CENTRALCONNECTICUTSTATEUNIVERSITY

Lesson Plan Template

Please Attach Completed Lesson Plan Rubric and Self Assess
StudentTeacher_______MeganKellyandAshleyTetreault_____GradeLevel___3___Dateof
Lesson__March2,2015
ContentStandards/RelationshiptoStandards:Statetheappropriatecurriculumstandard(s)andhowthis
lessonalignswiththestandardsoutcomes.

STANDARDS
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1.d
Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and
orally.
LearnerBackground:Discusspriorlearningthathasoccurredthatwillsupportthelessonslearning
objectiveandhowthislessonsupportssubsequentlessons.

SpecificLearningObjectives:MeetingtheNeedsofLearners
StudentLearningObjective(s):
Statetheintendedlearningoutcomeofthislesson.Besureitisobservableandincludes
clearcriteria.*NOTEcooperativelearninglessonsmustincludeasocialskillobjectivein
additiontotheacademicobjective.

Modification/Accommodations
ofObjective(s)ifneededfor
strugglingand/oradvanced
groups

Objective(s)formost/allstudents:

Bytheendofthislesson,studentswillbeabletodefinewhat
characterizesahero,begintounderstandwhyAbrahamLincolnisan
Americanhero,andrelatetheirnewknowledgetoaherointheirlives.

Assessment:MeetingtheNeedsof
Learners

Assessment:DescribehowyouwillaskthestudentstodemonstratemasteryoftheSLO.
Attachacopyofanyassessmentmaterialsalongwiththeassessmentcriteria.

Assessmenttool(s)formost/allstudents:

Modifications/Accommodations
ofAssessment(ifneededfor
strugglingand/oradvanced
groups)

Studentswillbeassessedthroughapremadeexitslip.Theexitslip
questionsinclude:
1. Whatisahero?
2. NameafewthingsthatmadeAbrahamLincolnahero(basedon
thereadaloud).
3. Whoinyourlifeisahero?Why?
ClassroomLearningEnvironment:Citepositivestrategy(ies)thatwillbeutilizedtosupportstudentlearning
andincreasestudentengagementthroughoutthelessonbasedonyourevaluationfromprevious
lessons/observations. Include response strategies for off-task behavior and/or conflict. Provide detail for each
checked items (minimum of 4 checked strategies).

Classroom expectations of the cooperating teacher must be adhered to. Students

must be respectful to others and good listeners when participating in group discussions.
Standards of Behavior
Routines/Procedures:
Group Work:

Transitions:

x
x

Student Engagement: Students

will begin the lesson by watching a short video on Abraham Lincoln.

They will also be asked to make text-to-self connections in determining who their hero is in their life;
making learning more meaningful.
Instructional Arrangement: Two teacher candidates will explore the co-teaching method. One way we
will differentiate is by the splitting of the larger group into two groups, based on student needs and
abilities. Teachers will scaffold learning by exploring what is a hero, giving an example of an
American hero, and then allowing students to make self-connections in determining who the hero is in
their life. This will be accomplished through working individually, in small groups, and as an entire
group.
Diversity/Social Justice: Considering our placement in an inner city, struggling school, care will be taken
when working with students. It is understood that we will be working with English Language
Learners, students will learning disabilities, and students with diverse backgrounds. We will consider
this when trying to make learning relevant to the students. As always, we believe every child has the
ability to learn and we will see that we make the appropriate accommodations and modifications to
foster this learning.
InstructionalModel/Strategy:State the rationale for the chosen model(s). Explain how you will best
facilitate student learning through a specific model of instruction. You may check more than one.

Direct Instruction Students

will be explicitly taught the characteristics of a hero. They will also be

explicitly told, as the story is read, different things that make Abraham Lincoln a hero.
Cooperative Learning specific strategy:
Inquiry

Concept formation/Concept Development:

Discussion: Focused

not only on why Lincoln is a hero, but what qualities make someone a hero and
how can someone, even the students, be a hero.

Materials/Resources:
Meeting the Needs of All Learners
Materials/Resources:Materials/resourcesusedineachlearningactivityincluding
Modification/Accommodations
modificationsforindividualstudentsinordertofacilitatelearning
and/orDifferentiationof
resourcesifneededfor
strugglingoradvancedgroups
Materials/Resourcesformost/allstudents:
orstudentsidentifiedwith
LookingatLincolnbyMairaKalman
specificneeds.
Paperorreadingnotebooks(iftheyhavethem)

Pencils
Exitslips

Initiation:MeetingtheNeedsofAllLearners
Modifications/Accommodations
~
Initiation Briefly describe how you will initiate the lesson by:
1) motivating learners to focus on expectations for learning and behaviors ("hook");
2) explaining:
a) what they will be doing and learning in the lesson;
b) how they will demonstrate learning;
c) why it is important.

Initiation:

-Students will watch a video on Abraham Lincoln to engage them in the

lesson.
-Teacher candidates will explain that Lincoln is an American Hero. This
will begin a whole group discussion on what students think makes a hero.
-Teacher candidates will then explicitly define what makes a hero and why.
-Teacher candidates will also give other examples of heroes and why they
have the characteristics that match the definition.

Note specific modifications and

accommodations for students with
specific needs based on your
evaluation from previous lessons.
and./or
Differentiation ~ Note specific
strategies to be employed during
lesson to address differentiated
learning needs (ex: learning styles,
modalities, interests, readiness, etc.)
based on your evaluation from
previous lessons.

LessonDevelopment:MeetingtheNeedsofAll
Learners
Modifications/Accommodations ~
Lesson Development
Note specific modifications and
Describe how you will develop the lesson;
accommodations for students with
what you will do to model or guide lesson;
specific needs based on your
what learning activities students will be engaged in to gain the key knowledge and
evaluation from previous lessons.
skills identified in the SLO.
and/or
Identify instructional models, types of groupings (whole class, small groups, pairs,
Differentiation ~ Note specific
individuals) you will use in each phase of instruction and what resources you will use
strategies to be employed during
in your lesson.
lesson to address differentiated

learning needs (ex: learning styles,

modalities, interests, readiness, etc.)

Initiation (15 minutes)
on your evaluation from
After initiation, students will be read an informational text, Looking based
previous lessons.
atLincolnbyMairaKalman,asareadaloud.Students will be asked
-teacher candidates will stop
to listen actively to things that would make Abraham Lincoln an
American hero. They will be asked to jot down notes as the story is and point out specific details

read. (20 minutes)

After the reading, the group will have discussion to reiterate the
details pulled from the reading. Students will collaboratively come
up with a list of the characteristics that make Lincoln a hero. (10
minutes)

Students will complete an exit slip that will highlight their learning.
They will answer 3 questions: what is a hero, what made Abraham
Lincoln a hero, and who is a hero in their life. (10 minutes)

Students will put away all materials and be asked to sit at their desks
to transition between our lesson and the cooperating teachers
instruction. (5 minutes)

that would make Lincoln a

hero to scaffold learning and
for differentiation purposes.
-when important details are
found in the text, teachers
will give ample wait time for
students to jot down their
ideas

Closure:
Closure
Describe how you will enable the students to;

1. question and apply learning by reviewing lesson content

2. analyze by connecting this lesson to previous and subsequent learning
3. see relevancy by understanding purpose/importance of the learning
Closure:

Collect all the exit slips

Close with what we will be doing the next time that we meet (OUR CHROME BOOK LESSON!!!)

ReflectiononPractice
StudentAchievementEvaluatestudentlearningbasedoncollecteddataforeachSLOforeach
groupof
learners.
a) Identify how each group of students met the stated criteria in your objective.
b) Include specific data for each SLO.
c) Based on your analysis what would be continued or changed for the next lesson?
d) State an appropriate objective for the next lesson based on data from this lesson.

2.MeetingtheNeedsofYourLearner Explain:
a) how the implemented differentiation and/or modification/accommodations facilitated learning for each
group of learners;
b) based on your analysis what would you continue or change for the next lesson?

3.ClassroomLearningEnvironmentDiscussthefollowing:
a)howyourstrategiesandtechniquessupportedstudentlearning
b)includeanyresponsestrategiesforofftaskbehaviorand/orconflictissues
c) based on your analysis what would you continue or change for the next lesson?

4.TeacherEfficacyExplainhoweffectivewereyouindeliveringmeaningfulinstruction.

a)citespecificevidenceforatleast3ofthefollowing:
a)effectivenessofmodel(s)used,
b)initiation,
c)learningexperiences,
d)guidedpractice,
e)assessment.
b) based on your analysis what would you continue or change about your teaching for the next lesson?