Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Arionne Reiter

Grade Level: 5 - Resource Room
Subject: Language Arts
Date: November 1, 2018
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
CCSS.SL.5.1 Engage effectively in a range of collaborative discussion (one-on-one, in groups,
and teacher-lead) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
List the Rationale (cite theories or theorists):
Anita Archer- Explicit Instruction
Gardner’s Multiple Intelligences:
 Visual
 Verbal-Linguistic
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will identify the vocabulary words and their meanings.
Students will make connections between their vocabulary words and real world scenarios.
Students will discuss and collaborate to answer questions.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objectives are appropriate for the students because they are making connections
with school material and the outside world. It is also appropriate because the students are in the
developmental level where they are able to start making the connections between their school
material and the world around them. This helps to show them the relevance of what they are
learning as it applies to their own life.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
There are four students in the small group I will be teaching. The group is made up on two boys
and two girls. There are two African American students and two white students. All four of the
students in the group are on Individual Education Programs. The girls qualify under Specific
Learning Disability, and the boys qualify under Other Health Impairment.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
There are a wide range of behavioral differences in the class. There are two students who struggle
to follow along with the class most of the time. The students are all on IEPs, so they require
different approaches to learning, such as having directions read aloud and discussing everything
as a whole group.
List the materials/resources you will need to teach the lesson.

 WonderWorks Interactive Worktext

 Vocabulary Cards
  Pencil
 Whiteboard
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
 I will use the whiteboard as an assistive technology because the students will be able to
visually see and copy the answers they have come up with as a small group.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
One of the accommodations is that the students are using the intervention version of the reading
curriculum. Also, all of the directions are read aloud to the students. The students that are on OHI
IEPs are able to sit, stand, or bounce on the ball as needed to stay focused.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

The pre-assessment will be over the vocabulary words that the students will come across in the
story. I will introduce the words to the students on Wednesday, and I will see if they are familiar
with the words or not. I will mark down whether or not the student knew what the word was, and I
will also mark down if the student was able to define and/or use the word in a sentence.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)

Pre-Assessment
8
7
6
5
4
3
2
1
0
Student 1 Student 2 Student 3 Student 4
Number Correct

The pre-assessment results helped to show me that students are very unfamiliar with these
vocabulary words. I will take my time when introducing each vocabulary word to the students as
they have little prior knowledge. I will go through each vocab word very slowly and detailed. I will
use this to craft my instruction.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will use a token system that my Cooperating Teacher uses in her classroom. The students will
receive three tokens at the beginning of the lesson, and I will take them away for off task behavior.
Also, there is flexible seating in the classroom. Students are able to stand, sit on the ball, sit on a
little cushion, or just sit in the chair. The students pick their seating depending on how much
movement they need to still stay actively engaged in the lesson.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
1. I will review the vocabulary words with the students reminding them of each word and the
definition. I will use the word in a sentence. Vocabulary words are: circumstances, consults,
consideration, presence, destiny, expectations, unsure, and reveal.
2. I will read the directions for the vocabulary worksheet on page 94. I will read the first word
circumstances and the directions for the question. Then, I will tell the students two circumstances
that would cause me to close a window. Number 7 on the page talks about prefixes, so I will quick
give a short review about prefixes before we get to that question.
3. I will do a mini lesson on contractions. I will explicitly teach the students how contractions are
two words that are put together using an apostrophe. I will show them how the apostrophe takes
the place of some of the letters. I will give the students examples of contractions such as can’t,
I’m, won’t, and couldn’t.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
1. After reviewing the vocabulary words, I will ask the students to try to put the vocabulary word in
a sentence.
2. After I go through the first word circumstances with them and give them my idea, we will as a
group discuss other ideas. Then, we will go through the rest of the page. I will read the directions
or a student will, and then we will discuss and answer the questions together as a group. When
we come up with an answer as a group, I will then write the answer on the board for the students
to copy. We will talk about what a magician might reveal from a hat or box as a group. I will give a
few examples, and the students will come up with a few examples.
3. We will come up with examples of contractions as a group and write them on the board. Then,
we will talk about what two words each contraction is made up of.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
2. The students will draw a picture for number 8 coming up with their own idea for what a magician
might reveal from a hat or box.
3. Students will read a paragraph on page 95 and circle the contractions in the letter.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
As a small group, we will quickly review the vocabulary words. Then, we will go through the
paragraph and see if the students found all of the contractions and see what two words made up
all of the contractions.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

The students will be completing a vocabulary worksheet on Thursday that will be used as a post-
assessment.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Assessment Results
9
8
7
Number Correct

6
5
4
3
2
1
0
Student 1 Student 2 Student 3 Student 4

Pre-Assessment Post-Assessment

The results of the post-assessment versus the pre-assessment show me that the students really
grasped the concept of this lesson and the learning of the vocabulary words. The students
successfully achieved the goals of learning the vocabulary words and retaining the vocabulary
words.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
The lesson overall went very well. The students were actively engaged throughout the lesson and
participated the entire time. The students were able to easily answer the questions and on number
6 they were able to easily come up with expectations for the school year with ease, which told me
that they really understood that vocabulary word. If I were to do this again, I would make it a little
more independent. I would have the students to try and answer more of the questions by
themselves.
If I were to make revisions, I would have the students answer every other question by themselves.
I would make it more independent because the students obviously had a very good grasp on the
content, so I would make it a little bit harder for them. Also, I would have the students try to read
more it themselves. I read a lot of directions and questions for them, but by having them read it
themselves it would foster even more independence.
Page 94
Page 95
Post-Assessment Worksheet
 Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Arionne Reiter

Grade Level: 5 – Resource Room
Subject: Reading
Date: November 6, 2018
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
CCSS.SL.5.1 Engage effectively in a range of collaborative discussion (one-on-one, in groups,
and teacher-lead) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
List the Rationale (cite theories or theorists):
Anita Archer- Explicit Instruction
Gardner’s Multiple Intelligences:
● Visual
● Verbal-Linguistic
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will summarize the story in writing using supporting text evidence.
Students will discuss and collaborate to answer questions.
Students will read shorts passages and answering corresponding questions.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objectives are appropriate for the students because they are making connections
with school material and the outside world. It is also appropriate because the students are in the
developmental level where they are able to start making the connections between their school
material and the world around them. This helps to show them the relevance of what they are
learning as it applies to their own life.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
There are three students in the small group I will be teaching. The group is made up on three
boys, and all three are Caucasian. All of the students in the group are on Individual Education
Programs. Two students qualifies under Cognitive, and the other student qualifies under Autism
Spectrum Disorder.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
There are a wide range of behavioral differences in the class. There are two students who struggle
to follow along with the class most of the time. The students are all on IEPs, so they require
different approaches to learning, such as having directions read aloud and discussing everything
as a whole group.
List the materials/resources you will need to teach the lesson.
 ● WonderWorks Interactive Worktext
● Pencil
● Whiteboard
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
● I will use the whiteboard as an assistive technology because the students will be able to
visually see and copy the answers they have come up with as a small group.
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
One of the accommodations is that the students are using the intervention version of the reading
curriculum. Also, all of the directions as well as the story are read aloud to the students. The
students are able to sit, stand, or bounce on the ball as needed to stay focused.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

The pre-assessment will be a pre-write on the question how does the prince get the information he
needs about the young woman. Sometimes the stories are introduced in their classroom first, so I
will use this to see how familiar they already are with the story. The students will be required to
write at least two sentences.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
The students were not familiar with this story, so it must not have been introduced in their
classroom yet. This information shows me that I have to introduce the story very thoroughly
because the students are not familiar with it. Only one out of the three students had a small idea of
what the story may be about.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
I will use a token system that my Cooperating Teacher uses in her classroom. The students will
receive three tokens at the beginning of the lesson, and I will take them away for off task behavior.
Also, there is flexible seating in the classroom. Students are able to stand, sit on the ball, sit on a
little cushion, or just sit in the chair. The students pick their seating depending on how much
movement they need to still stay actively engaged in the lesson.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
1. I will introduce the story, "A Modern Cinderella". I will have the students pause occasionally to
ask comprehension questions.
2. I will read the directions for the text evidence questions and model the answer.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
1. As a small group, we will read the story aloud taking turns. Students will read a paragraph or
two depending on their ability. We will discuss the comprehension questions I ask as a whole
group.
2. We will stop at the end of each page and answer the text evidence questions. I will let the
students have a few seconds to think before we answer to ensure that everyone is actively
engaged.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
2. The students will answer the last text evidence question by themselves. The last question is "To
be puzzled is to be confused about something. Why is the Prince puzzled?"
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
As a small group, we will quickly summarize the story and see if we have comprehended the main
ideas.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.

The students will be doing a writing activity after the story is read. They have to answer a question
based upon the story. The question is how does the prince get the information he needs about the
young woman. This will be done on Wednesday.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Post-Assesment
10
9
8
7
Possible Points

6
5
4
3
2
1
0
Student 1 Student 2 Student 3
Number Correct

The students were graded on how well they answered the question out of a possible ten points.
The Post-Assessment results showed me that the students comprehended the story well as they
were able to summarize it and answer the question thoroughly. The students all scored at least six
points on the writing.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
The students read the passage very well. They were able to comprehend the story and answering
the text evidence questions. One student was very distracted almost the entire time because he
found a scab on his elbow. He was frantic that the scab hurt, and he got so distracted. I really
struggled to get him back on task and focused on the story. I tried to give him a Band-Aid but that
didn’t really help. The other two boys were very focused the entire time. Also, it was hard because
the students were getting pulled out of the lesson to do tasks with other teachers. This created a
kind of chaos that made it hard for the students to stay engaged. Honestly, I am surprised at how
well the students comprehended the story with how much chaos was going on the entire lesson.

If I were to teach this lesson again, I would try to redirect the student better and try to figure out
how to get him back on task quicker. I would have better classroom management skills such as
taking a break in the middle of the lesson to give the students a chance to refocus on the lesson.
Also, I found find a way to make it more active because the students seemed to be very jittery the
entire lesson.
Pre-Assessment and Post-Assessment