Literacy Lesson Plan

Part 1: Lesson Overview

Teacher Candidate Cooperating Teacher/School/District Date Grade

Miabella Polistina, Lexi Twin Echo, Ms. Markwell 3/23 3rd
King, Zack Hickman
Lesson, Learning Segment and/or Unit Topic: Instruction Time: 8:45-9:05
20 minutes
Classroom Context:

Describe the learning community:

What do you know about the student(s), their learning, background knowledge, interest? The
students have had similar lessons to this. They are often required to think about what the story is
going to be about and then, after reading the story, describe important events or main ideas. There
are some students who have trouble with reading comprehension.

What are the student’s strengths or needs?

Many students in the classroom are on target when it comes to reading, but there are some who
struggle with comprehension, and there are some who struggle with sounding out words. Many
students can recount information from stories and describe the main idea.

Part 2a: Common Core State Standard for ELA-Literacy and/or Other Standards
Abbreviation Written Out Fully:
1. Common Core ELA standard for:
CCSS.ELA- CCSS.ELA-LITERACY.RL.3.2
LITERACY.R Recount stories, including fables, folktales, and myths from diverse cultures;
L.3.2 determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
Part 2b: Lesson Objectives
1. One Literacy Objective for Reading
a. By the end of the lesson each student will be able to repeat the moral or central
message of the story and give an explanation with evidence from the text to support
their answer on the worksheet that will be provided to them.
Part 2c: Foundational Skills Related to Objectives
What should students be able to do before you teach this lesson?
The students should be able to read, write, be able to work in groups (group collaboration skills),
and communicate with peers. The students will be able to use context clues to determine the central
message of the story.

What was previously taught that you can build on in this lesson?
Students have read stories and have been expected to turn and talk to one another about the main
ideas and important parts of the story. They have been asked to write sentences on the main idea of
different stories as well.
Part 3a: Assessment Plan
List pre-assessment, formative assessment and summative assessments used in this lesson.

Pre-Assessment: Asking the students if they have heard of or know what a moral is. Could they
provide an example? We will then circle back and give them an example and definition of a moral.
Have students think about what we told them, discuss that with their peers and then we will use that
to provide a purpose for reading the story.

Formative assessment: Question 1 on the paper and think pair share (What do you think the father
and son will do next? Why?)

Summative assessment: Final question individual (What was the moral of the story?)

As the school group works together to choose diagnostic student pre-assessments, all team
members must think together about the following questions:
 How will you best assess the students’ learning of the lesson objective?
The last question (What do you think the father and son will do next? Why?) on the
worksheet will be the summative assessment.
 What evidence will you have for student learning as a result of the assessment tool(s) you
choose? As a group we will be able to see if each student understood the topic of the story
and if they were able to comprehend the reading after the last question (What was the moral
of the story?) is answered. If there are students who do not know the moral of the story, we
will understand that they were not able to fully comprehend the reading.

As the school group works together to choose formative and summative assessments, all team
members must think together about the following questions:
 What tools will you use to gather evidence of student learning during and after your
lesson?
The first question (What do you think the father and son will do next? Why?) and think pair share
will be the formative assessment.

The last question (What was the moral of the story?) on the worksheet will be a form of summative
assessment. This will tell us if the student’s comprehension of the reading. We will incorporate
TPS (Think, Pair, Share) and will stop the reading to ask students thought provoking questions to
check for comprehension.
List of Possible Misconceptions
One common misconception that we face when we are learning about a “moral” could be that it is
not always a part of the plot or setting. When you are explaining this as a preassessment we want
to make sure that we are talking to them in a set of academic language that will allow them to
understand that the plot, setting, and characters are separate from the “central idea, lesson, or
moral”. Secondly, there can be an issue when you are explaining the moral and they confuse it with
part of a story, i.e. “he wanted to go fishing” may just be an idea in the story.

Part 3b: Planned Supports THIS SECTION WILL NOT BE PART OF THE LESSON PLAN
REQUIRED FOR CIED 321!!!! It will be included in the lesson plans you write next semester in
CIED 311: Differentiated Instruction, as well as other future methods courses. Planned supports
differentiate literacy instruction assessment plans and teaching-learning sequences for all learners.
They are also specified to meet the needs of students with Individualized Education Plans (IEPs);
plans based upon Section 504 of the Federal Rehabilitation Act of 1973 (504 Plans); plans for
English language learners (ELL Plans); and plans for other diverse learning needs that are tied to
lesson objectives.
Part 4: Identifying Language Demands- Ways academic language is used by students.

To demonstrate understanding students, they need to write, speak and/or visually represent their
ideas by applying and using academic language such as general academic and subject-specific
words.

General academic words:

Please – this context is “to please” or to make happy.

Sentence starter- Restating what the question is asking

Subject- Specific words:

Moral – main idea of the story or lesson we learn from the story
Lesson- something taught or learned

Also describe the type of discourse (or text structure) demands students are encountering
during the lesson (i.e., problem-solution, sequence, cause-effect, or...).
Narrative - Folk Tale

Also describe the syntax demands students are encountering during the lesson: a) simple
sentences with one independent clause? b) compound sentences with more than one subject or
predicate? c) complex sentences with multiple independent clauses?

They will be writing simple sentences to describe the moral of the story and will communicate their
evidence to the class for group discussion.

Part 5: Teaching/Learning Sequence

Elementary students should apply all literacy modalities during the lesson: (check each
modality to verify it was included in your teaching/learning sequence).
X 1) viewing X 2) reading X 3) visually representing X 4) listening
X 5) speaking X 6) writing

Describe teaching and learning sequence of student instruction that includes assessment
(formative and summative) in order under the headings that follow. Be sure to include
expected student responses to all teacher prompts included in the teaching/learning sequence.

Introduction (Describe how you will engage the students to build on prior knowledge,
experience, and interest)
We will introduce ourselves to the class. We will then pass out the worksheet with the story on it.
We will ask the students if they know what the moral of a story is. We will have a TPS (Think,
Pair, Share) to get the minds moving and allow them to discuss their ideas. After we group back up
and listen to their ideas (our preassessment). We will then listen and explain what a “moral of the
story is”. This should be mostly a refresh because the class has been learning about morals this
year.

Development (Describe ordered activities and strategies that that promote student learning
and meet the objectives)
We will then begin the reading. At designated points in the story, we will stop reading. We will ask
students questions to help their process of comprehension (formative assessments). Then we will
ask them to turn and talk about events that are happening in the story. Then we will gather back as a
group and discuss the ideas that they had as a group.

Closure (Describe student centered overview or summary of what was learned and
connection to future learning)
After the reading is completed, students will begin their worksheet. The final question will be the
summative assessment for each student to see their comprehension. The final question will not be
discussed due to it being the summative assessment that we are using to gather information about
lesson comprehension.

Learning Extensions (Describe how students can apply or deepen new learning outside of
school or after the lesson is over?)
After the lesson is completed, students will be able to identify the main idea and moral of the story.
Understanding how to identify the moral of the story will lead to the ability to comprehend and do
the same for future readings. The summative assessment will show that they can understand the
moral of a story and use evidence to support their conclusion. Their comprehension skills will
improve the more they continue to use the skills they learn from this lesson.

Part 6: Instructional Materials and Resources

List instructional materials, resources and technology needed to teach the lesson with
descriptive titles (i.e. Venn Diagram Comparing and Contrasting Mississippi River Commerce).
In this section, include APA citations for all materials and electronic resources that you and
your team did not create.

Worksheet (https://www.education.com/worksheet/article/an-aesop-fable/)
Pencil
Smart Board
iPad (For recording)

Commentary - This individual portion of the Literacy Lesson Plan assignment will receive most of the
final grade points specified in the CIED 321 course syllabus.

1. Analysis of Teaching Effectiveness Using Self, Peer, and Professional Feedback:

A. Describe how the diagnostic pre-assessment tools chosen by your school group would have
enhanced your instruction. How would these tools identify prior knowledge that is common
among the students you intend to teach? What critical differences in prior knowledge might these
tools reveal? Why would this be important to your teaching? Response to this commentary
prompt should be 1-2 pages in length and include references to information in CIED 321
textbooks.
a. Our preassessment was a lesson that was taught by Lexi (It is her CT’s classroom). Then the
week prior to our lesson she talked with the students about what we were going to be learning.
Prior to our lesson being taught, we explained what our assessment was going to be. We then
introduced the objective of the lesson, “Explain what a “Moral of a story” is.” Then we asked if
anyone knew what that meant. Allowed multiple answers from different students, then circled
back and gave a summation of what a moral is. The idea here is to allow students with prior
knowledge help the students who may have less of an understanding. We are also allowing the
students to “Think, Pair, Share” with each other about it as well. When we come back together
and speak about it, that is our chance to use assessment to encourage. We gathered parts of
answers and let them know what our “answer” was to the question. This allows us to gather
information about those who have a deeper understanding of reading and how stories are
comprehended. When you understand a moral, then use evidence to choose what it is for a
particular story, you show a deeper comprehension. The differences in knowledge are present in
the misconceptions, mostly. We had a few that related the moral, to the setting or plot of a story.
This is important to our teaching because it is a way to know who can be paired together for help
or who we want to help a little more with reading and comprehension. The DLA book says,
“During instructional time, give the students a purpose for reading silently and then discuss each
section in order to monitor comprehension.” (p. 99). This is exactly what we did. They are
younger, so we read a section to them, then asked them a question. Gave them time to “Think,
Pair, Share” with each other and read the passage again (with a purpose) and then again asked
the question. This allows the students to understand that there is a reason they are reading. They
are gathering information, the more they gather the deeper the comprehension.

B. Describe elements of teaching this plan that were effective in supporting student learning. Give
specific evidence and reasoning from “virtual” videos of teaching and “virtual” student work to
 support your claims of success. Response to this commentary prompt should be 1-2 pages in
length and include references to information in CIED 321 textbooks.
a. The DLA (2009) book says, “Metacognitive awareness involves self-questioning and has to be
built into all literacy instruction. Gunning (2004) explains that instruction in metacognitive
strategies must include the teacher modeling how he or she recalls prior knowledges, sets the
purposes for reading, decides on a reading strategy, carries out a strategy, monitors for meaning,
takes corrective action, organizes information, and applies the knowledge gained from reading.”
(p. 126). That is what we a long explanation of what this lesson plan is trying to show us.
During the video, we used our questions in the preassessment to set the purpose for reading. We
wanted to answer and find evidence of the moral of the story. We also used the formative
assessments to complement our strategy of reading to the students and gauge comprehension.
When we stopped between parts of the story to review and TPS with the students, that was our
strategy. Use peer to peer discussion to connect the ideas and story to things they knew and
understand. This also allowed us to monitor the learning by splitting up and walking around the
room. As you see, I go off camera a few times because I am walking and using my proximity to
keep students on track and to listen and ask what they are learning. Then we would speak as a
group about our answers. This is our opportunity to take corrective action and keep all the
students on track with the lesson. We needed to pay special attention to misconceptions so that
we didn’t lose anyone along the way. Now for the rest of this lesson plan we will wrap up
information gathering and how to apply that knowledge with the student in the form of next
steps.
C. As you observed “virtual” video of your colleagues implementing the lesson, what elements of the
lesson were not effective? What could have been done differently? Why would these new ideas
work? Give specific evidence from digital video and reasoning from your CIED 321 textbooks to
support your claims about ineffective and effective instruction. Response to this commentary
prompt should be 1-2 pages in length and include references to information in CIED 321
textbooks.
a. In our post lesson debrief, I brought up the idea that we never created a rubric for consistent
grading and expectations for each other. We also did not make it completely clear to the
students that they needed to provide evidence to support their ideas of what the moral was for
our story. The reference above will cover this question as well. When we are talking about
strategy, we also must look at the whole standard that we are teaching. We did not focus on how
we were going to check for meaning in what we were learning or how we would assess that the
meaning was there. If you do not grade assessments in the same way, the standards may not be
met. If you do not explain the directions and ensure that they are meeting the standards, you
may miss opportunities. If I were to go back to the video, I would explain the final question a
little better. I would let the students know that they needed to write 3-4 sentences for the final
question. They need to start by stating “The moral of the story is…” then use the next 2-3
sentences to have ideas that support their idea. I also would not use the story that we did
because it seems a little low for the reading level and it wasn’t as interesting as I would have
liked it to be. I think reading something that they could connect with better, may have been
more beneficial for the skills we wanted to expand on. Reading a new story, being clearer and
explaining things multiple times would have been more effective because I have used them
before and been successful. They are not something that needs to be researched or documented.
You can see in the video that the story just isn’t something that they really connect with. I doubt
many children from Collinsville Illinois have ever seen a donkey, much less walked to town with
one. The moral was a good one, but there were probably better ways to get this same idea across
and better ways to show proof that standards were met after the lesson.
D. Make suggestions for what and how you teach next. Give specific evidence and reasoning to
support your claims for the future. Response to this commentary prompt should be 1-2 pages in
length and include references to information in CIED 321 textbooks.
a. This lesson was difficult. The partners that I had did not want to prepare as much as I did, and
 things would change with little or no notice. I had to find out my part of the lesson less than 10
minutes before I was teaching it. This is something that I did not enjoy and would like to not do
again moving forward. That did not allow for proper reading inflections by me, or the chance to
really gather questions about what I was reading to stop and ask as I was reading. The story
wasn’t long enough to stop and ask questions and I would have liked to have a longer story.
You can see by my stumbling a little in the reading and my overall uncomfortable demeanor that
I was not comfortable during the lesson. Going into a new room, with two people you don’t
really know very well, and a CT you only shook hands with 45 seconds before you start a lesson
(that you aren’t fully prepared for) is nerve racking. Normally, I am very comfortable going by
the seat of my pants on things, so to see me pacing or stumbling in a reading is not normal. I
think that overall, it was a good experience for me to be out of my comfort zone and to use this
as a reason to progress. I think that when I am uncomfortable, I can use that to be less awkward.
Living in the uncomfortable is a way to be more comfortable in that space. That is a useful skill
for a person and a teacher. If I do this again, I will not be so quick to allow others to make all
the decisions. I took a backseat because it was not at my school, I won’t make that mistake
again. If I am not getting the level of commitment from my peers that make me comfortable in a
lesson plan, I will correct that.

2. Analysis of Peers’ Teaching - Choose at least 3 lesson events you observed as you looked at video of
your team members’ “virtual” teaching to analyze in the chart below.

What I saw and heard What it means Instructional Alternatives with References
 Lexi – “Does anyone Preassessment. This is just You can introduce the lesson the week before.
know what the moral of a a standard way to start a Give a brief overview of the story or an example of
story is, turn and talk to lesson and get an idea of a moral in the weeks leading up to the lesson. This
your partner and think where students are in the idea was something that Dr. Bushrow gave me
about it” (1:24) concept that you are about when we met leading up to the lesson.
to teach.

Miabella – She describes This is a good idea. Many students can fail or be unsuccessful when
that she is going to read Provide instructions. I they do not fully understand what expectations
and for them to follow think that they could have they have set on them. In our Classroom
along. (3:11) been more clear and more Management book Wong (2018) says, “The reason
concise in the way they many students fail is that they do not know what to
were communicated. do.” (p. 24)

Lexi – Who wants to This is giving the children During Dr. Marlette’s class, he speaks about
share? (5:56) the chance to be heard and alignment with the standards frequently.
discuss ideas as a large Assessments are a great way to check alignment
group. It also allows during the lessons so that we are able to guide the
teachers time to do learning experience for the students and continue
formative assessments on improving our skills as educators and lesson
the students and ensure planners.
that there is alignment with
the standards and what
they are learning.

3. Analysis of Three (3) Students’ Learning of the Lesson Objective During/After the Lesson

Student 1: The student answered the moral of the story. They did not quite provide evidence to support the
idea that the presented. They said to not just try to please others, you should try to please yourself. Which is a
good summary. During feedback for this worksheet, I would ask them why they said “please another” three
times. This is because they had good comprehension of what happened but did not list actual events as
evidence. I would let this student know that in the next steps, use more details about the story when you want
to give evidence. I think that using this as an example would be a good way to introduce the idea, but the lack
of depth of the story makes it difficult to find other forms of assessment. I would probably see the results of
these worksheets and create an individual oral assessment from the students.

Student 2: This student created a moral that was different than what we discussed. It has value and I would
like to take an opportunity to give them feedback and ask questions. In the realm of evidence, there was not
much at all except “its not fair if ones rides and one walks.” During feedback I would ask about why he
thought that was the moral of the story. I would try to ask questions to see if he had enough evidence to support
his ideas. Then show them how I interpreted the data and why. Moving forward I would just want them to try
to focus on the story and what it is telling them. Also, evidence needs to be clear and support what your idea is.
I would ask them if they did that, and how they think they could have done that better. I think that using this as
an example would be a good way to introduce the idea, but the lack of depth of the story makes it difficult to
find other forms of assessment. I would probably see the results of these worksheets and create an individual
oral assessment from the students.

Student 3: The final student missed the mark completely. They confused the moral of the story with the
characters. I think that this is a common misconception and with a little discussion could be corrected. Moving
forward I would let the student know that the moral is not the characters or what is happening in the story. It is
something that the author wants you to learn by hearing the story. Asking questions about setting, characters,
plot, and generally using clearer academic language and expectations would help correct this mistake. I would
then ask that he provide me with what he thinks now that I have explained to them what a moral is again.
Losing people during the lesson is easy if you are not paying close attention and that is what happened here. I
think that using this as an example would be a good way to introduce the idea, but the lack of depth of the story
makes it difficult to find other forms of assessment. I would probably see the results of these worksheets and
create an individual oral assessment from the students.

Each of the three students should have assessed results documented in a 150-200 word responses to each
of the prompts listed above. Remember to include the following in your responses:

1. Summarize how each student met the lesson objective and give specific evidence that supports your
claims.
2. Describe specific feedback you gave to each of the students as a result of your findings and explain
how each student can use this feedback in the future.
3. Describe how you could use other assessments to inform your group’s literacy instruction.
 References

McAndrews, S. L. (2009). Diagnostic literacy assessments and instructional strategies: A Literacy Specialist's

resource. International Reading Association. 

Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2018). The Classroom Management Book. Harry
K. Wong Publications, Inc. 
 Literacy Lesson Plan and Commentary Scoring Guide: ____/200 points
GROUP ASSIGNMENT TOPIC: Points
Team Teaching Members:
Lesson Plan
1. The lesson overview, objectives, standards, strategies and assessment are directly related ______/40
to each other and match the developmental level of the students to be taught. (10 points)
2. Formative and/or Summative Assessments, Planned Supports, and Language Demands
have descriptive titles, are described, and align with evaluation criteria (10 points)
3. Teaching/learning sequences included detailed steps of introduction, development,
assessment and closure. Strategy Instruction included modeling, realistic dialogue, and
expected specific teacher and student responses (10 points)
4. Six Traits of Writing (10 points). It is expected that your documents are revised and
edited to reflect all six traits. Organization: Correctly used template format and all elements clearly
identified. References were in APA format. Sentence Fluency: Ideas in each lesson plan section were
clear and flowed from one to another. Writing was concise, precise and included complex sentence
structures. Voice: Written for educational purposes. Teacher and student voices are evident and distinct.
Word Choice and Academic Language: Used subject specific academic language, explained important
terms and acronyms. Conventions: Correct grammar, punctuation, capitalization and spelling
Assessment and Instruction Materials Appendix: List all instructional materials in lesson _____/10
plan with specific titles and APA references. Upload documents or images of all instructional
materials including teacher written/created materials, “virtual” student work samples, and
assessment instruments. Do not upload any “virtual” digital video that your collaborative
group should be posting on a Blackboard website Discussion Thread. All of the uploaded
documents for this assignment should fit on a single docx Microsoft Word or PDF file. No
uploading of googledocs or other file types that are not supported by Blackboard software.

INDIVIDUAL ASSIGNMENT: Teacher Candidate Commentary

Commentary ______/150
All elements of the commentary combined should include:
1. Critique of Diagnostic Assessment Tool Selection (20)
2. Analysis of Your Teaching Effectiveness (20)
3. Analysis of Team Members’ Teaching (20)
4. Analysis of 3 Students’ Learning of Each Objective: (60)
Describe how you used “virtual” or “face to face” formative and/or summative
assessment to analyze students’ learning of objectives, students’ language use, feedback
provided and intended student use of feedback. Provide specific examples from “virtual”
or “face to face” student work samples and, if necessary, “virtual” instruction videos of
colleagues posted on Blackboard website Discussion Thread.
5. Describe how assessment informed instruction and will guide future learning (10)
6. Six Traits of Writing (20) It is expected that all of your documentation is revised and
edited to reflect all six traits. Organization: Correctly used template format and all elements clearly
identified. References were in APA format. Sentence Fluency: Commentary ideas were clear and flowed
from one to another. Writing was concise and precise, including appropriate word count and complex
sentence structures. Voice: Written for educational audience. Word Choice and Academic Language:
Used subject specific academic language and explained terms and acronyms. Conventions: Correct
grammar, punctuation, capitalization and spelling.
Total ____/200