Teacher Education Lesson Plan Template

Teacher: Maria Sutton Date: 3/24/21

Title of Lesson: Short Story Unit Review Cooperating Teacher: Jennifer Craft

Core Components

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Subject, Content Area, or Topic
English, reading, analysis of literary elements
Student Population
Block 2
Total: 14
● Gender
○ Males: 11
○ Females: 3
● Race
○ African-American: 5
○ Asian: 1
○ Caucasian: 8
● IEP’s: 11
○ mix of emotional behavioral disorders, learning disabilities, ADHD, anxiety, etc.

Learning Objectives
Students will identify and describe several literary elements based on a specific text as a unit
review.
Students will create personal connections with the text as they consider the theme of identity.

Virginia Essential Knowledge and Skills (SOL)

9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives,
narrative nonfiction, poetry, and drama
b) Summarize text relating supporting details.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support
reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.

VDOE Technology Standards

c) Use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.

English Language Proficiency Standards (ELPS)

English Language Proficiency Standard 2: English Language Learners communicate information,
ideas, and concepts necessary for academic success in the content of Language Arts.

Materials/Resources
● Chromebooks
○ each student should have their own personal Chromebook, but we have extras in
case anyone forgets or theirs is dead and they have no means to charge it
● Google Meet
○ code: craft815
● Google Slides
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 ○ this lesson starts on slide 27
○ https://docs.google.com/presentation/d/1U3yoGJ3Hj_q7HtfxIh2NAMXW-
Rwy78Q35sEjgpqDkk0/edit?usp=sharing
● “Only Daughter” short story
○ available in our weekly folder on Schoology
● Kami extension for Google Chrome (optional)
○ students can use this to annotate the text as we read
● class practice assignment on Schoology
● test review assessment on Schoology

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?
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%

Time
(min.) Process Components
*Anticipatory Set
3-5 I will greet students as usual as they join the live session. This lesson has a lot to cover,
mins so I will use the first few minutes of class to ask students to prepare for class by opening
up two items on Schoology (our short story and class practice). The more students that
pull these up before we officially get started, the more time I will be able to give them later
on when we review the story after reading it.

*State the Objectives (grade-level terms)

n/a I will find examples of plot and characterization in a story; I will describe them on their own
and how they relate to other terms like point of view and theme.
I will think about the theme of identity by trying to relate to the main character’s struggles.
*Instructional Input or Procedure
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 10 We will begin reading “Only Daughter” by Sandra Cisneros. As I read, students will complete
mins the class practice activity on Schoology. It asks questions such as “What does the main
character’s dad believe about women?” and “What lesson can we learn from the main
character’s experiences?”. Since this is the last day of our short story unit, we are using this
story to review key concepts and skills regarding literary elements. As a result, there will be no
“Stop and Jots” while we read. This will allow students to gain a more accurate experience of
what the test will be like (they will need to read a short story and analyze it on their own).
*Check for Understanding
3 After we finish reading the story, I will ask students to explain why the ending is
mins heartwarming. This will check to see if they followed along with the story and can think
critically. Another question I might ask is “What’s one moment or idea that confuses you?
If there are none, what moment or scene did you like the best?”. Again, these questions
assess reading comprehension as well as the important process of making personal
connections with a text.
*Independent Practice
20-22 Instead of discussing our key elements through a Jamboard, Block 2 students will answer
mins questions afterwards in the class practice activity on Schoology. It will cover all the essential
literary elements that we have covered over the course of our unit while requiring students to
connect them to a specific text. This ensures that students actually know how to describe
these terms and put them into practice. With that being said, I will provide guidance so my
students remain on task and pay attention. They will focus on one literary element at a time,
so the questions are formed into groups based on which literary element is being covered. I
will give students time to respond to questions 1-6 before moving on to 7-11 and 12-16. As
they are working on this, I will ask a few students specifically about one or two of the
questions. It becomes a low-key class discussion for those who work quickly while also
providing time for slower learners.

Assessment
n/a The class activity in Schoology serves as the main assessment for this lesson.

*Closure
5 Once we reach the end of our time for the live session, I will transition to the closure by
mins asking students how many more questions that have yet to answer. Depending on where
they are at, they will either be asked to stay in the live and submit it before leaving (if they
are close to the end). If not, they can leave the live but will be reminded to submit the
activity by midnight on this night. Other than that, I will announce the homework (a test
review). It is similar to what we discussed during this lesson, but it allows students to
reflect on all that we have learned throughout the short story unit. Specific questions for this
activity are:
● True or False: The climax is always the most exciting part of a story.
● Is the following sentence an example of direct or indirect characterization?
● How do the characters of a story point to the theme?

Overall, this assessment includes a variety of 15 questions and focuses on specific terms I
have noticed students struggling with during our discussions or other classwork. Several
questions focus on asking them to read a short passage (one paragraph in length) and
identify the tone.
This activity will be due by midnight on Schoology as an ungraded assessment. With that
being said, I will not tell students that.

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

This lesson is designed for Block 2. The main way it has been differentiated is through the specific
literary elements covered in our discussion as well as the form of our discussion itself. Block 3 will
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 be given a Jamboard instead of a Schoology assignment since they demonstrated responsible
behavior during the last Jamboard activity we did (“Falling Girl” - inferences and conclusions
practice). All three classes participated in that, and I noticed that Blocks 2 and 4 did not seem to
benefit or stay on task as much as Block 3. Their needs are different, so I turned my spoken
discussion questions (for Block 3) into questions on Schoology as a solution for this block. As a
result, I will hopefully have a more precise record of their understanding.

Classroom Management Issues (optional)

General: If students do not participate when called upon, I will take note by writing their names
down on a scrap of paper off to the side. I will then continue by asking another student to respond
and the class as a whole if the second student doesn’t respond either.
Specific: I will constantly be calling on and redirecting several students so they don’t spend half the
class not following along. I will also walk around and check on the progress of my in-person
students. They need a lot of prompting, so I will be able to provide that.

*Denotes Madeline Hunter lesson plan elements.

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