Lesson Plan Template

EDLC 510 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Brittany Lake Grade Level: 3rd Grade Candidate’s Endorsement: Elementary Education Central Focus: Reading and comprehending book material. Subject: Reading Learning Segment Theme: Identifying the Narrator and Characters Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Page 1 of 8

EDLC 510 Virginia Standard of Learning: Reading 3.5 The student will read and demonstrate comprehension of texts, poetry, and literary notification. National Standards CCSS.ELA-LITERACY.RL.3.6 Distinguish individual points of view from the narrator or other characters in the story. InTASC Standards Standard #3: Learning environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Read two different versions of a fairytale. The students will be able to identify the characters in both stories and relate them to each other. They will also be able to identify the narrator with an overall 4/6 accuracy. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? I will ask the class if they have ever heard the tale of Goldilocks and the Three Bears before retelling it from memory to start the session. Following this, I will identify the primary character(s), any supporting characters, and the source of the narrative. This will assist us in introducing our topic for today, which is identifying the narrator and characters. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities Page 2 of 8

EDLC 510 identified on a worksheet that students will receive via Google Classroom. Then they will get in touch with me to ensure the project has been finished or to ask any questions they might have. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? We will go over our important terms—main character, supporting character, and narrator —again to wrap up this lesson. We will go through the symbols we created for each phrase as we go along and be pushed to create movements to symbolize each term. This movement is applicable to both the lesson at hand and those to come. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) A brief pre-assessment will be given to the students before the session is conducted. Two short stories will be distributed to the class, and they will be asked to name the protagonists and narrators in each. When lesson planning, the results of this evaluation will be utilized to determine the students' knowledge. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Group work to identify the character and narrator of the offered short tale is done during guided practice and Think-Pair-Share lessons about character and narrator concepts. Summative Assessment (matches the objective) Two short stories will be included in the summative evaluation, followed by two questions for each. There will be two multiple-choice questions for each story, one for the main character and one for the narrator. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Page 4 of 8

EDLC 510 Character and narrator are defined by the students. When identifying these elements in fictional stories, students put the definitions of character and narrator into practice. Language Support(s) The teacher assists students in developing a working definition of each for their notes while also providing formal definitions of the characters and the narrator. Students have access to definitions and corresponding visuals on a notes page as well as on the anchor charts. Essential Vocabulary Narrator, reading, Character, identify, LU SOE-S PECIFIC L ESSON R EQUIREMENTS Character Education Perseverance: Students will put the lesson's concept into practice both individually and in group settings. They will persevere as they deepen their comprehension of the idea. Teamwork: Throughout various parts of the program, students will collaborate with peers to debate ideas and complete activities. In these situations, teamwork will be emphasized. Materials Copy of Goldilocks Rocks, The Story of The Three Bears as Told by Baby Bear Copy of Goldilocks and Just One Bear Cardstock for classroom symbols Index cards for individual symbols Chromebooks Epic! book assigned in advance Worksheet created and assigned in Google Classroom Page 5 of 8

EDLC 510 Heterogeneous groupings will be employed for English Language Learners (ELL) so they are not in the same groups. Reading materials will be accessible in other languages as needed. Learning Styles/Student Engagement The following elements of the lesson aid in creating a learning-supportive environment in the classroom: Incorporation of several learning methods, including: -Kinesthetic: movement-based learning; use of a variety of tools, including a tablet and pencil/index cards Closing •Think/Pair/Share to encourage student discussion and interaction. -Auditory: stories read aloud during the opening, setting, and direct instruction/modeling; think-pair-share activities that incorporate discussion; group work discussions; -Visual: short narrative reading on a tablet; events written on pieces of paper to be seen during Opening/Set; symbols made for individual and classroom use; Encourage children to draw their own pictures on the notes sheet so they can feel more in control of their education. - Group activities to increase participation - Teacher check-ins during guided practice - Individualized comments to each student during independent practice Extension Students who have already demonstrated mastery of the standard will be given an extended task in which they will rewrite a fairytale from the viewpoint of the fairytale of their choice. In order to have a clear understanding of who is presenting the story, emphasis will be placed on the planning process and preparation for the story. The story will be planned, drafted, and polished by the students. If there is time, these students will form groups to discuss their personal narratives and pinpoint the conflict and resolution in each. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Virginia Department of Education. “K-12 Standards & Instruction | Virginia Department of Education.” Www.doe.virginia.gov, 2022, www.doe.virginia.gov/teaching-learning- assessment/instruction. Page 7 of 8

EDLC 510 Common Core State Standards Initiative – Preparing America’s Students for College & Career. corestandards.org/. “NCTE/IRA Standards for the English Language Arts.” NCTE, ncte.org/statement/standards/. R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Nelson, K., and Price, K. (2018). Wadsworth Cengage Learning, Belmont, CA, Planning Effective Instruction: Diversity Responsive Methods and Management, 6th ed. - Think-pair-share as a method for activity engagement (3–4c) - Preparing in advance for the lesson's necessary materials (12-3b) - Group work helps ELL and students with impairments by boosting motivation and providing social skills practice. (8-2a) Page 8 of 8