Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Colton McClemans

Grade Level: 3rd-5th
Subject: Reading & Math
Date: 2-17-21

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
(Color represents the material in which the standard is found)

5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Read grade-level text with purpose and understanding.

List the Rationale (cite theories or theorists):

Jean Piaget’s – The lesson demonstrates the cognitive development theory. When children are
growing up they go through cognitive phases using knowledge they already know or have had
experience with. This lesson will engage student prior knowledge that had in the previous weeks.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Student will be able to identify targeted phonics or word analysis in the lesson.

Student will be able to read smoothly, clearly, accurately and explain what they read about

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objective are appropriate for the students because they should be able to decode words
and efficiently read the passage provided. These skills will be needed for other subjects in school as
well in other grade levels later on.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
3 boys
0 girls

1 Indian

1 African American

1 White

All three boys have a learning disability and are receiving services.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The three boys stay on task when given step by step directions and are motivated to do so. The
students enjoy working together and share their opinions on things. The other student will need
encouragement to keep trying or getting started on the work. Two students can get frustrated when
they struggle or don’t fully understand the material. Going over examples and breaking it down into
more steps helps the students.

List the materials/resources you will need to teach the lesson.

White Board

Markers

My Sidewalks Work Packet

My Sidewalk “Patterns in Nature” book

Graphic Organizer (Web)

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
I pad

Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
Assist students in sounding out words/sentence fluency

Extended Time for assignments

Repeating or simplifying directions

Question/Instructions of the packet work will be read to the students

Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

Post Assessment 1:

1. True or False: Main idea is the biggest point a nonfiction/fiction book try’s to make.

2. What should you include when you are explain the main idea?

a. key idea from the text

b. pictures from the book

c. page numbers.

d. who the author is

3. Every morning when I get up I eat breakfast, brush my teeth, comb my hair, get dressed and make
my bed. After that, it is my job to feed the dog in the morning. Then, I can read or play until it is time
to walk to school.

What is the main idea of the passage?

a. What time I eat breakfast

b. My morning activities

c. Riding the school bus

 Name:__________________________

Preassessment

<e> <ee> <ea>

Students will listen to me say the word out loud. They will then put the word in the correct category
for what long e spelling is correct.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
Both of these graphs show that the students need some work with long e using the
graphemes <e>, <ee>, and <ea>. There scores are all below 65% and we want it to above
85%. As for identifying main idea for a reading the students did show they understand for the
most part what to do but could use some more work with finding details to support it.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.

To begin class, I will wait until everyone is in their seat and then begin some general conversation. I
will tell my students to get their “my sidewalks” book out as well as their worksheet packets. Once I
begin my lesson, I will remind the students to wait until I call on them to answer a question and to
remain silent when a classmate is speaking so we can hear them. During work time students are to
listen to instruction and complete the worksheet before going on to the computers for educational
games.

Implementation
“I Do”

(Teacher introduces lesson and models expected outcome(s) of learning objectives)

Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
All in blue is from 10:45am-10:55am.
1. Good morning class! I need you guys to get out your “my sidewalks” book and your packet
out of your bin.
2. “Today we are going to look at the phonics of the long e. First, I want you guys to
remember that when you are looking at a long word, break it into parts. For example, let’s
look at the word “deeper.” What parts are there? (deep-er).” Call on someone, write on the
board what they say.
3. “Let’s look at the first syllable of the word. You know that vowels have long and short
sounds.” Point at (deep.) “What vowel sound do you hear in the first syllable of this word
deep? A long e or a short e?”
4. “We should remember that two vowels in a row means it usually is a long vowel sound of
the first letter. So, to go back to our example of deep-er, it has a long e. “
5. “In addition if you see <ea> in a word that will most of the time make the long <e> sound.
For example, let’s look at the word seasons. First, what parts do you hear in the word?” (sea-
sons). “What letters are making the long <e> sound?” <ea>.
6.” Awesome job! One last one we need to look at. Let’s look at the word ecology. What
parts does it have?” (e-col-o-gy). “What vowel sound do you hear in the first syllable?” (long
e) “So what other letter can make the long vowel e sound?” <e>

All Green is from (10:55am-11:15am)

9. “Thank you guys for working hard on the long vowel e sound. For the remainder of the
time we are going to take a look at a story about birds that migrate. I want you guys to focus
on the main idea of the story. Remember when you are trying to find the main idea of the
story ask yourself: who or what the article is about? What is the important idea of the topic?
What details do you have to support it?”
10. “So to help us determine what the main idea of our story “Flight to Survival” is we are
going to fill out a graphic organizer. We work on it together as we go through the story, so as
along as you follow along you will finish it.”

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).

7. Write the words Eastern, ordeal, needed, freedom, maybe, downstream on the board.
“Now let’s do a couple more together. First, I want you guys to break the word up into
syllables or word parts. After that we will go back and decide which parts are making the long
vowel e sound.
8. Continue through the steps until you have gone through them all.
11. Begin reading “Flight to Survival” and filling out the graphic organizer. Each student will
read a page of reading. I will read one page every once in a while. If a student is stuck, I will
help them out. Students will be instructed to listen and follow along with the story.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?

12. Students at the end of the lesson will work on page 46 of their packets to review long
<e>.
13. After they are done with that, they will use their graphic organizers to either:
a. Use pencil/paper to write a good 5th grade paragraph about the main idea. It will include a
who or what the article is about, what the main idea is, what details they have to back it up.
It should be five sentences.
b. Use Ipad to type a good 5th grade paragraph about the main idea. It will include a who or
what the article is about, what the main idea is, what details they have to back it up. It should
be five sentences.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
14. I want you guys to finish up page 46 and writing your paragraph. When you are done you
can hand them to me, or Mrs. Lamont and we will take a look at them.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.

If applicable, insert a table/chart/graph before your explanation.

Students showed great progress with the long <e>. They completed the post-assessment with
very little assistance and showed growth identifying what the correct spelling for long <e>
was. They also were able to identify what the difference between a long <e> and short <e>
was. In addition, the students excelled in writing a paragraph identifying the main idea that
was supported by details.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.

Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
 I think this lesson went very well. I think the students were very engaged in what we were learning
about. To start my lesson, I told my students to quietly get out there my sidewalk packet and book
and to come back to their seats. This helped me get them focused on task right away. Throughout the
lesson one of the students would get off task, and so to get him back on task I would have him read a
question out loud or read directions so that he had to focus on what we were doing. I think one part
of the lesson I would change or add to is the “I do” section so they can get more practice on their
own. Overall, I think the lesson was a success because the kids were on task and showed progress in
the standards.