Secondary Principles

ED 360/361
Lesson Plan Template
NOTE: This template can be typed in and expanded as needed. If you have additional items
that youd like to include, please list them in the Notes section near the bottom of the
template. It is permissible (even desired) that you delete the verbiage at the top of this page
when you use the template.
You are expected to complete three lesson plans during the semester. Each is worth 25 points
(see attached rubric). You MUST teach the second and third lessons.
You MUST fill in all sections of this lesson plan. If all criteria were not visible as you watched
a lesson, you will need to determine what you think the invisible elements should be. In
particular, the content standards, essential questions, understanding goals and learning
objectives need to be well-written and appropriate for the lesson.
You should notice (and embrace) that writing multiple lessons is intentionally challenging and
rigorous so that you might be prepared for student teaching. You will get out of the process
and experience what you put in. Now is not the time to be average, but to excel.
Name Lindsay Watkins

Lesson Number (Highlight)

1
2

Highlight ALL the appropriate statements

I wrote the lesson after observing my teacher deliver the lesson
I planned the lesson after my mentor teacher gave me the topic, materials, and
standards
I revised a lesson from my teacher or the Internet
I observed my teacher teach this lesson during one class, and I taught it during a
consecutive class
I taught this lesson independently in my field placement
I was videotaped teaching this lesson
I wrote an original lesson
Subject
Senior English/Literature

Grade
12

Unit Elements of Fiction

Lesson Topic Character types

Length of Lesson

20-30 minutes

STAGE 1: DESIRED RESULTS

Content Standards
(GLCEs, HSCEs,
Common Core)

CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop
and relate elements of a story.

Essential
Question(s)

I can identify different types of characters in a story and apply my

knowledge in my own creations.

Understanding
Goal(s)

The students will be able to identify and understand what each type
of character means and be able to realize examples in both
literature and outside story sources.

Student Learning
Objective(s)

Audience: 25 12th grade students, some ESL and some with learning
disabilities, all lower level English students
Behavior: Students will be attentive during the lecture portion of the
lesson and then engage in the group activity for the second portion
Condition: The room will be set up in its normal way. Students will
sit in their assigned seats and stay there until asked to move.
STAGE 2: ASSESSMENT EVIDENCE

Formative Performance Tasks (what the

student does)
Students will work together to demonstrate
their knowledge of the types of characters
through a skit that they will perform for
the class.

Formative Observation (what the teacher

looks for, listens for, says or does)
I will look for students correctly applying the
types of characters in their skits.

Formative Questions
What is a _____? Who do we know that is a _______? In the plot that you have come up
with, who would make a good _____? How can we show that this character is a ______?
Summative

The students will be taking a test on elements of fiction at the end

of the unit. This will be administered by my mentor teacher.
STAGE 3: LEARNING PLAN

Time
This is usually short
3 to 5 minutes is
fine.

Activity
I will introduce the lesson by putting the powerpoint on the board.
There will also be a handout that the teacher will be giving out that
will further be used in the remainder of the unit regarding elements
of fiction. I will ask students to brainstorm on types of characters
that they may remember from previous classes or lessons.

I will then administer a presentation of the different types of

characters via a powerpoint. This presentation will both give surface
level definitions of the types of characters and will also give some
relevant examples that the students will be able to connect to. They
will be encouraged to take whatever types of notes will help them to
remember the information in the future.
2

Next, the students will be given time to work with their group
members at the tables where they sit (assigned seats) to create a skit
that takes into account the different types of characters. The
specifics are written at the end of the powerpoint and I will walk
around the room to double check that each group is staying on task
and understanding what to go do.

At the end of the hour, the students will present their short skits in
front of the class to demonstrate their knowledge. My mentor
teacher will be taking notes on what students understand well and
not so well to work on in future class periods.

Closure

I will be critiquing the different skits as they are presenting and

ensuring that students are understanding what is going on. At the end
of the lesson, I will review (quickly) what we went over and then give
a short preview of what tomorrows lesson will be on.

Homework (if assigned)

There will only be homework assigned if my mentor teacher chooses to do so.

Materials
Teache Handouts for students
r
Projector/computer
(includ
e
prepara
tion
needed
)

Student Pen or pencil

Technology
Type

Rationale
If you are not using technology please say none in the left column
and then provide your rationale.

Computer
projector

This will be used to administer the powerpoint presentation that will

draw the students into the lesson.

Learning Styles (VARK)

Please indicate how you address each of the components of VARK (Visual, auditory,
reading/writing, and kinesthetic). It is not necessary to address all four styles in every
lesson, but you should aim for at least three.
Visual

Students will see the presentation and photographs posted on it

Auditory

Students will hear my lecture as I speak

Reading/Writing

Students will be encouraged to write down notes from the

presentation onto their worksheets

Kinesthetic

Students will be presenting in front of the class by acting out a skit

Accommodations
Please consult the accommodations handout on Moodle so that you suggest acceptable and
relevant accommodations. You must provide accommodations for at least two students or
groups of students. If you believe there are no students who fit any of the categories you
will need to pretend (as its likely they do exist and you have not yet been able to identify
them).
Gifted and Talented none
Learning
Disabilities

A copy of notes will be provided for these students so that they can
listen to the lecture without having to worry about taking notes

Emotional
Impairments

none

ELL

A copy of the presentation will be provided so that students can look

ahead during the presentation and keep it with them for future
reference.

Other