Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: Vanessa George Date: 11/30/2022

School: Edison K-8 School Grade: 1st

Starting and Ending Time: Around 12pm (after lunch/recess)

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
SL.1.2. Ask and answer questions about key details in a text read aloud
Civics 10. Evaluate the qualities of a good citizen or member of the community, drawing on
examples from history, literature, informational texts, news reports, and personal experiences.
SEL SR.3.1 Recognize positive indicators of healthy relationships and problem-solving
strategies when faced with peer pressure and conflict. Develop voice and advocate for one’s
beliefs

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

By the end of this lesson, the student will learn about community building. They will learn that
when people in communities talk, work, play, and learn together, they can create positive change.
They will demonstrate this new knowledge by answering questions at the end of the lesson.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will show that they have met this objective based on the quality of their responses
during the discussion.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

S.L.1.2. I can answer questions about a read aloud.

Vocabulary: Lot, Thorny, Bloom, Cultivate
Assessment: What specific, tangible evidence will show that each student has met this
objective?
Students will show that they have met this objective based on their responses after the read
aloud.

Content: What are the specific details of the lesson’s content knowledge?
The book that will be read aloud is “Wanda’s Roses” by Pat Brisson.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson?

1. Introduce plan for the read aloud

a. We’ll read the book first and then we’ll talk about the story. I’m going to ask you
some questions about what happens in the book, so it’s important that you pay
attention while I’m reading.
2. Introduce the book

During Lesson (20 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
1. Questions in Text Talk form (see the bottom of the lesson plan)

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
1. Discussion using questions from Text Talk (see the bottom of the lesson plan)
2. We will write out responses on paper so that students can look back and review them
later.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Give verbal cues to emphasize main ideas: While reading, I will use my tone of voice to
indicate certain moments in the story and I will reiterate the most important ideas.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will reinforce appropriate behavior by reminding the students to follow the “Five Star Listening”
plan, which is something my SP frequently mentions in class. It focuses on keeping your body
still, not fidgeting, and paying attention to the lesson.

Technology: How did you incorporate technology into the lesson?

This lesson does not incorporate technology.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

The only material needed for this lesson is the book.

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

Following this lesson, my SP can continue to circle back to the themes and topics discussed in this
book, mainly the idea of community, with the students. She may use the book as an example for
students when discussing how to read literature (what happened first, who are the characters in the
story, etc.). She might also refer back to it when talking about flowers and science (what does a
plant need to grow?).

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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley