Teacher Education Lesson Plan Template

Teacher: Ms. Scarlett Palmieri Date: January 29th - 30th

Title of Lesson: Colonial Voices Cooperating Teacher: Mrs. Cristina Howell

Core Components
Subject, Content Area, or Topic
Language Arts/Reading
Student Population
Homeroom (Gifted) – 21 total, 15 females, 6 male
Switch Class (Inclusion) – 18 total, 8 female, 10 male (10 total IEP’s)

Learning Objectives
Students will be able to identify and describe the main character(s) of the text.
Students will be able to make inferences and draw conclusions from the text.
Students will be able to support their inferences and conclusions with evidence from the text.
Students will be able to make main idea/summary statements about the text.

Virginia Essential Knowledge and Skills (SOL)

VA SOL 5.5
VBO 5.5.6

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
“Colonial Voices” by Kay Winters (book)
Three Column Worksheet
Character Snapshot Worksheet
Writing utensil

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety
Not applicable

Time
(min.) Process Components
2-3 *Anticipatory Set
mins Inferencing phone calls – TTW use imaginary scenarios to make pretend phone calls.
TSW make inferences about who the teacher is calling and what is going on in each
scenario.

1 min *State the Objectives (grade-level terms)

I can draw conclusions and make inferences from the text.
I can identify and describe the main character(s) in the story.
I can support my inferences and conclusions with evidence from the text.
I can make main idea statements.

I can identify the roles in the Revolutionary War.

20-25 *Instructional Input or Procedure

mins Review Revolutionary War Vocabulary: Patriot, Loyalist, Neutralist
TTW read “Colonial Voices” by Kay Winters out loud to students.
TSW fill in the characters as they are introduced in the story.
TSW make inferences about each character and their role in the war.
TSW support their inferences with evidence from the text and/or what they already know.

Contin. *Modeling
TTW identify the first character introduced in the story (“Ethan: The Errand Boy”), make
an inference (“Ethan is a Patriot”) and state the evidence for their inference (“Ethan
delivers secret messages and talks about the ‘Sons of Liberty’”).
TTW model inferencing language: “I think that… because…”
TTW model the thinking processes that result in drawing an inference.

Contin. *Check for Understanding

TTW check for understanding throughout the duration of the lesson by asking for student
responses, listening to student conversations and observing their note taking.

Contin. *Guided Practice

The students and teacher will read the rest of the book together, stopping each time a new
character is introduced. TSW describe the character, make an inference (Patriot, Loyalist
or Neutralist) and support their inference with evidence from the text.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TSW share their inferences with each other (Think-Pair-Share).

10 *Independent Practice
mins TSW make their own character snapshot by giving themselves a name and a
Revolutionary War role.
TSW create a story around their character, mimicking the story format of the characters in
the book.

Contin. Assessment
TTW formatively assess students throughout the lesson by listening to student
conversations, observing the notes they take and taking anecdotal notes to track student
learning.
TTW collect students’ worksheets at the conclusion of the lesson and use their responses
as a formative assessment.

2-3 *Closure
mins. Students will have the opportunity to share their character snapshots with the class.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW read the story aloud for auditory learners and low-level readers. TTW provide extra support to
those students with IEP’s. TTW provide enrichment for those students identified as gifted by
allowing them to create more than one character snapshot. TTW provide remediation by explicitly
modeling the thinking processes that result in drawing an inference (thinking aloud, asking
questions aloud, etc.)

Classroom Management Issues (optional)

TTW ensure students remain on task and attentive. Students should be quiet and respectful
throughout the duration of the lesson.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015