Student Teaching Lesson Plan Template

(Indirect Instruction)

Subject: READ Central Focus: Whole class reading and reflection

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

RI.4.1. Refer to details and examples in a text when March 17, 2020
explaining what the text says explicitly and when
drawing inferences from the text

RF.4.2. Create readable documents through legible

handwriting.

Daily Lesson Objective (1):

I will listen to a whole class reading then write a reflection and prediction in my daybook.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)

Collaboration: Students are working ● Language Function: explain, refer, inference, create
together. This will help them to see other
opinions and prove themselves. ● Content/Academic Vocab: details, inferences, explain, purpose,
prediction
Communication: Students are discussing
with each other and then proving their ● Discourse possibilities: not fully understanding the text, not having a
thinking. Communication leads to students connection with the text, not paying attention during reading, not being
being able to listen effectively to their peers
able to read handwriting
and consider their ideas as well as
articulate their thoughts and ideas as well.

Critical Thinking: Students will be providing

evidence and explanations

Prerequisite knowledge and skills Global Awareness (1): communication, collaboration, detail, description
needed (1): listening skills, and writing
skills

Activity Description of Activities and Setting Time

1. Engage (3) “Today we are starting a new book called Save Me a 3 minutes
Seat by Gita Varadarajan and Sarah Weeks. This is an
 award winning book that is fictional. Who can tell me
what a fictional book is?”

(Fictional book - not a true story)

2. Explore (3) “Can someone read the back summary of the book for 5-10 minutes
me, please?”

“Thank you __ for reading the summary for us. Turn and
talk with a partner for 2 minutes about your feelings
about the book we are about to read.”

“1,2 (eyes on you). We are going to read the first

chapter together as a class.”

3. Explain (3) “I am going to read the first chapter out loud so you 15 minutes
need to be good listeners. Someone tell me what good
listeners do?”

(Replies: eye contact, no talking, paying attention, body

toward teacher)

“Now that we all know how to be good listeners, I am

going to read the first chapter.”

4. Elaborate/Extend (3) “Turn and talk with a partner for 3 minutes about what 15 minutes
you think about the first chapter of our new book.”

“Can someone tell me what they talked with their

partner about?”

(Take 4-5 responses)

“Now, when I say go, I want everyone to quietly go back

to their seats, get out your day books, and write a
paragraph about your thoughts, feelings, and
predictions about the first chapter of the book.
Someone explain to what you are going to be doing.”

“Awesome. Thank you __. Ready Set Go!”

5. Evaluate Informal: listening to conversations in turn and talks

Formal: day book reflection entry’s

Student(s) & Student/Small Group Student/Small Group

Modifications/Accommodations (2):
Paragraph structure Detail writing
1. ELL Differentiation: Differentiation:

2. Struggling Expectation for writing length Expectation for writing quality

3. Challenge

Materials/Technology (1): Save Me a Seat by Gita Varadarajan and Sarah Weeks, day book

Reflection on lesson: