Oliver Sarah - Reading Lesson Plan
Oliver Sarah - Reading Lesson Plan
Oliver Sarah - Reading Lesson Plan
Unit / Reading
Subject:
Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline?
I have utilized the book Interdisciplinary instruction: Unit and lesson planning strategies K-8 by
K.E. Wood to develop this lesson.
Learner Differences
How did this lesson develop as a result of your examination of research and data about student
learning needs, how diverse students learn your content/lesson topic and how you can employ
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets
they have, and so on?
As I develop this lesson, I am taking into consideration the various needs of the students and will
differentiate where needed.
Standards Which content, state, and national standards connect with your outcomes? List the
state, content, and national standard or standards that are being addressed.
VA Reading:
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
VA Writing:
1.11 The student will print legibly in manuscript.
a) Form letters accurately.
b) Space words within sentences.
Resources and Materials What resources and other materials will be incorporated and how will
they promote active learning? Be specific. List all materials and resources needed for the lesson.
INSTRUCTIONAL DELIVERY
Learning Environment How will you support individual and collaborative learning and foster
positive interaction in the classroom?
I will be utilizing whole group then small group instruction for this lesson.
Introduction/Activating Strategies How will you engage learners in the lesson and learning?
How will you launch the lesson? How will you activate prior knowledge?
I will engage students by introducing the story and guiding them through a picture-walk.
Instructional Strategies What learning activities do you have planned for the students?
As we do our picture walk, I will have the students tell me what they predict about our book. I
will then read the book to the class and after we have read the book, we will discuss what
happened and how they can relate to the book. In their writing station, the students will come to
me and they will use their white writing journals to write a sentence about how they can relate to
the book and draw a picture that correlates with that.
To close our lesson, the students will read their sentence about any connections they made to the
book to me or another student.
Differentiation How will you adjust instruction, including incorporating technology, to meet the
needs of a diverse set of learners?
Assessment: How will you measure understanding of the outcomes and standards? What type(s)
of formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be
used?
Students will be formatively assessed through our discussions and will also be assessed by their
use of their writing journals.
PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?
Lesson Plan Scoring Guide.
Planning
Content Knowledge-- Candidate does Candidate reflects Candidate plan Candidate plan
Candidate develops a not display some awareness reflects research reflects extensive
lesson plan informed knowledge of of the important and knowledge research and
the content, concepts in the knowledge of the
by research and of the content
relationships discipline, content, relations
knowledge of content between relations between and relations between important
and the discipline. different them and of the between concepts, and of
InTASC 4; CAEP 1.2 aspects of the instructional important multiple
content, or of practices specific concepts, and of instructional
the to that discipline. instructional practices specific
instructional practices to that discipline.
practices
specific to that
specific to that
discipline. discipline.
Instruction
Learning The candidate The candidate The candidate The candidate
Environment-- develops a plan develops a plan develops a plan develops a plan
Candidate develops a that fosters that that that
lesson plan that fosters negativity, encourages encourages encourages
interactions guided by insensitivity to interactions, both interactions activities that
respect and rapport. cultural between the steeped in establish positive
backgrounds, teacher and civility and interactions among
sarcasm, and students and respect students and
put-downs among students, characterized fosters a respectful
InTASC 3 between that reflect between teacher relationship
teacher and insensitivity or and students between the
students, and lack of and among teacher and
among responsiveness to students. These individual student,
students. cultural or reflect general reflecting
developmental caring, and are sensitivity to
differences appropriate to students’ cultures
among students. the cultural and and levels of
developmental development.
differences Activities are
among groups structured such
of students. that all students
feel safe and
comfortable to ask
questions,
comment, discuss
and share ideas.
Professional Learning
Reflection-- Candidate does Candidate Candidate Candidate’s
not accurately provides a provides an reflection on the
InTASC 9 assess the partially accurate accurate and lesson is
effectiveness and objective objective thoughtful and
of the lesson, description of the description of the accurate, citing
and has no lesson, but does lesson, citing specific indicators
ideas about not cite specific specific of effectiveness
how the lesson evidence. Teacher evidence. based on multiple
could be candidate makes Teacher data points.
improved. only general candidate makes Thoughtful
Candidate does suggestions as to some specific consideration is
not self-reflect how the lesson suggestions as to made to reflecting
or self- might be how the lesson on meeting the
reflection does improved. might be needs of diverse
not indicate improved. learners. Teacher
understanding Teacher candidate draws
of the candidate on an extensive
adjustments engages in self- repertoire to
needed to reflection of suggest specific
improve teaching practice alternative actions
professional but does not and predict the
practice and its articulate likely success of
impact on adjustments each.
diverse needed to
learners improve personal
practice and its
impact on
diverse learners.
Appendix
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career- readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.
InTASC standards:
● Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
● Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
● Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
● Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
● Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
● Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
● Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.