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): Gabriella Erestain Grade-Level: 10 Lesson Date: 3/8/24

Title of Lesson: Introduction to Short Cooperating Teacher: Ms. Conrad

Stories: “The Pedestrian”

Core Components
Subject, Content Area, or Topic
English, Reading, Fiction
Student Population
Block 1: Core English 10
Block 3: Honors English 10
Learning Objectives
TSW identify themes in “The Pedestrian”
TSW identify the point of view in “The Pedestrian”
TSW make inferences about “The Pedestrian”
Virginia Standard(s) of Learning (SOL)
10.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f) Extend general and specialized vocabulary through speaking, reading, and writing
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
b) Make predictions, draw inferences, and connect prior knowledge to support reading
comprehension.
e) Identify universal themes prevalent in the literature of different cultures.
m) Use reading strategies to monitor comprehension throughout the reading process.
VDOE Technology Standards
Content Strand: Empowered Learner (EL)
Students leverage technologies, including assistive technologies, to take an active role in
choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences.
Content Strand: Knowledge Constructor (KC)
Students critically curate a variety of digital resources using appropriate technologies, including
assistive technologies, to construct knowledge, produce creative digital works, and make
meaningful learning experiences for themselves and others.
English Language Proficiency Standards (WIDA Standards)
ELLs can…
Follow multi-step oral commands/instructions
Identify everyday examples of content-based concepts described orally
Make inferences from grade-level text read aloud
Materials/Resources
-highlighters
-copies of “The Pedestrian”
-Insert Bookmarks
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
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Identifying Similarities & Differences 45%

Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
During the Shuffle + Share, TSW walk around the classroom + ensure their belongings are out of
the walkways.

Time
Process Components
(min.)
10 *Anticipatory Set
min. Shuffle + Share (SEL)
TTW play a school-appropriate song, and TSW shuffle around the classroom. TTW stop
the song, and TSW need to find a partner near them. TTW display 5+ questions on the
board and will read each one aloud. TSW have 60 seconds to answer the question and
listen to their partner’s response (30 seconds for each partner). TTW then call on 2-3
volunteers to share their answer. TTW move onto the next question and replay the song.
This process of answering the question + rotating will repeat for the 5 questions or is up
to the teacher’s discretion. Examples of the questions:
1. What is your favorite film and why?
2. If you could have dinner with a famous person (alive or dead), who would it be?
Why?
3. Opinion: Country music is underrated/overrated/rated
4. If you were to write a book about your life, what would be the title and why?
5. If you could make your own holiday, what would it be and why? (Ex: National Bring
Your Pet to Work/School Day)
*State the Objectives (grade-level terms)
By the end of class…
-I can analyze “The Pedestrian” using the Insert Bookmark strategy
-I can write a thematic statement, make inferences, and identify a story’s point of view
20 *Instructional Input, Modeling, or Procedures
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
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min. Introduction to Ray Bradbury

TTW first ask students if they have ever heard or read anything of Ray Bradbury and
call on 3-5 volunteers to share their thoughts. TTW then transition into a mini-lesson on
who Ray Bradbury is to provide a background of the author for today’s short story.
TTW share a short biography of him and his famous works.
Mini-Lesson on POV, Theme, Inferencing
TTW quickly review the definitions of the various points of view, theme, inferencing,
and foreshadowing. (TTW not review these concepts in-depth, for today is only an
introduction to short stories, and TSW take focused notes next class).
“The Pedestrian” + Insert Bookmark
-TTW begin by asking how often people go walking, whether it is in nature, walking
down the street, walking to Town Center, walking to the bus, etc. TTW ask how many
times they walk to a destination, then call on 3-5 volunteers to share their thoughts.
TTW then transition into today’s short story, “The Pedestrian” and explain how the plot
of the story is very simple and follows a man who walks down the street at night. TTW
ask if anyone knows the definition of “pedestrian,” then define the word and remind
students to think about the importance of the title.
-TTW pass out copies of the short story and focused notes Insert sheet to each student.
TTW quickly explain how the Insert sheet works. (There are symbols the students must
annotate with as they read the short story, each with a different purpose. For example,
TSW write ! Next to a passage or line in the short story that relays an important detail or
event.)
10 *Check for Understanding
min. Review of “The Pedestrian”
After the independent practice, TTW review the short story and have a discussion with
the class about their annotations and the literary devices discussed in the mini lesson
(POV, theme, inference).
1. TTW ask students to think of a theme of the short story in their groups.
TTW then have each group share their theme aloud. TSW need to identify
which quotes in the story help support that theme.
2. TTW ask each group to make an inference about why they think Leonard
Mead was arrested. TSW need to identify which lines of the passage help
support that inference.
10 *Guided Practice
min. “The Pedestrian” + Insert Bookmark + Think Aloud
TTW display “The Pedestrian” on the board and read the first paragraph aloud. TTW
pause and annotate the story, using the Insert Bookmark symbols. TTW discuss why she
is adding those symbols and discuss what she is thinking as she reads.

15 *Independent Practice
min. “The Pedestrian” + Insert Bookmark
TSW continue reading and annotating the short story by themselves, using the Insert
Bookmark symbols. TTW give the students the option to work in a group and display a
15-minute timer on the board.
30 Assessment
min. Literary Device Pre-Assessment
TSW take a 25-question Google Form pre-assessment on literary devices. The first
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
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section requires students to identify the figurative language in various literary quotes.
The second section requires students to identify the literary term or its definition. The
questions are in the format of multiple choice, checkboxes, and dropdown. TTW display
a 30-minute timer on the board. If the student finishes early, TSW complete their
vocabulary packet, which they began last class.
5 min. *Closure
Reflection Question/Journal Entry
-TTW ask the following question, “What would you do if you were Leonard Mead?
How would you feel or react to getting arrested like him?” TSW have 30-seconds to
think, then TTW call on 3-5 volunteers to share their answers.
-If time permits, TSW respond to this question in their interactive journals. TSW write
the date then respond to the question in 3 or more complete sentences.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-

cultural).
-Accommodations: The qualifying students can have 45 min. to complete the pre-assessment.
TSW finish it in the hallway if needed.
-The guided practice provides a visual + verbal demonstration of the Insert strategy while
allowing students to annotate the story. This is beneficial for visual, audio, and kinesthetic
learners.
Classroom Management Strategies (To ensure a positive learning environment).
-TTW float around the classroom while lecturing + during independent practice
-TTW remind students to put their phones away
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).
Day 1
Block 1: mostly engaged during warm-up; did not finish lesson bc of pre-assessment; no one had heard of
Ray Bradbury; answered questions very well; few were disengaged + fell asleep even w/redirection
Block 3: completed lesson (took pre-assessment last class) but the closure = discussion, not a journal
entry; all were engaged during lecture; worked quietly + independently; participated during discussion
well besides a few; 2 students told me they enjoyed my teaching/likes the fast pace/I did a good job
Day 2
Block 1: low discussion + engagement, many did not complete the annotations = 50% grade, BUT many
thought of great themes + inferences
*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.

Gabriella Erestain

Dr. Flannagan

UED 496.01

March 24, 2024

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.

Introduction to Short Stories: “The Pedestrian” Reflection

“The Pedestrian” lesson plan is the first lesson I taught at my second placement, and it is

also the introduction into the short story unit. It aligns with many InTASC and CAEP standards,

specifically that of classroom management, content knowledge, and developmentally appropriate

instruction.

To begin, this lesson plan includes classroom management strategies that support a positive

learning environment, specifically in the anticipatory set. Because this was the first lesson I taught

to Ms. Conrad’s classes, I wanted it to begin with a collaborative activity. As students shared their

answers to the questions, I could learn more about them while seeing many of them connect. I was

also able to establish my humorous teaching style by sharing my own answers with the class and

playing Vanessa Carlton’s “A Thousand Miles” as the background song.

In addition, using this anticipatory set allowed students to get up and moving, which is why

I specifically chose this activity. While observing Ms. Conrad teach during the first week, I found

that many students struggled with falling asleep and not engaging with their work. Knowing that

students would have to sit and read during the latter half of class, I wanted them to be alert and

ready to learn. By beginning my lesson with an activity that required students to engage and

converse with their classmates, I began to create an environment that had students feel safe and

ready to participate.

This lesson plan also targeted the standard of strong content knowledge and

developmentally appropriate content, for it aligned with the 10.4 SOL standard, “The student will

read, comprehend, and analyze literary texts of different cultures and eras,” as well as many of its

sub-standards. The primary part of the instructional input included a mini-lesson on various literary

devices that would be explored while reading the short story. During the short lecture, I provided

deeper explanations of the literary devices than the students may have heard in past grades, such as
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
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distinguishing between thematic topics and themes. As I later discovered from the data project pre-

assessment, many students claimed that a literary theme is the same as a main idea and can only one

word long. By digging further into the definition of a theme, I began to clear this misconception.

In addition, point of view is a literary device taught in sixth grade, where the students only

learn about first and third person. When reviewing this concept with my tenth-grade students, I

introduced second person, third person limited, and third person omniscient point of view. The

examples I provided for each point of view were also from classical literature—like The Sound and

the Fury, The Great Gatsby, 1984 and Don Quixote. Marietta Adams notes that a large element of

developmentally appropriate practice is “age related characteristics,” where teachers “use

knowledge of what activities and experiences will be interesting, challenging, and within reach for

children at a certain age” (44). Unlike other core subjects, English standards overlap and build upon

each other throughout each grade. To avoid providing sixth-grade definitions of these literary

devices, I reviewed the English curriculum framework and provided more in-depth definitions and

examples that are relevant to tenth-grade students.

Similarly, the guided and independent practice implemented active learning strategies.

Misseyani, Papadopulou, et al., define active learning as, “any type of instructional method which

engages students in their learning process and requires. . . students to think about what they are

doing” (20). I introduced the Insert Bookmark strategy to have students engage with “The

Pedestrian” as they read it. Others may call this a Focused Reading bookmark, yet they both have

students annotate with provided symbols and think critically about a story. For example, students

wrote an “!” next to an important detail and a “?” next to a confusing passage. During the guided

practice, I modeled how to use the Insert Bookmark strategy by doing a Think Aloud for the first

quarter of the story. I provided examples of how to approach a dystopian story, asked students to

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.

make inferences, and highlighted how various literary devices and figurative language added

meaning to the story.

Having students annotate and critically think about their reading aligned with SOL standards

10.4.h, “Evaluate how an author’s specific word choices. . . support the author’s purpose,” and

10.4.m, “Use reading strategies to monitor comprehension throughout the reading process.” Rather

than having the students read the story in its entirety then answer questions, using the Insert

Bookmark strategy helped keep students accountable throughout the whole reading.

Likewise, I also implemented active learning by asking students reflective and recall

questions. I first asked students to share their initial thoughts about the story, such as whether they

liked the story, protagonist, writing style, and ending of the story. I then asked them questions of

varying Bloom’s Taxonomy, such as identifying the story’s point of view, as well as creating a

theme and supporting it with a quote from the story. This lesson allowed me to have students think

critically before, during, and after reading the story, ensuring they are always engaging with the

text.

On another note, my teaching philosophy influenced this lesson during two major parts—the

author’s biography and the reflection questions. Before introducing “The Pedestrian,” I provided a

short biography about Ray Bradbury, where I introduced who he was, listed his most famous works,

and gave quotes about him by other famous authors (Margaret Atwood, Neil Gaiman, and Stephen

King). While teaching the lattermost part, I emphasized how some of the students’ favorite stories,

such as Coraline and It, were written by authors who were heavily influenced by Ray Bradbury. A

major part of my teaching philosophy is helping students love learning and becoming lifelong

learners. By making this short connection between Ray Bradbury and other authors, I helped

students connect their prior knowledge and love for other stories with the lesson.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
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As stated above, I immediately asked students to discuss their thoughts after reading the

story. During this time, I shared how I remembered that my high school English teachers never

asked me my opinion about our readings, making it feel like I had to enjoy everything we read,

especially if it was a classical work. I told my students that I want them to form their own opinions

about what they read and what I ask them to read while still understanding why the writing is

influential. The students enjoyed sharing their opinions and simply talking about what they did or

did not enjoy about the story, which is a crucial step to take when reading literature. Having

students take this time to reflect on what they read helps them recognize what they truly do like to

read, as well as what they can gain from a text, leading them to become lifelong readers.

Similarly, I was first influenced by my faith by warning students about any PG-13 examples

during the mini-lesson. When reviewing literary devices, I provided film and literary examples for

each—some of which included mature content, such as The Lovely Bones or You. When explaining

these examples, I told my students that I was not recommending they read or watch these works, for

I was simply using them as an example for the lecture.

Additionally, one of the questions I asked students to reflect on was whether they felt this

story, where a man gets arrested for walking down the street, is true today. I also had them complete

a journal entry, where they had to explain how they would react if they were arrested like the

protagonist. Some of the students agreed that this story is true and expounded upon that in their

journal entries. Although none of the responses became too political, I am learning that, as a

teacher, I am simply a guide that helps students think deeply about the content. There were many

connections I made between “The Pedestrian,” Scripture, and politics, but I understood that it was

not my job to have students view the story through a biblical lens. Instead, I ensured my focus

behind every question I asked was based on literary analysis and helping my students take control

of their own learning.

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.

Works Cited

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.

Adams, Marietta S. An Exploration of a Teacher Educator’s Coaching and Teacher Candidates’

Considerations of Developmentally Appropriate Practice in Lesson Study, University of

Florida, United States -- Florida, 2019. ProQuest,

https://go.openathens.net/redirector/regent.edu?url=https://www.proquest.com/dissertations-

theses/exploration-teacher-educator-s-coaching/docview/2468381638/se-2.

Misseyanni, Anastasia, Paraskevi Papadopulou, et al., editors. Active Learning Strategies in Higher

Education: Teaching for Leadership, Innovation, and Creativity, Emerald Publishing

Limited, 2018. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/regent-

ebooks/detail.action?docID=5116698.

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