Lesson Plan Template: Essential Question
Lesson Plan Template: Essential Question
Lesson Plan Template: Essential Question
Planning
Essential Question
What is the essential
question that this lesson
addresses? What is the core How can students use new vocabulary for speech and writing?
purpose of the lesson that
includes the strategies and
skills necessary to
accomplish the deeper
learning in the standard?
How does this lesson fit
into the larger unit of study?
State Learning
Standards CCSS.ELA-LITERACY.RF.3.4. A
Identify relevant grade level Read grade-level text with purpose and understanding.
standards and Learning
Outcomes from the State
Content Learning
Standards, Common Core
Standards, and school
learning outcomes.
Learning
Targets/Objectives Students will be able to understand new words in the text and use it
What should the students in their speech vocabulary.
know or be able to do after
the instruction? Use a
common format with a
measurable verb that
matches the cognitive
domain standard. This
should be a small piece of
the standard stated in
measurable terms.
Grouping Grouping
Describe how and why
students will be divided into Guided Reading Group based on reading abilities.
groups, if applicable The text is a Level O and Lexile level AD800L.
(homogeneous,
I’m choosing texts that are at their instructional levels.
heterogenous, random /
4 students in the group
based on ability, interest, Co-Teaching Strategy
social purposes, etc.) N/A
Co-Teaching Strategy
How did you collaborate
with your co-teacher to
plan, instruct, and assess
learning? What
Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching
Holistic Rubric
Exceeded Met Below
Expectations: Expectations: Expectations:
5 points 3 points 1 point
Students Students Students only
wrote wrote a wrote one
thoroughly complete short answer
and with sentence for 5 definition/or
detailed key term three
sentences for definitions/or drawings for 3
5 key term 5 drawings key term
definitions/or and used 2 definitions out
5 drawings key terms out of 5, and
and used all 5 of the 5 in a didn’t use any
key terms in a sentence. of the key
sentence. terms in a
sentence.
Summative Assessment I would know if the students demonstrated mastery of the standard is when
How will students the students use these 5 key terms from the text in their speech within
demonstrate mastery of the appropriate context and within their writing.
standard? Note: This A way that I can have these students continue to use these key terms
assessment does not have to
would be when we have history and use the 1950s time period and bring in
occur during/after this
text that relates to the same topic. Also, have students write about what
lesson but in upcoming
lessons.
their reading and have them incorporate these terms, another great way
Evaluation Criteria would be to choose a topic for the guided reading group and pick books
What material(s) will you that incorporate those same terms.
use to evaluate learning?
Please attach a copy of your
checklist, rubric,
observation criteria, or other
measure.
Procedures (Teacher[s] will…, Students will…)
Describe the presentation of -Students would be pulled each day with their group of 4 based on their
the overall lesson. reading abilities. (Details in Grouping Box for reading abilities) for guided
Introduction and reading time.
Connection to Previous -Over the course of the week I have been using non-fiction books to teach
Learning the strategy of using text features to help with comprehension (glossary,
● Anticipatory title, captions, index, author, table of contents etc.) Also, over the course
Activity (Hook)
of a week I’m choosing non-fiction books that are under the same theme to
● Activate prior
have the same vocabulary terms come up multiple times throughout the
knowledge.
texts for that week. This will help students activate their prior knowledge.
● Be sure students
understand -To hook and set the purpose for the students on making connections to
procedures and the text I would tell the students while reading the text keep this question
instructions for in mind, if they were Ruby Bridges how would they feel and what would
lessons. they do during her situation? I would ask them this again after they read.
● Establish clear -I would hand out the graphic organizer to all 4 students, so they each had
expectations. their own copy to refer to while reading.
● Model concept -I would give the instructions orally and I will also have the instructions
The Introduction, During, written on the graphic organizer for what is expected of them during their
and Wrap-up groupings/
reading.
instruction/ lesson
-The graphic organizer will have the 5 key terms (crops, courage, mobs,
progression might look
different!
marshals, and race) and the students will have to write the definitions of
each term then use it in a sentence to demonstrate comprehension of each
term.
-I will tell them that these terms are directly from the text and will help
them define these terms while the students come across these words while
they read.
During (Lesson -I would hand out the book The Story of Ruby Bridges by R obert Coles to
Progression) all four group numbers.
In this portion of the lesson, -Each student would read aloud while I listen in to each student read.
you will be letting go and -I would re-ask the students, if they were Ruby Bridges how would they
letting students engage in feel and what would they do during her situation?
productive struggle;
-I would then have the students look at their graphic organizer and read
engaging in gradual release,
over each key term.
inquiry, or other learning
methods. Please write what
-Each student would read aloud while I listen in to each student read.
you are looking for in terms -I would model the graphic organizer by doing the first term with them all
of: together.
● Students’ -As the students read and come across their first key term (crops), we will
thinking and how stop and look up the word, fill in the definition and use it in a sentence on
they will start the their graphic organizers.
lesson -To find out the definition for crop there are three ways to do so, 1. I’ll
● Provide have the students look at the back of the book with me in the glossary to
appropriate
see if they can find the definition. 2. I would show the students how to
support (not
look up the word crop in the dictionary to find its definition. 3. I would
explaining how to
do it)
use my computer to show the students how they would look up the word
● Provide crop and find its definition, so they can use their chrome books to look up
worthwhile definitions of the other key terms on their own.
extensions. -The students can use any of these three ways to aid them in looking up
● Provide the definitions for each key term.
opportunities for
-As the students read and come across their first key term (crops), we will
students to engage
stop and look up the word, fill in the definition and use it in a sentence on
in using the
academic their graphic organizers.
language. -Students will also have the choice of drawing a picture for their
This is where you will be definitions.
suggesting or modeling -After modeling the strategy for the students for the first term, I’ll have the
specific strategies and next term that they come across while they are reading, done with pairs
helping students choose using the strategy and the rest of the terms the students would do on their
which strategy makes sense own using the same strategies while they read and come across the terms
to them. However, you must
in the text.
make sure ideas come from
students.
Wrap-Up and -After the students were done writing in their definitions and sentences, I
Extension would have the students share their definitions and what they wrote for
This is where you have their sentences.
students talk about their -I would have them explain how they knew what sentence they wanted to
thinking and share use for each key term to have it make sense.
strategies with the whole
-If any student uses a key term out of context, I’ll ask the student based on
class. It’s important to name
the definition why did you write the sentence they did.
strategies and use academic
vocabulary here, extending
-I would ask them to probe questions on their definitions and sentences to
the lesson to broader ideas. make sure the students understand the meaning of the word to make
● Promote a connections with it in other contexts.
community of -I would be using my formative assessment rubric to determine whether
learners the students understand the meaning of the vocabulary terms.
● Listen actively -It’s very important that these students comprehend these terms, because
and probe thinking the future lessons will have text with a lot of these same terms, because
without evaluating they will be based on the same theme for the week.
or telling them
-I would make sure the students had the correct definitions with correct
how you would do
sentences within context, and have the students hold on to the graphic
it.
Summarize main ideas and
organizer to refer back to when they come across these terms in different
identify future problems texts.
that they would be able to -I would then dismiss the students back to their seats.
solve using the thinking you
have discussed.
Instructional Materials, -Graphic Organizer
Equipment and -The Book, The Story of Ruby Bridges by R
obert Coles.
Technology -Holistic Rubric
Attach a copy of ALL -pens/pencils
materials the teacher and
students will use during the
lesson; e.g., handouts,
questions to answer,
overheads, PowerPoint
slides, worksheets. List
equipment or technology
that needs to be available.