This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher: Wesley Brooks-Jones Grade-Level: Lesson Date:
1st 9/20-9/23
Title of Lesson: How to be a good citizen Cooperating Teacher: Shari Williams

Core Components
Subject, Content Area, or Topic
Reading/writing
Civics
Student Population

18 students
Learning Objectives
ELA.1.7.1g Use letters to phonetically spell words
SS.1.1.1 Apply the traits of a citizen

Virginia Standard(s) of Learning (SOL)

ELA.1.1.1f Restate, follow and give simple two-step oral directions.

ELA.1.7.1 Write in a variety of forms to include narrative, descriptive, and opinion and expository. 
ELA.1.7.1b Use prewriting activities to generate ideas.
ELA.1.7.1g Use letters to phonetically spell words.
*ELA.1.7.1h  Share writing with others.
ELA.1.8.1 Edit writing for capitalization, punctuation and spelling.
ELA.1.8.1a Use complete sentences.
ELA.1.8.1b Begin each sentence with a capital letter and use appropriate ending punctuation.
ELA.1.8.1c Correct spelling for commonly used sight words and phonetically regular words.
ELA.1.8.2 Print legibly in manuscript.
ELA.1.8.2a Form letters accurately.
SS.1.1.1 Apply the traits of a citizen.

Materials/Resources
ELA slides
writing paper

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Yes Summarizing & Note Taking 34%
Yes Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Yes Cooperative Learning 23%
Yes Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

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%
Yes Practice by Doing 75%
Yes Discussion 50%
Yes Demonstration 30%
Yes Audio Visual 20%
Yes Reading 10%
Lecture 05%
Safety Considerations

n/a

Time
(min.) Process Components
7 *Anticipatory Set
DAY 1

TTW play small clip about being a good citizen. TTW xplain, I want you to watch the video and
think about what you see good citizens doing and what other things you think good citizens can
do. 

TSW: Watch the video and then share ideas about what they saw in the video with their partner.   

TTW: Reference the “I see, I think, I wonder” digital chart. Read the “I can” statement, I can tell
what citizens do and show it with my actions. We are going to think about what we saw in the
video and how we think that is showing citizenship. 

TTW: Call on students to share ideas of what they saw in the video. Record student ideas on the
class chart. After writing an example of something they saw, ask students: What else do you think
good citizens can do? Record ideas on the chart under each section.  

TSW: Turn and talk to their partner about what they saw and how they think it connects.  

*State the Objectives (grade-level terms)

I Can” statements:
Day 1-4 Content: I can tell what citizens do and show it with my actions.

Day 1: I can participate in class brainstorming to think of ideas to write.

Day 2: I can use what I know about letters and sounds to spell words.  I can write in a complete
sentence.
Day 3: I can write in many different ways.
Day 4: I can show, read and explain my writing to other

*Instructional Input, Modeling, or Procedures

Day 1 Instruction: Brainstorm Ideas

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW: Gather the class on the carpet. Review the “I can” Statement - I can tell what citizens do and
show it with my actions. Read I Am a Good Citizen on Epic!.
 

TSW: Listen along to the story and participate in answering questions and interacting with text.

TTW: We read a lot of things that describe citizens and their actions. Look at our other “I can”
statement,  I can participate in class brainstorming to think of ideas to write.

Day 2 Instruction: Model Writing and Illustrating

TTW: Gather the class on the carpet. Read the “I can” statement, I can tell what citizens do and
show it with my actions. Review the brainstorming chart from the previous day and ideas that
students shared. 

TTW: Today we will take ideas from our brainstorming chart and choose something to write
about. Encourage students to look at the chart and think about which of these they could do and
then share their idea with a partner. 

TSW: Share ideas with their partner about things they could do at school to be a citizen. 

TTW: Choose one action of a citizen and model writing about it. Model saying the idea in a
complete sentence before writing it.  I am a citizen when I pick up my trash. I am going to write
that on my paper. Model writing in a complete sentence and using letter sound knowledge to spell
words. For example, trash, /t/-/r/-/ă/-/sh/. I can stretch out the sounds in the word trash. Draw an
illustration of you picking up trash to match the writing. Example Writing - “I am a citizen when I
pick up my trash.”

Day 3 Instruction: Add to Writing

TTW: Gather the class and review the modeled writing yesterday about citizenship.  Display p. 6-7
in I Am a Good Citizen on Epic!. This page says “Good citizens care for their communities. They
help others.” Look at the picture on this page. How does the picture match the words they wrote? 

TSW: Share ideas such as: The citizens are working together to take care of a garden. 

TTW: Model rereading the writing from yesterday and connecting it to what you drew in the
picture. Model adding to the words and picture.  For example: I know when I clean up my trash, I
make sure I put it in the trashcan where it belongs. Add “I always put trash in the trashcan.” Draw
yourself putting the trash in a trashcan.

Day 4 Instruction: Share Writing

TTW: This week we have talked about ways we can be a citizen. Explain that today they will share
their stories with their classmates. Pass out writing folders and have students quietly read their
writing to themselves.  Allow a few minutes to add to or edit their writings. 

TSW: Read their writing to themselves and make any corrections they would like.

TTW: Bring students back to the carpet with their writings. We are going to have an author share
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

time today. I cannot wait to hear everyone’s awesome writings. 

.
*Check for Understanding
TTW circle while students are working
TTW will pull students to small group table to check the student’s ability to use what they already
know about letter and sounds to spell words

*Guided Practice
Day 1 Instruction: Brainstorm Ideas
TTW: Brainstorming means to share some ideas in your brain before you decide what to write
about. We are going to write our own writings about how we are citizens, so let’s brainstorm some
ideas about citizens. What are some things citizens do? What are some ways you show you are a
citizen? Record student ideas in this chart.  For Example, I can be a good citizen by being kind.  I
can be a good citizen by being helpful. I can be a good citizen by sharing.

TTW: Model adding a brainstorming idea to the chart. Prompt students to share additional ideas.
Reinforce the use of specific examples for the brainstorming chart.

Day 2 Instruction: Model Writing and Illustrating

TTW: Now you are going to create your own writing about what citizens do and how they show it
in their actions. Reinforce the sentence stem, I am a citizen when_______.  

TSW: Return to their seats and begin their own writings.

TTW: Rotate around the room to observe, conference with writers and assist when needed.  After
an appropriate amount of time independently writing, signal to students to stop writing and put
their writing away for the day. If students get stuck, reference the brainstorming web created to
generate ideas to write about.  

Day 3 Instruction: Add to Writing

TTW: I want you to think about what you can add to your story and illustration today so that it
tells more.  Turn and talk to your partner about what you wrote yesterday and a detail you are
thinking about adding.

TSW: Share ideas with their partner and then return to their seats and work on their writings from
yesterday.

TTW: Rotate around the room to observe, conference and support where needed.  After an
appropriate amount of time, signal to students to stop writing. Wow! I saw some awesome writing
today. Take a moment and read what you wrote today to yourself.  Writers always read over what
they wrote to make sure it makes sense.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TSW: Read their writing to themselves and put it in their writing folders.

Day 4 Instruction: Share Writing

TTW: Sharing your writing with others can be scary. How can we make sure the speaker feels
comfortable and we are respectful listeners?

TSW: Share ideas such as look at the speaker, sit with hands in lap, clap when they are finished,
etc.  

 
TTW: Call on a volunteer to come to the front and read their story to the class.  Then say, What
was one thing you noticed about ______ 's writing that showed great writing? Call on a student to
share. Reinforce writing standards such as using letter sound knowledge, using the word wall,
writing in complete sentences and letter formation

*Independent Practice

TSW: Work on writing from their writing each day for a reasonable time based on stamina levels.
Additionally, students will use brainstorming and other writing objectives to support their writing
in centers and other independent activities.
Assessment
- TTW circle while students are writing and write notes on how well each student is
able to write legible and their ability to use what they already know about letters
and sounds to spell word
- Writing checklist

- TTW will collect each student writing at the end of the week use for assessing
purposes
*Closure
TTW Compile all of the writings into a class book. 

TTW:  Review the learning target and anchor charts created. This week we learned about what
citizens do and how they can show it with their actions. You all wrote about how you are citizens
by sharing ideas, sounding out words and using complete sentences. Writers write in many
different ways 

TTW: I thought your writings were so great I made them into a class book. I am going to share it
with you now. Place the class book into the classroom library or big book station.
Differentiation Strategies:
TTW works directly with ESL students and helps with letter sound correspondence. ESL students will not
be required to write as much as other students. TTW define key vocabulary, multiple-meaning
words, and figurative language. Use audio and visual supports (google translate.) TTW
Provide multiple learning opportunities to reinforce key concepts and vocabulary. Provide
cross-content application of concepts, to help tie learning together, making it more
comprehensible

Classroom Management Strategies Cooperating eacher will do a min lesion on whole body listening
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW execute and model whole body listening and reinforce as needed throughout lesson

My eyes are looking at the speaker

My ears are listening

My mouth is quiet

My hands are to myself

My body is still

My brain is thinking about what is being said

My heart cares and shows respect

Lesson Reflection.
Glows
- A great start to writing.
- Students were focused and engaged
- Most students were able to use their prior knowledge on letters and sounds to spell words
- Everyone turned in a finish product
Grows
- Some students merely copied the teachers brainstorming list for most of their writing when they were instructed to
only use one sentence for the brainstorming list then use their own idea for the rest
- Teacher should circle more to ensure students are actually using their own idea and not copying

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Lesson reflection

Overall, I believe this lesson was a successful introduction to writing and civics, as

the students were able to meet the objective. This lesson was my first ELA lesson, as I had

just taken over the ELA block. The students were tasked with learning what a citizen is and

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

what a good citizen is and then writing about it—this lesson aimed to introduce the

students into being a writer. The lesson took five instructional days because it had many

components that needed to be properly executed. Throughout the planning process, I

wanted to make sure I could explain accurately what a good citizen is. So they could not

only learn and understand but also apply the information. As a Christian, it was essential

for me to integrate morals and SEL, as being a good citizen is an important part of our duty

as believers. I prayed that my word choice and terminology would produce understanding

and have a godly influence that would propel them to make good choices.

Though the district provided the base lesson plan, I wanted to make sure I was able

to put my own spin on it where possible, like adding the "see, think, wonder" chart.

Research shows that "The See Think Wonder routine encourages students to: make

careful observations and make thoughtful interpretations. It also helps students stimulate

curiosity and set the stage for inquiry (Vigors, See think wonder 2016). The students were

engaged in the book after the see, think, wonder activity, leading them to generate ideas

better. While I helped the students write the writing prompt, they were tasked with using

what they already knew about letters and sounds to spell the rest of words they wanted to

use in their writing. Some students struggled with this because they couldn't spell correctly

due to their level. I explained to the students that my cooperating teacher and I already

know they aren't able to spell words correctly but to try their best. Once I explained we

weren't looking for perfection but rather effort, some students were able to write more.

Some students also struggled with generating ideas to add to their writing even after I

modeled for them whole group. The students were instructed to use only one sentence

from the brainstorming list and their own ideas (brain) for the rest of their writing. I noticed

on day three that some students were merely copying the entire brainstorming list instead
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

of generating their own ideas. After noticing this, I turned the brainstorming list over, and

more students could generate ideas without the crutch. Though some required some more

coaching, all the students were able to turn in a final product.

While the students were working independently, I was able to work one on one with

ELL students and help provide more support with letter formation and letter sound

correspondence. For behavior management, I introduced whole body listening, which

trains students on how to engage in the lesson fully. Throughout the lesson, I built deeper

relationships with the students and made connections that are essential to my teaching

philosophy. This lesson plan meets the required elements because it is standards-based

instruction by integrating two or more content areas ( civics and ELA)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021