Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Hillary McBride

Grade Level 5th
Subject Reading
Date 2/12/19

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be able to discover the main idea and its key
What do I want my students to details throughout active engagement in a class read-aloud.
know and be able to do?
Students will be able to ……
Standard : Reading: Informational Text Standard 2
What is the CCSS that Determine two or more main ideas of a text and explain how
corresponds with this objective? they are supported by key details; summarize the text.
Language Objective: Students will be able to list the main idea and its key details of a
What will my students do to text using a graphic organizer.
learn and/or demonstrate their
mastery of the lesson by Vocab: artificial, collaborate, dedicated, flexible, obstacle,
reading, speaking, writing, or techniques, function, mimic
listening?
Assessment: Students will work together to share ideas and record those
What assessments will I utilize ideas in their journals. Students will complete a graphic
to determine that my students organizer.
have learned and met the
objective?
Materials and Resources: Reading journals and Wonders book
What materials and resources
will I utilize to facilitate student
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction: *This is part 3 of the lesson.* Students will read
____ minutes the essential
How will I clearly communicate I will have students chorally read the question together.
the objective and purpose for essential question that we have been They will then discuss
learning? How will I provide working with all week: “What benefits the question with
background knowledge? How come from people working as a group?” their groups.
will I “hook” the students?
I will ask students to talk with their groups
about how our story, “Winter’s Tail,”
relates to this idea.
Check for Understanding: I will ask students to talk with their groups Students will share
How will I know that all and then pull sticks to see what the table their ideas if their
students know the objective and talked about. name is drawn.
purpose of the lesson?
Instructional Strategy: Teacher I will quickly review the passages that we Students will help
Modeling – “I Do” read on Tuesday together. I will ask for review the material,
____ minutes student help. I will then finish reading the answer questions,
What will I say and do as I story (starting on page 244,) stopping to discuss ideas when
demonstrate the demonstrated ask DOK 1 and 2 questions, asking students asked.
the concept? to echo read, and playing “crazy professor”
with an important passage.

DOK 1 ideas:
pg. 245 Who came together to help the
dolphin? What did experts create for the
dolphin? What was the first concern of
creating the dolphin’s tail?

pg. 246 What did the team realize that

they would need to create for design?
What type of gel did Kevin Carroll create?

pg. 247 What is Winter’s goal?

pg. 248 When did Winter have a party?

What do people feel when they visit
Winter?
 pg. 249 What is the one thing that stayed
the same with Winter? What does Winter
give people?

DOK 2 ideas:

Pg. 244 Why were the connections

between the dolphin and the people who
visited her so important?

Pg. 246 What can we learn from the design

process that helped to create the dolphin’s
new tail? How can we apply that to our
own lives?

Pg. 248 How has Winter affected the lives

of others?

Pg. 249 How can we use Winter’s attitude

as an example in our own lives? How can
we be an inspiration to others?

In stopping during reading, I will read a

few sentences and think out loud what I
think the main idea is and the key details
that helped me pg. 244
*main idea and key details are the focus
this week*
Check for Understanding: I will listen to student responses and see Students will follow
How will I know that the them following along along and give
students have a clear responses/actions
understanding of the concept? when asked
Instructional Strategy: Guided After reading page 248, I will stop and Students will work
Practice – “We Do” have students talk with their group about together and share
____ minutes what the page’s main idea is and how they ideas.
How will I engage my students know.
instructionally with the
concept? I will continue reading the story.
Instructional Strategy; When the story has been finished, Students will fill out a
Independent Practice students will work on their own to fill in graphic organizer to
____ minutes the graphic organizer for the entire story’s practice the skill on
How will I provide my students main idea and key details. their own.
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
 Check for Understanding I will a check students’ work before having Students will show
How will I know that the them reflect. me their completed
students have a clear work.
understanding of the concept?
Lesson Closure I will ask students to reflect upon the Students will reflect
_____minutes dolphin’s attitude in their journals. in their journals
How will I review and clarify the about how they can
concepts taught? learn from the
dolphin’s attitude
and apply it to their
own life.

Part 3: Post Lesson Analysis – “The What’s Next”

Data Analysis: Based on student work, I will hold a

What will I do next based on lesson on main idea versus theme. Many
analysis of the assessment of my students were able to identify the
results? theme of the story rather than the main
idea. I will make sure to have examples
of each and discuss how they are
different. I will have them practice with
the third story in the Wonders weekly
unit.
Reflection: This lesson was so much fun! I could tell
What components of the lesson through student engagement that
went well? What components students found it fun as well. Every
will I modify? student participated in the discussions
and were actively engaged in the read-
aloud. I believe that this was because of
the text-to-self connections that students
made between the story and a movie
they have seen. Since the lesson, I found
the movie trailer online and I will share it
with the students before we re-read the
text.

I also believe this lesson was a strong one

because of the engagement pieces that I
included such as “crazy professor,” echo
reading, DOK1 questioning with popsicle
sticks, and DOK2 questions with group
talk and note taking. I will continue to
use these strategies while I research and
experiment with new engagement
strategies. A few strategies that I have in
mind to try next are having students act
out passages or important vocab words
and to have them quickly sketch what
they just read and we have a gallery stroll
to see their ideas.

My goal for the next reading lesson is to

be more aware of the quick engagement
assessments that students are
participating in and let it inform
immediate instructional changes. I would
also like to begin incorporating higher
level thinking questions into each read-
aloud – this could maybe be done for the
writing assessment at the end of the
week.

As a side note, Shannon and I observed

each other with Sandra for this lesson.
This was a fun learning strategy to employ
as we were both teaching the same
lesson. One thing she did that I would
like to try is to have all students find the
answer to the DOK1 questions with their
fingers before pulling a popsicle stick for a
student to answer.