Early Childhood Program Lesson Plan Format EDRD 3221

Name of Teacher Candidate: Date:

Whitney Jira 11/5/20
Grade Level: 5th Grade English/Language Arts
Title and Author of Children’s Literature Selection:
Henry’s Freedom Box By: Ellen Levine
Check One:
Narrative Story __________ Informational Text __________ Hybrid ____X___
Time Required: Instructional Groupings: Are you using whole group, small
15 – 20 mins group, partners, quads, individual?
Whole Group/Small Group
Standards: (List the state mandated standards that are the target of student learning and are key to this lesson. Include the number and the
text of each of the state mandated standards that is being addressed. If only a portion of a standard is addressed, include only the part or parts
that are relevant.)
ELAGSE5L5 - Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figurative language, including similes and metaphors, in context.

ELAGSE5L4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word
or phrase.
As a result of this experience students will…
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline,
and/or content. These represent the skills or content that will be assessed.)
Students will be able to identify uses of figurative language in text by using the context for clues.
Assessment (Each learning objective must be assessed. How will students demonstrate the skills targeted in the learning objectives?
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.)
Students will not be assessed during this activity.

Support for Language Development

Vocabulary: (Identify the key vocabulary words specific to the children’s literature selection and the area of diversity emphasized. BE SURE to
include HOW you will define each vocabulary term in student friendly language.)
- Torn – being separated from something (pg 2)
- Beckoned – gesture someone to come closer or near (pg 5)
- Swirled – Figurative Language for swayed or floated (pg 8)
- Twisted – Figurative Language for aching or soreness (pg 17)
- Arranged – organized, gathered (pg 27)

Steps in the Experience (Include step-by-step directions necessary for implementation of the experience. Use a bulleted format. Include
the attention getter or the hook for the experience, the introduction, the procedures, and the closing.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the experience.) QUICK Connection
Hello Students! Look at the cover of this book. What do you notice? What can we infer about this book?
Introduction: (State how the experience will be introduced. This should communicate the purpose of the experience, be directly related to
the learning objective(s) of the experience, tap into prior knowledge/experiences, and develop student interest.) This is your BOOK
INTRODUCTION
So, this book is about Henry “Box” Brown and how he escaped slavery in the South.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the experience– what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.) NUMBER the pages in your book if they
are not already.
Include the opening 2 sentences or so as you plan to read them.
Note where you will stop.
Include each question you will ask.
Include each vocabulary word you will introduce and HOW you will define it.

Early Childhood Program – Lesson Plan Format – EDIS 3414 John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format EDRD 3221

Include any movement you plan to include or where you will focus on illustrations.
Include any connections you can make between the author and the writing that the students are doing.

1. Begin at Title Page

2. Read Page 1
3. Read Page 3; Emphasize word TORN; “What does it mean to be torn?” Wait for students’ response and
reply with definition “to be separated”
4. Read Pages 5 and 6; Emphasize word BECKONED; Add gesture to show beckoning
5. Read Page 8; Emphasize word SWIRLED; “What do you think the author means by “The leaves swirled in
the wind?”; Allow student response and reply with definition of swaying or floating.
6. Read Page 9 – 17; Emphasize word TWISTED while twisting hand over heart. Ask students to do the same.
7. Read 18 – 27; Emphasize word ARRANGED and explain it means to organize or gather.
8. Read 28 – 38; End book and allow for comments and discussion.

Closure/Wrap up: (Describe how the main concepts and/or experiences will be summarized.)
This is where you will ask your challenging why question that will connect back to your learning objective(s).
What price would you pay for freedom?
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide a list of all materials needed to implement the
experience. Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you and the
students will be doing. Examples: class handouts, images, etc.)
Book – Henry’s Freedom Box

Early Childhood Program – Lesson Plan Format – EDIS 3414 John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format EDRD 3221

REFLECTION

Description –
The students were engaged in the story because they were curious to know if they had heard
the story previously in older classes. They were also able to connect with the story as they have
been focusing on the Civil War in Social Studies. All students participated when asked to mimic
a motion or show a reaction. By the end of the story, the students had mixed emotions as the
story talked about a former slave losing his family but, in the end, finding freedom.

Successes/Challenges –
Despite wearing a mask, I felt as though I projected my voice well so that all students could
hear. I also made sure to show all pictures to the students so that they can see the emotion in
the story. A challenge I came across was getting the students to connect to the vocabulary that I
was pointing out or emphasizing.

Changes –
If I had the flexibility, I would have chosen a different book that the students had not heard
before. A lot of students had previously heard the story and knew the ending therefore they
were not as engaged as I would have preferred. I also would ask fewer questions and allow for
more student-based discussion. I also need to change my critical thinking question as a lot of
students were unsure of how to respond or how it even related to the book.

Insights to Literacy –
The students have good comprehension and interpretation skills. They were able to recall
events and predict based on pictures and text what might happen next. The vocabulary also
relates to standards on figurative language and expanding student’s personal vocabulary banks.

Early Childhood Program – Lesson Plan Format – EDIS 3414 John H. Lounsbury College of Education, Georgia College