what else might we notice. Give students
sometime to answer. Okay so now let’s remove the paper and see what we can learn from the words and the
picture. Can we learn anything else yet from the words and the pictures? Give students time to answer. I like how
all of you are thinking now what I want you all to do is keep reading to the next four pages doing this same thing
and lets see what we learn and what we think. Ready go. Watch students as they read and help them out as they
need it.
• Okay what are all of you think after reading a could more pages do you think you know what the story is about yet
or what the setting might be or who the characters are yet? Give students time to discuss and say what they are

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 thinking. Okay let’s keep going where we look at the pictures and then read the words and see if the picture teaches
you more with or without the words. Let’s read the rest of the book this time and will talk again once you finish.
Give students time to read the book and think about what the pictures might be teaching them.
• What do you all think did the pictures give a good representation of who the character might be and what some of
her strengths might be? Were they helpful or was it better to just read the words and not look at the pictures at all?
Give students time to answer and tell you what they are thinking. Do you think the characters had to have a lot of
strength and kindness to be able to work together with someone even after she disagreed with them.? Give students
time to answer the question.
• This strategy is something that we can do with any book that has both pictures and words in it. We need to keep in
mind that the pictures can tell us a lot about a story and what it is going to be talking about through out the book. I
want you all to keep this in mind and whenever we are reading a different story we keep in mind that we have to
look at both the pictures in the story and the writing in the story.
• Take a look at some of our other books before our next rotations and see how well we can use pictures in other
books to tell about the characters in the story.
• BDA Lesson 2
• The strategy that we will be looking at for this BDA lesson is strategy 1.13 which is Talk Like the Character.
Using the book Boxitects I will be asking my students to read the book out loud to one another but when they
read, they have to talk as if they are the main character.
• Okay everyone today we will be taking a look at the book the Boxitects and will be reading the story in pairs. What I
want you all to do in your pairs is to read the story out loud to one another, but I want you all to pretend to be the
main character in the story. Let me show you what I mean by this open you books to the first page of the story and
ill show you all what I mean. So, on the first page of the book it says, “Meg was a boxitect she loved to make things
our of boxes.” That is what the first page says normally but when you are becoming the main character, I want you
to read the page like this. “I was a boxitect I loved to make things our of boxes.” Anytime you see the main
characters name or when it says she replace it with the word I. This will allow you to become like the main
character and understand better what the character is going through. Any questions? If not you and your partner
get started and read the first 5 pages like this then come back and will talk about it.
• Okay so what are some things that you noticed about the main character like her likes, or things she is good at.
Something like that? Give students some time to answer. Okay you all noticed some good stuff about the main
character. Remember to put yourself into their shoes which means put yourself into their situation. Think about
how you would feel or how you would think. Finish the rest of the book and then we will come back together.
• Alright guys so first thing I want to ask is did you like the book? Give students time to answer. I really like this book
to it is one of my favorites. We can really see the things that Meg is good at and how she has a lot of strength to
compromise with the other girl at the end of the story. My Question for all of you is what would you do in Megs
situation would you do what she did or handle it different? Explain what you thinking to me after you became the
character. Let all students explain what they would do and why they would do it different or not. Those are all
very interesting ideas about how you would deal with this situation. We can put ourselves into characters shoes all
the time and that will help us understand who the characters are well. Take some time and look at our other books
using this same idea. You guys can stop after our next rotation.
X. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
• I will first be looking at how the students are handling small group time and seeing if they are grasping an
understanding of Plot, setting, and characters.
• I will also be watching at my small groups to see if they are understanding the lesson that I am teaching them or if
it might be something we need to revisit as even a whole group lesson if more then one student is struggling
with it.
• I also will be reading their journals they were doing during centers to see they understand what was being taught.
XI. Review learning outcomes / Closure
a. You all did such a great job at your centers today.
b. Could I have a few of you talk about something that we did today in centers. Maybe it is the story that you
created or how you were the first one to go in Jenga and got it right on the first try. Anything that you did
in the stations today.
c. Allow a few students to present what they did in stations today and what they liked about it.
d. Awesome job guys! Can you all please help me clean up the station areas and get ready for the next thing
that we are going to.

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson.
Your plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical development of each student. (CAEP K-6 3.a)

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 • I will watching students work at their centers and I will be reading their journals that they worked on at
the center to see if they have an understanding.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to use the two BDA lesson strategies and apply them to other readings?
8. Were students able to complete the stations that they were placed at?
9. Were students able to come up with a story given a certain character from a book, movie, or play.

(CAEP K-6 3.b)

Include unique self-answer questions that specifically address unique lesson content, methodology, and assessment.

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading Lesson
Rationale
The Beginning The Developing
Candidate Candidate
Rationale Candidate demonstrates Candidate uses
little or no understanding understanding of how
of how planning is children grow and
related to how children develop across the
CAEP K-6 1.a grow, develop, and learn. developmental domains
but is unable to state how
the lesson is related to
that knowledge.
The Competent The Accomplished
Candidate Candidate
Candidate uses Candidate uses
understanding of how understanding of how
children grow and children grow and develop
develop across the across the developmental
developmental domains domains, and is able to
while articulating the articulate the theoretical
rationale for the lesson. foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

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 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.

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 The statement of purpose A statement of purpose is The statement of purpose The statement of purpose
is ambiguous or worded included in the LP, but is clearly connected to has the power to capture
so generally that the has little power to the content of the lesson the imaginations of
Purpose connection with the motivate students and and is presented in terms students and motivate
content of the lesson is capture their that are easily them to accomplish the
not apparent. imaginations. understood by students. expected learning.

Plan for Instruction

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are provided
Adaptation to included. Any provided in this lesson; provided in this lesson. in this lesson that
Individual instructional however, they are not The opportunities are demonstrate the
Differences and opportunities are not adapted to individual developmentally candidate’s understanding
Diverse Learners developmentally students. appropriate and/or are of individual learner
appropriate or adapted adapted to individual characteristics and how
CAEP K-6 1.b to individual students. students. these differences might be
used to maximize a
InTASC 2 student’s learning. Unique
Diversity instructional opportunities
are included for individual
students.

Plan for Instruction, cont.

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
The candidate’s lesson is somewhat demonstrates an demonstrates strong
not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Lesson appropriate practice. including a variety of ways
Presentation The candidate’s lesson The candidate’s lesson to teach content.
And does not use includes the basic level of The candidate’s lesson
Workstations appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
Workstations include model and guide practice.
Workstations include activities that encourage Workstations are
little opportunity for student participation, but purposeful, literacy-based, Workstations are
InTASC 5 students to engage in lack purpose or depth. engaging, and tiered; and purposeful, literacy-based,
CAEP K-6 3.f relevant and active includes relevant activities engaging, and tiered; and
learning. that encourage student support student
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.
Check for Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Understanding included to check for is included in the lesson plan and the means to understanding of the
student understanding plan, but the connection check for student content are an integral

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 InTASC 4 or to reteach concepts
that elude students
during the initial
presentation.
Review Lesson closure is not
Learning included, or is not
Outcomes/ related to the goals
Closure and/or content of the
lesson.
InTASC 4
Independent No independent
Practice/ practice activities are
Extending the included in the lesson,
Learning or activities are
unrelated to the content
InTASC 5 of the lesson.
Plan for Assessment
The Beginning
Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
InTASC 6 activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the
students.
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
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts
Technology
Thread student learning and/or
fails to engage students
at the necessary level to
meet lesson objectives.
Evaluation
The Beginning
Candidate
with the lesson
presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment
of IP activities is not likely
to result in lesson mastery
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well
correlated to and/or do
not cover the full range of
LP goals and objectives.
The assessment strategies
do not promote
development of each
individual student.
The Developing
Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written
in general terms or in
terms unlikely to impact
student learning.
The Developing
Candidate
6
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All activities
match lesson objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the
individual students.
The Competent
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent
Candidate
part of the lesson, and
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.
Lesson closure is clearly
correlated to the content
of the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content and
lead to student mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies
are a seamless and
integrated part of the
lesson. The assessments
are highly correlated to
the learning objectives
and promote continuous
intellectual, social,
emotional, and physical
development of each
student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies)
that engage students,
enhance the learning
process, and/or extend
opportunities for learning.
The Accomplished
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
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

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 CAEP 2018 K-6 Standards
2013 InTASC Standards