KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Bridgette Brandt Date: 2/5-2/6/20

Cooperating Teacher: Ms. Cobb Coop. Initials: ________________
Group Size: 11 Allotted Time: 35 minutes Grade Level: 4th
Subject or Topic: Acceleration/ comprehension, inferencing, sequencing, visualize, and retell
Section: 075

STANDARD: (PA Common Core):

 Standard - CC.1.2.4.C: Explain events, procedures, ideas, or concepts in a text, including
what happened and why, based on specific information in the text

I. Performance Objectives (Learning Outcomes)

 Students will be able to describe events happening in a story by drawing out scenes from
the book
II. Instructional Materials
 Alma and How She Got Her Name by Juana Martinez-Neal
 comic strip rubric
 3 completed comic strips

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)

 Prerequisite skills: Students should have a basic understanding in comprehension

 Big idea: How can we interpret the story into drawings?

IV. Implementation

A. Introduction –

 “Today, we are going to continue our journey in becoming readers. Just like yesterday,
we are going to continue utilizing our stop and think strategy, except today, you will be
grading some of my comic strips that I created from one of my favorite books called
Alma and how she got her name. Now, looking at the cover and the title, what do you
think this the book is about? Turn and talk to your neighbor about what you think the
book is about.” CHOOSE 2-3 STUDENTS TO SHARE WHAT THEY THINK THE
BOOK IS ABOUT
DO STEP 1
B. Development –

 “Now that we talked about what the book is about. Let’s begin reading it together. As we
read, I want us to talk about what we read.”
DO STEP 2

 “I created something that is called a rubric. This is the rubric that you will be graded on
for your comic book, but for right now, you are using it to grade my comic strips.”
EXPLAIN EACH SECTION OF THE RUBRIC AND GIVE AN EXAMPLE
 “Now that we read our book, I want everyone to make 3 groups. I am going to count you
off by threes. If you are number 1, in the seats near the front of the room, number twos
are going to be in the desks by the doors, and number threes will be in the back of the
room. I am going to give each group a rubric and one of my comic strips. I want you to
look at the rubric, only the highlighted parts and then look at my comic strip and I want
you to determine which grade you would give me using the rubric. You need to work as a
group to determine the score.”
DO STEP 3

 “Group 1 will have comic strip 1, group 2 will have comic strip 2, and group 3 will have
comic strip 3. Make sure the number in the upper right-hand corner matches with your
group number. When you get the comic strip, look it over then look at the rubric. A score
of 4 is the highest score, a 3 is the second highest, 2 is okay, and a 1 is the lowest score
you can receive. Talk with your group and decide a score. You have 3 minutes to write
down a score. When the timer rings, a score MUST be written.”
DO STEP 4
Step 1- Have the students turn and talk about what they think the book is about.
Step 2- Read the book to the students, stopping after each page and talk with the students
about what they just read.
Step 3- Pass out rubrics and comic strips
Step 4- Regroup students and have them discuss why they gave the score to each strip

C. Closure –

 “Now that everyone is done grading my comic strips, let’s discuss what you would give
each one. When your group is called, I want you to stand in the front of the room so that
everyone can see your comic strip. I want you to then share with the rest of the group as
to why you gave that score. Group 1, what score did you think my comic strip receive?
Why did you give me that score?” HAVE STUDENTS SHARE WHAT SCORE AND
WHY

 “Group 2, what score would you give my comic strip and why? Group 3, what score and
why?”

 “Now that everyone got introduced to the rubric, tomorrow you will be creating your own
comic strips based off another picture book and then be grading each other.”

D. Accommodations / Differentiation – Group Work

E. Assessment/Evaluation plan
1. Formative- student observation
2. Summative- checklist for when students give grade to comic strips
V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. Was the lesson as engaging as planned?
2. Did I adhere to the time limit?
3. What went well? What didn’t go well?
4. What could be changed?

VI. Resources
 Martinez-Neal, J. (2018). Alma and how she got her name. Somerville, MA: Candlewick
Press.