EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Name: Megan Daroshefski

Lesson Day
Date: November 15, 2017
Grade: 3
Topic: Story Elements- Plot
Grouping: Small Group (6)
Time: 25 minutes
Why is it important to know the different parts of a plot in stories?
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
(1 point)
1. Students will be able to answer literal and inferential
Objective(s)
comprehension questions throughout the reading of The Mystery
(1c: Setting Instructional Outcomes)
Mask.
(2 points)
2. Students will be able to connect the different plot parts to the events
Taking the learning goal into consideration, what is the in The Mystery Mask using a plot map activity sheet.
objective(s) of this lesson that will support progress toward the 3. Students will be able to read The Mystery Mask with accuracy and
learning goal. fluency, including appropriate rate and expression.

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 1. Standard - CC.1.2.3.B
https://www.pdesas.org/Page?pageId=11 Ask and answer questions about the text and make inferences from text;
refer to text to support responses.
2. Standard - CC.1.3.3.C
Describe characters in a story and explain how their actions contribute to the
sequence of events.
3. Standard - CC.1.1.3.E
Read with accuracy and fluency to support comprehension: Read on-level
text with purpose and understanding. Read on-level text orally with
accuracy, appropriate rate, and expression on successive readings. Use
context to confirm or self-correct word recognition and understanding,
rereading as necessary.
4.
ISTE Standards (if applicable) N/A
 Technology Materials/ Resources 1. Calcutt, David. The Mystery Mask. Harcourt Achieve Inc., 2008.
(1d: Demonstrating Knowledge of Resources) a. I will have the students read The Mystery Mask during
(2 points) guided because the story has a clear setting, problem, and
solution, which are all main parts of the plot.
What texts, digital resources, & materials will be used in this
2. Blank Plot Map
lesson? How do the materials align with the learning
a. I will use a blank plot map to have students show if they
objective(s)? If appropriate, what educational technology will
remember the different plot parts and in the correct order
be used to support the learning outcomes of this lesson? How do
before we begin reading.
the resources support the learning objectives?
b. See end of lesson for blank plot map.
Cite publications and any web resources. 3. Post-it Notes
a. I will use post-it notes to have students write out their
predictions.
4. Roller Coaster Plot Map Visual
a. I will use the roller coaster plot map visual as we are going
through the activity sheet to help remind students of the
different plot parts and keep that visual in their head to help
them remember in the future.
b. See end of lesson.
5. Plot Activity Sheet
a. I will have students use the plot activity sheet to connect the
different events in the story to the different plot parts in an
organized manner.
b. See end of lesson.
6. Plot Activity Sheet with Guiding Questions
a. I will have two students use the plot map activity sheet with
guiding questions to help guide their thinking as they
connect the different events in the story to the different plot
parts. Having the guiding questions will help keep the
students focused and on pace with the rest of the group.
b. See end of lesson.
7. Index Card
a. I will have the students write the importance of knowing the
parts of a plot while reading stories on the index card to
close the lesson.
 1. Last week, we talked about the different plot parts and identified
Anticipatory Set
them in the story we read, Like Magic. Today we are going to
(1a: Demonstrating Knowledge of Content and Pedagogy)
keep working on our plot parts with a new story.
(2 points)
2. Before we begin reading, I want to see how much you remember
__5__ minutes about plot parts. Here is a blank plot map. Fill in each of the
How will you set the purpose and help students learn why different plot parts in order. After you fill them in, we will talk
todays lesson is important to them as learners? about each one a little bit before we start reading. Give students a
How will you pique the interest or curiosity regarding the minute to fill in the plot parts on the blank plot map.
lesson topic? 3. Now that we filled in the different plot parts, lets review each of
How will you build on students prior knowledge? them before we read. Can someone tell me what the first plot part is
How will you introduce and explain the strategy/concept or and what information we find in this part of the plot. Call on a
skill? student to answer. The student should say something about the
introduction and introducing characters and the setting.
Provide very detailed steps.
4. Can someone tell me what the second plot part is and what
information we find out here? Call on a different student to answer.
The student should say something about the rising action and
finding out the problem.
5. Can someone else tell me what the third plot part is at the top of our
roller coaster? Call on another student to answer. The student
should say something about the climax and that it is the most
exciting part in the story.
6. Can anyone tell me what the fourth plot part is and what
information we find here? Call on another student to answer. The
student should say something about the falling action and working
to solve to the problem.
7. Can someone tell me what the last plot part is and what happens
here? Call on another student to answer. The student should say
something about the resolution/conclusion and the solution to the
problem/wrapping up the story.
8. As we read today, we should be thinking about the different parts of
a plot and how the events of our story fit into the different parts.
 I
Reading:
Instructional Activities
1. Before we begin reading, lets take a look at the back cover. What is
(1a: Demonstrating Knowledge of Content and Pedagogy;
the genre of our story? If students are having trouble locating where
1e: Designing Coherent Instruction)
the genre is, direct them to the upper right corner. Call on a student
(15 points)
to share what the genre is. Yes, this story is a mystery. Can someone
_15_ minutes remind me what a mystery is? Call on a student to answer. If the
students answer doesnt include the following information, Yes, a
Exploration (Model): How will students explore the new
mystery is a suspenseful story about a puzzling event that is not
concepts? How will you model or provide explicit instruction?
solved until the end of the story.
You MUST include a teacher think-aloud using student-friendly
2. Now lets take a picture walk and make a prediction about what the
language here.
story is going to be about and what the mystery might be. Give
Guided Practice: How will you provide support to students as students 1-2 minutes to take a picture walk.
they apply the new concept? How will you allow them to 3. Write on your post-it note what you think the story is going to be
practice (with teacher support)? about and what the mystery might be. Give students a minute to
write down their predictions.
Independent practice: How will students review and solidify
4. Take a minute and turn and talk to the person next to you to share
these concepts to be able to use this new knowledge? How will
your prediction. Give students a minute to share their predictions.
you monitor and provide feedback?
5. Now lets begin reading. Remember, as we read, think about the
different plot parts and how they connect to the events happening in
Provide very detailed steps and include teacher talk where
our story. Call on a student to read page 5.
appropriate.
6. Call on another student to read page 6.
7. Call on another student to read page 7. At the end of page 7, Where
is the family going? (literal question) Call on a student to answer.
Their answer should include that the family is going to the desert.
8. Have you ever gone on a long trip in the car like Annie and Will?
Turn and talk to the person next to you and share if youve gone on
a long trip. Where was the trip to? How long did it take? Give
students a minute or two to turn and talk to the person next to them.
Listen to students as they talk and pick out points to share with the
group. It sounds like many of you have gone on long trips before
OR it sounds like many of you havent gone on a long trip before,
Maybe you will go on one when youre older. (Response depends on
what students share).
9. Call on another student to read page 8 and 9. At the end of page 9,
Whats an overlook? Turn and talk to the person next to you about
what an overlook is. Give students a minute to talk with their
 partner and listen to student responses as they talk. Can someone
share what they talked about with their partner about what an
overlook is? Call on a student to share their answer. Yes, an
overlook is an area that gives you a view of something from above.
Has anyone ever seen or looked over an overlook before. Give a
thumb up if you have and a thumb down if you havent. If students
have looked out over an overlook before, have them share where
they were and what it was they saw.
10. Call on a student to read page 10. At the end of page 10, Using what
we know so far, what do you think Uncle Dan and Aunt Maggie are
talking about? What do you think they are going to see from the
overlook? Give me a thumb up when you think you know. Give
students a minute to think about the question and produce an
answer. Call on a student to share. Give me a thumb up if you agree
or a thumb down if you disagree. If a student disagrees, ask why
and ask them what they think.
11. Call on a student to read page 11.
12. Call on a student to read page 13.
Activity:
1. Now that we have read a little bit of The Mystery Mask, lets start
to connect the events of our story to the different plot parts.
2. Using the roller coaster plot map visual, hmmm, the first part of our
plot roller coaster is the introduction. What happens in the
introduction? Put finger on chin to show you are thinking. I know!
This is where the characters and setting are introduced. Can
someone help me fill in the introduction on our plot activity sheet?
Call on a student. Can you tell me one of the characters in our
story? Yes, Annie! Lets write characters under the introduction and
write Annie under characters. Model for students writing the word
characters and then filling in Annie under characters. Repeat this
until students name the four characters: Annie, Will, Uncle Dan,
and Aunt Maggie.
3. So, I remembered that characters are part of the introduction. What
else goes in the introduction of our story? Call on a student to
answer. Yes, the setting! Turn and talk to the person next to you to
describe the setting of our story. Dont fill anything in yet, just talk.
 Give students a minute or two to talk about the setting of the story.
Can someone share what they talked about with their partner? Call
on a student to share. Yes, our story takes place in a big, golden
desert. Lets write setting in the introduction box and then fill in
what the setting is. In the introduction box under where the
characters are listed, write the word setting and underline it. Under
setting write a big, golden desert.
4. Who can tell me what the next part of our plot roller coaster is.
Turn and tell the person next to you. Give students about 15
seconds to turn and share with the person next to them. Lets
whisper it on the count of three (say this in a whisper voice). 1-2-3-
rising action. And what happens in the rising action. Call on a
student to answer. Yes, we find out what the problem is. Do you
think we have found out what the problem is in our story? Give a
thumb up if you do and a thumb down if you dont. No, we dont
know what the problem is in our story yet. We will have to keep
reading tomorrow so that we can continue to fill in the rest of our
plot parts.
1. Why is it important to think of the different plot parts as we are
Closure
reading and see how they connect to the events in our story? What
(1e: Designing Coherent Instruction)
does it help us do? Take a few minutes to think of your response and
(2 points)
write it on your index card with your name at the top. Give students
_5_ minutes a few minutes to write their response. Paraphrase students answers
How will students share or show what they have learned in this after. May sound something like, it is important to connect the
lesson? events in our story to the different parts of a plot because it helps us
How will you restate the teaching point or ask students to do so find the main points and retell what happened.
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?
 1. The students in this group are on a third-grade reading level. The
Differentiation
text that was read is leveled text at their current reading level.
(1e: Designing Coherent Instruction)
2. The teacher will use different leveled questions throughout the read
(2 points)
aloud to access the range of learners. This allows the teacher to
What differentiated support will you provide for students whose employ different depths of knowledge through questioning. Some
academic development is below or above the current grade of the comprehension questions during the read aloud will be literal
level? questions and some will be inferential questions, which will allow
What specific differentiation of content, process, products, for higher order thinking.
and/or learning environment do you plan to employ to meet the 3. The activity sheet for two of the students has guiding questions
needs of all of your students? under each heading. See accommodations for details.
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?
 1. Two of the students will have an activity sheet that has guiding
Accommodations ** (see note below)
questions under each heading. For example, under
(1e: Designing Coherent Instruction)
exposition/introduction, it will say: Who are the characters? What
(1 points)
is the setting of the story? Under rising action, it will say: What is
What classroom accommodations do you plan to employ to the problem of the story? Under climax, it will say: What is the
increase curriculum access for students identified with special most exciting part of the story? Under falling action, it will say:
education needs or 504? How are the characters working to solve the problem? Under
resolution, it will say: How was the problem solved? How did the
Describe how these accommodations align with the current
story end?
Individualized Education Plan (IEP) for each student as
-The one student who has this activity sheet has trouble focusing.
applicable (avoid using actual names of students).
Having these guiding questions will help guide the students
thinking and keep him on task as he works through the different
parts of the activity sheet.
-The other student who has this activity sheet works at a slower
pace than others in the group. Having these guiding questions will
help guide her thinking and keep her on track with the rest of the
group.
2. The one student who has trouble focusing will be seated on the end
of the table closest to me. This will allow me to easily redirect them
when needed to help focus their attention. This student will also not
sit next to the other boy in the group because they easily distract
each other.

N/A- the students in this group are working on a third-grade level and do
Modifications**(see note below)
not require modifications at this time.
(1e: Designing Coherent Instruction)
(1 points)
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?
 1. The turn and talks and listening to students responses throughout
Assessment (Formal or Informal)
the reading will serve as formative assessment. The teacher will be
(1f: Assessing Student Learning)
able to see which students are comprehending the text and which
(3 points)
students may need more support.
How will you and the students assess where the learning 2. The plot activity sheet will serve as summative assessment. The
objectives, listed above, were met? teacher will be able to see if students were able to correctly connect
the events in the story to the correct plot part. For this lesson, the
Each formal or informal assessment should describe how it is
teacher will only be able to see if the student could accurately
aligned to the above objective(s).
connect the introduction to the events in the story. After the book is
complete, the teacher would be able to use the entire activity sheet
to see if students could accurately connect all plot parts to their
corresponding event in the story.
3. Listening to the students as they read will serve as formative
assessment. The teacher will be able to determine whether students
are reading the text accurately and fluently with appropriate rate and
expression.
4. The index card at the end of the lesson will serve as formative
assessment. The teacher will be able to see if students understand
the importance of knowing the different plot parts while reading
stories.
5. The blank plot map at the beginning of the lesson will also serve as
formative assessment. The teacher will be able to see which
students could accurately identify the five plot parts and in the
correct order.
 Reflection on Instruction
Overall, I feel that this lesson went well. I was the most confident and
(7 points) comfortable Ive seen myself all semester. There wasnt a time when
I strayed away from my lesson. Everything seemed to be working the
At the conclusion of the lesson you should reflect on the lesson. way I had planned, so I felt comfortable sticking to what I had
The reflection should go beyond simply answering the question planned. I made small management judgments on the fly, but the
Was this a good lesson? Below are some questions to assist
content and concepts of the lesson planned remained the same.
you in your reflective process (Danielson, 2008):
o What evidence did you collect to demonstrate that your I felt confident at the end of the lesson that students were beginning
students have met or are progressing towards the to have a strong grasp on the different plot elements and they also
learning outcomes/objectives? understood why we use plot elements and what they help us do as
o View student work samples. What do they reveal about readers. I asked students at the end of the lesson why it was important
the students level of engagement and comprehension? to connect the plot parts to the events in the story. Here are some of
o What changes, if any, would you make to the lesson if the responses students wrote: they help us understand the story, it
you teach this lesson in the future? What helps us picture the story in our brain and make a story with it, it
misconceptions, if any, do you need to clarify before helps us put the story together, so we know what happens, so you
teaching the next lesson? can tell the story to someone else, and so you dont get out of
o Did you stray from your lesson plan? If so, how and order. I was able to tell from these student responses that they were
why?
hitting the main ideas of the importance of story elements as readers.
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what extent They showed me that they know this skill helps them retell the story,
did these contribute to student learning? visualize what is happening in the story, and that the order of events
o Comment on different aspects of your instructional matters. All these different components are pieces of comprehending
delivery (e.g., activities, grouping of students, the text. From this lesson, we were only able to identify the events in
materials/resources utilized). To what extent were they the story that connect with the introduction, but I felt that students
effective? understood this plot element. Listening to their conversations with
each other during the turn and talk showed me that they were able to
identify the characters and the setting, which are the main
components of the introduction. Overall, students are progressing
toward connecting all the plot elements to the events in the story.
Not only did students start to get a strong grasp on the plot elements,
but the level of engagement throughout the lesson was high. I used a
variety of techniques through my questioning that allowed all
students to participate. Some of my questions involved students
making connections between the text and themselves and they talked
to a partner about the connection that they made. The turn and talk
kept the engagement high, but so did having them make a real-life
connection. The connection involved the students talking about a long
trip that they have taken in the car before. This particular connection
led to high engagement because it was something that all the students
could talk about. Another strategy that I used was having one student
share their response and then having other students say whether they
agreed or disagreed by giving a thumb up or down. This held all
students accountable for the question I was asking, not just the one
student who gave the initial response. I would also ask for other
students opinions or to elaborate to get more students involved.
Using a variety of strategies when questioning and having discussions
with students led to great discussion among my group and contributed
to the high level of engagement.
Before the students came to the table, I put their folder at a seat. I was
purposeful in where I placed students. There are two boys who
normally get off-task when sitting next to one another, so I kept them
apart. There are also two girls who are more reserved and dont
always willingly contribute during group discussions and turn and
talks. I decided to sit them next to someone they dont normally
choose to sit next to them to see if they contributed more. This
purposeful placement of students led to some of the success I
experienced in my lesson. Both boys were more focused and on-task
than they have been in the past. I heard a lot more from the two girls
than I would have had I let them sit next to each other. The one boy
was even prompting the one girl during a turn and talk which allowed
her to contribute more to the conversation. This grouping made a
huge difference and allowed for great discussion to happen among the
students.
There were a few instructional methods that I used that contributed to
the success of the lesson. One of the biggest was my questioning and
the variety of types of questions I asked. Some of the questions were
literal comprehension questions where others were more inferential.
This allowed students to access different depths of knowledge and
reach them at different levels. I also had some questions that allowed
students to make connections and another question related to
vocabulary. Having these questions hit these different areas allowed
me to reach all my students and have good discussions with them.
Another thing, which has improved since the first lesson I taught, was
that I had good pacing. I didnt let conversations linger too long, but I
also didnt cut them short. It was quick, but not too quick. I feel that I
spent an appropriate amount of time on each topic throughout the
lesson. Also, all the students had a chance to read the first time
around. I then had to call on some students to read for a second time.
When making the choice of who to call on, I decided to have the one
boy read again. He likes to talk, so throughout my lesson I was trying
to channel his need to talk with discussion related to the content. I
knew that he hadnt had the opportunity to talk for a few minutes and
sensed that he might start to become disengaged if he didnt have the
opportunity soon, so I decided to have him read again so that he was
able to talk. Last, I felt that I had better control over the group and
that I was more confident with the classroom management aspect. At
the beginning, I had students fill out a blank plot map to see how
much they remembered about the plot elements. We then moved into
the reading of the story, but the one boy began to draw on his plot
map. Because of this, he was not following along in the book. I
decided to quietly take the paper away from him. He then reached for
it and I moved it behind me where it was out of his reach. This
allowed him to get back on task. Another girl did this same thing, so I
had her turn her paper over so that she wasnt tempted to color the
front. There were also times when I redirected students who werent
reading back to the book so that I knew they were following along. I
simply did this by pointing to the page we were on in their book. I
was able to multitask better than in previous lessons. I was listening
to the students as they were reading, asking questions, and redirecting
students to stay on task.
 If I were to do this lesson again in the future, one thing that I need to
work on is the closure. The phrasing of the question that I asked for
closure was a little confusing. I asked students, why is it important to
connect the plot parts to the events in the story? The students looked
puzzled and one even asked what they were supposed to write, so this
time I repeated the same question and then added at the end, what
does it help us do? This seemed to clarify the question for most
students, but I still had one student ask again what I meant. I repeated
everything from before to her, but added, what does it helps us do as
readers? I think next time, asking what it helps us do as readers
needs to be included in the initial questioning. Although I had to
clarify what I was looking for a few times, the students still showed
their understanding of the importance of plot elements through what
they wrote on their index cards.
All in all, I have seen a lot of growth in myself from my first lesson to
this one. My confidence, level of questioning and engagement, and
strong classroom management contributed to the success I
experienced with this 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.
Blank Plot Map:

Name _______________________________________________

Plot
1. ______________________
__

3. ______________________ 2. ______________________
__ __

4. ______________________
5. ______________________
__
__
Roller Coaster Plot Map Visual:

Plot Activity Sheet:

Plot Activity Sheet with Guiding Questions: