EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

12/6/17
Lesson Day Day 2 of the students time with The Giant Jumperee
Small group of five students

How will this lesson support the learning goal? How can making inferences help us understand characters in a story?
(1c: Setting Instructional Outcomes)
(1 point)

I can fill in a thought bubble for a character at two scenes of a story to infer
Objective(s) their thoughts and feelings.
(1c: Setting Instructional Outcomes)
(2 points)

Taking the learning goal into consideration, what is the

objective(s) of this lesson that will support progress toward the
learning goal.

Objectives should be learner focused (not what the teacher will

do or accomplish), observable (use verbs that can be measured),
and target a specific outcome. Please refer to the SLO User
Guide for the ABCD method or I CAN statements that can be
used as a guide.

PA Standards (2 points)
www.Pdesas.org/Standard/view or Standard - CC.1.4.2.O
https://www.pdesas.org/Page?pageId=11 Include thoughts and feelings to describe experiences and events to
show the response of characters to situations.

ISTE Standards (if applicable) None.

RJM Fall 2017 SLO Lesson Plan Template 1

 Technology Materials/ Resources Donaldson, J. (2000). The giant jumperee. Pearson Education.
(1d: Demonstrating Knowledge of Resources)
(2 points)

What texts, digital resources, & materials will be used in this

lesson? How do the materials align with the learning objective(s)?
If appropriate, what educational technology will be used to
support the learning outcomes of this lesson? How do the
resources support the learning objectives?

Cite publications and any web resources.

Boys and girls, lets think about the characters of The Giant Jumperee.
Anticipatory Set Throughout the story, we got to know the characters better. What do we try to
(1a: Demonstrating Knowledge of Content and Pedagogy) learn about people when we are getting to know them better? (Gather student
(3 points) response to gauge existing knowledge and skill). Lets keep an eye out for our
characters words, actions. One way we can get to know our character better
_2___ minutes is to look at the illustrations and read what they say. Its important to learn
How will you set the purpose and help students learn why todays about our characters by thinking about how they feel, because sometimes the
lesson is important to them as learners? author tells us, and sometimes they dont. We may have to think of it ourselves
How will you pique the interest or curiosity regarding the lesson sometimes. When we read the play today, lets pay close attention to what the
topic? characters say, and what they do.
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?

Provide very detailed steps.

RJM Fall 2017 SLO Lesson Plan Template 2

 1. Assign speaking roles for each character.
Instructional Activities 2. Have each student do a preview of their role throughout the play.
(1a: Demonstrating Knowledge of Content and Pedagogy; 3. Teacher will be narrator and Jumperee
1e: Designing Coherent Instruction)
4. Read page 3.
(15 points)
5. Pause! Lets think about how the rabbit is feeling right now. Gather
10 minutes student responses. Look for answers such as scared, or mad.
6. Hmm, if thats what the rabbit is thinking, and saying. I think that the
Exploration (Model): How will students explore the new concepts? rabbit may be thinking, Yikes! I dont know whats in there! Im
How will you model or provide explicit instruction? You MUST scared! Record onto copy of book within added thought bubble. I
include a teacher think-aloud using student-friendly language looked at the picture of the rabbit, read what the rabbit said in the
here.
story, and thought about what I may think if I was the rabbit. Making
Guided Practice: How will you provide support to students as they connections to the characters in the text can help me think about how
apply the new concept? How will you allow them to practice (with they feel and what they think.
teacher support)? 7. Read page 4 and 5.
8. Pause! What is the cat thinking? What evidence from the text made you
Independent practice: How will students review and solidify these say that? Gather student responses and record.
concepts to be able to use this new knowledge? How will you 9. Read page 6, What is the bear thinking? Read page 7, What is the bear
monitor and provide feedback?
thinking now? What changed?
Provide very detailed steps and include teacher talk where 10. Remember! This is a play. How can thinking about the characters
appropriate. thoughts and feelings help us when we perform the play? Guide
answers to using voices, facial expressions, and actions in our
performance.
11. Read pages 8, 9, 10, 11, and 12. Keep prepared worksheets of thoughts
and feelings of character to the side in case students need more practice.
12. Read page 13, What is the frog thinking in this picture? Gather student
or prompt.
13. Read the rest of the book.
14. Give students photocopied pages of 8 and 9 as independent practice.
Boys and girls, its your turn to write about the characters thoughts
and feelings.

RJM Fall 2017 SLO Lesson Plan Template 3

 Closure Now that we have looked at the book together to think about the characters
(1e: Designing Coherent Instruction) thoughts and feelings, and we have a task to complete to help us get started, I
(2 points) can hand out of papers. When you get your sheet, head back to your seat and
begin working. This is a silent, individual task. Raise your hand if you have
_1__ minutes any questions.
How will students share or show what they have learned in this
lesson?
How will you restate the teaching point or ask students to do so
and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation:
Differentiation This is a levelled reading group.
(1e: Designing Coherent Instruction)
(2 points) Content/Process/Product/Environment
ELLs: The ELL student in group may choose to draw small pictures, or pick
What differentiated support will you provide for students whose from a word bank of feelings.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking and
inventiveness?

RJM Fall 2017 SLO Lesson Plan Template 4

 No special needs or 504 within the group.
Accommodations ** (see note below)
(1e: Designing Coherent Instruction) If students had visual or physical needs, I would adjust the size of the pages
(1 point) and my visuals.

What classroom accommodations do you plan to employ to

increase curriculum access for students identified with special
education needs or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
No special needs or 504 within the group.
Modifications**(see note below)
(1e: Designing Coherent Instruction) If students needed, I would supply a word bank of ideas for students to use
(1 point) within the thought bubbles. Students could circle emotions of the characters
from given options.
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Formative (Informal) Students were observed for attention to task and active
Assessment (Formal or Informal) participation in the discussion and reading.
(1f: Assessing Student Learning)
(3 points) Summative (Formal) Worksheets were reviewed for completion and accuracy
of the thought-bubbles.
How will you and the students assess where the learning
objectives, listed above, were met?

Each formal or informal assessment should describe how it is

aligned to the above objective(s).

RJM Fall 2017 SLO Lesson Plan Template 5

 o What evidence did you collect to demonstrate that your students have
Reflection on Instruction met or are progressing towards the learning outcomes/objectives?
(7 points) o I collected a worksheet of a sample page from the book students were
to complete as independent practice. I also observed students
At the conclusion of the lesson you should reflect on the lesson. engagement in the reading of the play.
The reflection should go beyond simply answering the question o View student work samples. What do they reveal about the students
Was this a good lesson? Below are some questions to assist you level of engagement and comprehension?
in your reflective process (Danielson, 2008): o Looking at my students answers, I can see they either worked together
o What evidence did you collect to demonstrate that your or each focused on an unexpected piece of page two. My one student
students have met or are progressing towards the learning who wrote, Ahh its a monster! was more of the answer I expected. I
outcomes/objectives? did not expect students to comment on him being taller than a tree, but
o View student work samples. What do they reveal about the they are not wrong. The students really love this story and were guided
students level of engagement and comprehension? to success in my gradual release of responsibility.
o What changes, if any, would you make to the lesson if you o What changes, if any, would you make to the lesson if you teach this
teach this lesson in the future? What misconceptions, if lesson in the future? What misconceptions, if any, do you need to
any, do you need to clarify before teaching the next lesson? clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why? o Next time, I would address not copying directly from the book. My
o Comment on your classroom procedures, student conduct, students focused on what they read and were correct in their thinking,
and your use of physical space. To what extent did these but I think have the possibility to extend their thinking farther.
contribute to student learning? o Did you stray from your lesson plan? If so, how and why?
o Comment on different aspects of your instructional o As usual, I did not follow my plan directly. During the lesson, we took
delivery (e.g., activities, grouping of students, the time to practice various voices we could use for the characters.
materials/resources utilized). To what extent were they Straying away from the lesson allowed me to engage the students in a
effective? new piece of the play. I could see they were getting distracted at this
point in the lesson and wanted to reengage them in learning. The break
from listening to my instruction gave them a much-needed time to
share their ideas. The group loves to talk and share their ideas, so I
wanted to direct it to positive learning.
o Comment on your classroom procedures, student conduct, and your use
of physical space. To what extent did these contribute to student
learning?
o I used the space on the front carpet which really gave us the space to
move and be flexible. If students had been in their seats or chairs, I
could not have engaged them in the acting. The open space allowed the
students to move and participate in the text through acting.
o Comment on different aspects of your instructional delivery (e.g.,
activities, grouping of students, materials/resources utilized). To what
extent were they effective?
o The
RJM Fall 2017 SLO Lesson book
Plan worked out wonderfully for the standard! I was easily able to 6
Template
add the though bubbles to the character and ask direct questions. The
pages each focused on one primary character with great in text clues
 o Through illustration and text. The levelled reading group was all able
to access the material. With their high interest level in the story, they
were more engaged with the task and the characters. I loved working
the small group and gathering all individual responses. Overall, Im
very happy with the lesson!

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

RJM Fall 2017 SLO Lesson Plan Template 7