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 (Candidate): Hannah St. Clair Grade-Level: 5th Lesson Date: 10/3-
10/4

Title of Lesson: Once Upon a Cool Cooperating Teacher:

Motorcycle Dude Ms. Hood

Core Components
Subject, Content Area, or Topic
ELA, Reading, and Writing.
Student Population
Hood: 21
12 Boys, 9 Girls, and 6 Gifted
Bennett: 22
13 Boys, 9 Girls, 5 Gifted, and 2 IEPs

Learning Objectives
ELA.5.5.3 Differentiate between first and third person point of view.
ELA.5.5.5 Ask questions about what is read and to clarify various points of view.
ELA.5.5.7 Explain how an author’s choice of vocabulary contributes to the author’s style.
ELA.5.5.4 Summarize plot events.
ELA.5.5.6 Identify the conflict and resolution.
ELA.5.5.10 Describe the impact of setting on plot development.
*VBOs

Virginia Standard(s) of Learning (SOL)

5.1 The student will listen, draw conclusions, and share responses in subject-related group learning
activities.
5.4 The student will expand vocabulary when reading.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
-Once Upon a Cool Motorcycle Dude
-Story Element Web
-Slides
-Chromebooks
-Tone word sheet

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.

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%
Safety Considerations
Students will follow the school and Classroom rules and expectations to insure a safe and
positive learning environment.

Time
Process Components
(min.)
Day One Tuesday:
Students will complete an 8-question Achieve on the Revolutionary War to
connect with their current Unit in Virginia Studies.
*Anticipatory Set
After finishing the Achieve TTW will ask students to put away their IDR books and
close their Chromebooks so that they can move on to the lesson for today. In
student's table groups TTW ask students to “Numbers Head Together” Each group
will be assigned a specific element of the literary elements we have been learning.
POV, Problem and solution, Setting, Plot, and Author’s tone. After students have
been given 2-3 minutes TTW use a call and response to bring students back
together and share what they discussed. At the end when the last group discusses
the Author's tone, TTW explain that is what we will be discussing today and
tomorrow.
*State the Objectives (grade-level terms)
-We will describe how an author’s choice of vocabulary and use of point of view
impact a narrative story
-We will be able to identify story elements in the text.
*Instructional Input, Modeling, or Procedures
The teacher will have students read the “we will” objectives and begin to introduce
the story for today. TTW then begin to read Once Upon a Cool Motorcycle Dude.
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.

While reading the book TTW stop and ask

- “How do you think the story would be different if it was told from the boy's POV?”
- “I’m wondering what this story would be like if just 1 character was telling the
story?”
At the end of the book TTW ask
- “How/why did the POV matter in this story? Why was it important?”
After discussing the questions TTW give students instructions for what will be
done next.
*Check for Understanding
TTW then pass out the story elements web and instructs students to fill this out on
the story. If students need to see the book for reference, they will be able to come
to the front and look at the book. This should be done independently and instruct
students to do their best and take their time. This will be started on Tuesday and
finished on Wednesday
*Guided Practice
Day Two Wednesday:
TTW do the morning meeting with students and then instructs them to do an 8-
question achieve of their choice. This will take the first 30-45 minutes of class.
When students finish their achieve they may pick up their story elements web and
work on completing it After all students have finished achieve TTW play a video of
the story from yesterday to help students with their web. TTW give students about
15 minutes to finish up the story elements web. Once finished TTW collect
students sheets.

*Independent Practice
After the web has been collected TTW pass out food pairings cards to the students. This is
a new activity for them so TTW will explain the food pairing cards and help students find
their partner. After the students have found their partners TTW introduce the activity. The
students will be given a sheet with tone words on them and on the ViewSonic TTW show a
fast-food slogan. Ex “BK, have it your way.” TTW say “using the tone words, how can we
change this slogan to have bitter tone? We could say “BK, don’t have it your way.”
doesn't that change the slogan sounds?
After the teacher has modeled the example for the students, the teacher will put the KFC
slogan up and instruct students to choose a tone they would like to change the slogan to
and give them two minutes to work with their partner on changing the theme. After the
time is up TTW use a call and response to get students' attention and call on groups to
share what they did. TTW repeat the process with another slogan.
Assessment
The Author Analysis graphic organizer can serve as a formative assessment
during guided practice and as a summative assessment when students are
working independently.
*Closure
After the students have completed the last slogan and the teacher has called on
students to share, TTW ask students if they understand the importance that tone
has in writing and how a change in tone can completely change a phrase. After
TTW give students instructions on what needs to happen with the papers, food
pairing cards, and how to get back to their desks. For the first class they will be
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.

lining up to switch and for the second class they will be lining up for recess.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multi-cultural).
Remembering: Students will differentiate between first and third-person points of view.
Understanding: Students will ask and answer questions to ensure understanding of the
text, and to clarify points of view, problem, and solution, setting, and author's tone.
Analyzing: After a thorough examination of the story, students will be able to make
inferences about the author’s style.
Evaluating: Students will justify their opinion about the author’s style using evidence from
the text.

All 504 and IEP accommodation will be followed and for students who may need extra help
the teacher will be available.
Classroom Management Strategies (To ensure a positive learning environment).
The teacher will be mobile and walk around the classroom, while also keeping
students engaged.
TTW make use of call and response to get students' attention and timers to help
with transitions and students working productively.

Lesson Reflection. To be completed following the lesson. Did your students meet
the objective(s)? What parts of the lesson would you change? Why? (Professor will
determine if reflection goes here or in written report).
This was a fun and engaging lesson for the students that pushed me to think outside the box

while planning. For the past few weeks, I have been working with the students on different story

elements. We are beginning to finish this unit up and the last section is author's tone. On the

curriculum pacing we were scheduled to read Once Upon a Cool Motorcycle Dude to introduce it.

This was an awesome story to use to introduce the author’s tone and solidify students’ knowledge

on all other story elements. As an assessment I had students fill out a story elements chart

independently. We filled out at least four charts with other stories, but this was their first time doing

one independently. After grading this assessment students are showing to have a strong

understanding of story elements

Although students seem to have a foundation of authors' tone, I wanted to take I step

forward and include a solidifying activity that would allow students to manipulate sentences to see

the effect of author’s tone. In this activity I was able to introduce “food parings” to have students

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.

work with peers they may not have worked with before. This cooperative learning tool proved to be

very fruitful. Students were very creative with their answers and seemed to enjoy this activity, but

most importantly have a great understanding of the author’s tone and how it affects stories and

writing.

In this lesson I did not have any active SEL or faith integration components, but in

some of the discussions we had about the story led to some great conversations where students were

able relate back to some experiences in their life. In the story the main characters are having trouble

agreeing on how the story should be told which leads to some crazy things and disconnect in the

story. Some students shared that this is what it felt like for them when they worked on their group

projects in the class before. Through this we were able to have a conversation as a class on how to

handle different opinions in groups. This was a wonderful SEL addition to this lesson that allowed

students to make connections in and out of the classroom.

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