Touro Lesson Plan Template and Rubric

Lesson Title: Visualizing

State Standard(s) Addressed:

What State Learning Standards will be addressed during the lesson? (no more than 3, include the standard’s number and write
out the Standard)
1R4: Identify specific words that express feelings and senses. (RI&RL)
1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.
Equity and Access Standards: Your lesson plan must be aligned to Equity and Access Standards (see below). Your teaching
strategies, content, materials/resources must reflect Culturally Responsive Teaching (CRT).
Equity and Access Standards
EA LC1: Comprehend how learning is influenced by individual experience, gender, talents, and
prior learning, as well as language, culture, family, and community values.

Lesson Objectives:
Content/Skill Objectives:
What will the students know and be able to do by the end of the lesson?
By the end of the lesson, students will be able to identify words from a text that express feelings or senses and create a
visual representation of the words being read to them.
Materials
Materials:
What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)
Fantasia soundtrack, “Picture This” Worksheet, pencils, crayons, chart paper, markers, “A Stormy Day” short story, Owl Moon
by Jane Yolen
Sources:
If ideas in this lesson were based on work from others, acknowledge your sources here.

1
Alissa Fernstrom

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and
utilized in this lesson.

Lesson Plan Details

Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand
it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase.
Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking
and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson
outline.
Beginning the Lesson/Introduction What Teacher Will Do: What Students Will Do:
How will you pique interest and/or I will invite students to the carpet and Students will gather at the front of the
curiosity regarding today’s topic? ask them to sit quietly with their eyes room and listen to the music with their
closed. I will then turn on the Fantasia eyes closed. After the music has
How will you set a purpose and help soundtrack. After students have finished, they will share the thoughts
students learn why today’s lesson is listened for a few minutes, I will ask they had while their eyes were closed.
important to them as them to share if they saw anything in
readers/writers/learners? their head while they were listening to
the music.
Introducing/Teaching New What Teacher Will Do: What Students Will Do:
Content/Skills I will introduce the lesson Students will remain gathered at the
How will you introduce and explain the topic for today and explain that front of the room and listen to the
new information or skills so that students students will be learning how to teacher explain the lesson for today.
will understand both the how and the visualize, or make pictures in their They will then listen to the teacher read
why? head, while reading a story. I will then aloud a sentence containing a lot of
read aloud the sentence “A blue and imagery. They will watch the teacher

2
 white feather floated to the ground as identify the important words in the
the blue jay fell out of his nest.” I will sentence and create a picture to
discuss how color words, places and represent it. Next, students will listen to
people are important words to listen for the teacher read another sentence. This
when creating a picture based on time they will be asked to help identify
reading. I will then use the words in the the important words and create the
sentence to create a picture on chart picture with the teacher.
paper. My picture will contain a blue
and white feather, a tree with a nest,
and a blue bird flying. I will repeat these
steps with the sentences “The big, gray
dog dug a hole. He picked up a white
bone and dropped it in the hole.” I will
point out that other important words to
listen for are size and actions. This time,
I will have students help me to create a
picture for this sentence.
What Teacher Will Do: What Students Will Do:
I will ask students to go back to their Students will head back to their desks
Guided Practice – Group Work seats and take out a pencil and crayons. and take out a pencil and crayons. They
Minutes I will then ask students to listen to the will listen to the story “A Stormy Day”
How will students be supported as they short story “A Stormy Day.” I will ask and paint a picture of it in their mind.
practice the new skill or interact with the them to paint a picture in their minds They will then work with the other
new content? as I read the story. When I am finished, I students at their table to identify
will ask students to work with the important words from the story that
classmates at their table to create a helped them to create their picture.
picture based on what they heard. I will They will then work together to draw
remind them to think about color, size, their picture on chart paper. Students
and action words, as well as people and will listen to the story again while they
create their picture.

3
 places. I will reread the story as they
begin to draw.
Independent Practice What Teacher Will Do: What Students Will Do:
Minutes I will hand out the “Picture This” Students will receive a worksheet with
How will students practice the new skill worksheets and explain the directions a picture frame on it. They will listen to
or interact with the new content to the students. Once all students the audio of the story Owl Moon and
independently? understand the assignment, I will put independently practice visualizing the
on the audio for the book Owl Moon by story and creating a picture to
Jane Yolen. While students work on represent the words they hear. Students
Formative Assessment: [see the drawing an image from the story, I will will raise their hand when help is
Assessment Guide below for further circulate the room, observing how needed.
assistance] (This is optional) students are creating their image,
How will you monitor learning/check for stopping to help any students that may
understanding during these activities? need help.

Closing the Lesson What Teacher Will Do: What Students Will Do:
Minutes The teacher will ask the students to Students will gather back at the front of
How will you restate, clarify key concepts, gather back at the front of the the room with their worksheets.
extend ideas, check for understanding? classroom, with their worksheets. I Some students will be picked to come
will then call on students to come up to up to the board and share their drawing
How will you engage students in the front of the room and share their with the class. The whole class, along
reflection on how the content/skills drawing with the class. Then, as a class, with the teacher, will identify the part
learned today can be used as we will identify the part of the story the of the story the student chose to
readers/writers/learners? student chose to illustrate and the illustrate and the words in the story
words in the story that helped them to that helped them to create their picture
create their picture. I will close the word. Students will then tell the teacher
lesson by asking students to explain what they learned today and how they
what we learned today and then clarify can use what they learned throughout
any misconceptions. I will also ask them the rest of the day.
how they can use what they learned

4
 today throughout the rest of the school
day.

Accommodations/Differentiation
Students with Special Needs:
What will you do to differentiate instruction to meet special needs or accommodate Students with Disabilities (SWD)?
Students with special needs will receive a blank sheet of paper instead of the “Picture This” worksheet. This will provide
them with a larger area for drawing and less distractions on their page.
English Learners:
What will you do to support students whose first language is not English?
English Language Learners will receive a list with important vocabulary from the story to aid them in creating their picture.
The vocabulary list will contain pictures of each word.

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which
they have met the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your
lesson. Note: Formative Assessment is done during the lesson and may be formal or informal, while Summative Assessment is
done at the end and is usually formal.
Note: Add more assessment strategy boxes here if needed.

Glossary [excerpted from edTPA handbooks]

Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to
be used as feedback to modify teaching and learning activities. Assessments provide evidence of students’ prior knowledge,
thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may

5
include, for example, student questions and responses during instruction and teacher observations of students as they work
or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and
performance tasks.
Culturally Responsive Teaching (CRT): In a foundational 2000 book Culturally Responsive Teaching: Theory, Research, and
Practice1, researcher Geneva Gay defined culturally responsive teaching as “using cultural knowledge, prior experiences,
frames of reference, and performance styles of ethnically diverse students to make learning more appropriate and effective.”
This approach teaches to and through the strength of the students, thus empowering them to take ownership of their
learning. 1. Gay, G. (2000). , Culturally Responsive Teaching: Theory, Research, and Practice. (3rd. Ed.) Teachers College Press: NY.

6
Lesson Plan Rubric
Lesson Plan Points Earned
Criteria: Proficient – 100 -90 Developing – 89-80 Emergent – 79-65 and
Comments:

State Plan includes all of these: Plan includes two of these: Plan includes one of these:
Learning ● Standard(s) number(s) ● Standard(s) number(s) ● Standard(s) number(s)
Standards ● Standard(s) text ● Standard(s) text ● Standard(s) text
● Link to Standard(s) ● Link to Standard(s) ● Link to Standard(s)
Lesson Plan includes all of these: Plan includes two of these: Plan includes onel of these:
Objectives ● What students should ● What students should know ● What students should know
know ● What students should do ● What students should do
● What students should do ● Observable language, ● Observable language,
● Observable language, measurable verbs measurable verbs
measurable verbs

Resources Plan includes all of the Plan includes three of the Plan includes two of the
and following: following: following:
Materials ● Resources ● Resources ● Resources
● Materials ● Materials ● Materials
● Sources ● Sources ● Sources
● All relevant handouts, ● All relevant handouts, ● All relevant handouts,
templates, slides are templates, slides are templates, slides are
attached attached attached

Beginning Plan explains all of these: Plan explains three of these: Plan explains two of these:
the Lesson ● How prior knowledge, ● How prior knowledge, ● How prior knowledge,
interest, and purpose will interest, and purpose will interest, and purpose will be
be activated be activated activated
● What teacher will do ● What teacher will do ● What teacher will do

7
Lesson Plan Points Earned
Criteria: Proficient – 100 -90 Developing – 89-80 Emergent – 79-65 and
Comments:
● What students will do ● What students will do ● What students will do
● Timing (Minutes) ● Timing (Minutes) ● Timing (Minutes)
●
Introducing Plan explains all of these:: Plan explains three of these: Plan explains two of these:
New ● How students will ● How students will ● How students will encounter
Content/ encounter new encounter new information new information or skills
Skills information or skills or skills ● What teacher will do
● What teacher will do ● What teacher will do ● What students will do
● What students will do ● What students will do ● Timing (Minutes)
● Timing (Minutes) ● Timing (Minutes)
Guided Plan explains all of these: Plan explains three of these: Plan explains two of these:
Practice – ● How students will be ● How students will be ● How students will be
Group Work supported as they supported as they practice supported as they practice
practice skills or interact skills or interact with new skills or interact with new
with new content content content
● What teacher will do ● What teacher will do ● What teacher will do
● What students will do ● What students will do ● What students will do
● Timing (Minutes) ● Timing (Minutes) ● Timing (Minutes)
Independent Plan explains all of these: Plan explains three of these: Plan explains two of these:
Practice ● How students will ● How students will be ● How students will be
practice skills or interact supported as they practice supported as they practice
with new content skills or interact with new skills or interact with new
independently content content
● What teacher will do ● What teacher will do ● What teacher will do
● What students will do ● What students will do ● What students will do
● Timing (Minutes) ● Timing (Minutes) ● Timing (Minutes)
Formative Plan explains how teacher Plan explains how teacher Plan explains how teacher
Assessment will monitor will monitor learning/check will monitor learning/check
learning/check for

8
Lesson Plan Points Earned
Criteria: Proficient – 100 -90 Developing – 89-80 Emergent – 79-65 and
Comments:
understanding during for understanding during for understanding during one
three of these: two of these: of these:
● Beginning the Lesson ● Beginning the Lesson ● Beginning the Lesson
● Introducing New Content ● Introducing New Content ● Introducing New Content
● Guided Practice ● Guided Practice ● Guided Practice
● Independent Practice ● Independent Practice ● Independent Practice

Closing / Plan explains both of Plan explains one of these: Extension activities and
Extending these: ● Specific extension activity further support are
the Lesson ● Specific extension ● Further support for mentioned, but not explained.
activity students who did not meet
● Further support for learning objectives
students who did not
meet learning objectives
Special Plan explains both of Plan explains one of these: Support for special needs and
Needs / these: ● How special learning needs English Learners are
English ● How special learning will be addressed mentioned, but not explained.
Learners needs will be addressed ● How English Learners will
● How English Learners be supported
will be supported

9
 A Stormy Day

Big black clouds appeared in the sky. Lightning struck the tallest tree. The
scared cow cried, “Moo!” It rained hard. Soon there was a mud puddle by
the barn door. Hay blew out of the barn window. It seemed like the storm
would never end!

10
Name______________________________________

Picture This!
Directions:
Listen to the
story Owl
Moon. Close
your eyes
and paint a
picture of
what you
hear in your
head. Now,
choose one
part and
draw that
picture with
as much
detail as you
can!

11
 Owl Moon Vocabulary

Owling looking for owls Clearing an open area

in a forest

Shadows dark or shaded Echo a repeated

areas sound

Furry fuzzy or hairy Meadow an area of

grassy land

12