Lesson Plan Template

EDLC 510 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Brittany Lake Grade Level: 3rd Grade Candidate’s Endorsement: Elementary Education Central Focus: Reading and comprehending book material. Subject: Reading Learning Segment Theme: Identifying the Narrator and Characters Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Page 1 of 8

EDLC 510 Virginia Standard of Learning: Reading 3.5 The student will read and demonstrate comprehension of texts, poetry, and literary notification. National Standards CCSS.ELA-LITERACY.RL.3.6 Distinguish individual points of view from the narrator or other characters in the story. InTASC Standards Standard #3: Learning environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Read two different versions of a fairytale. The students will be able to identify the characters in both stories and relate them to each other. They will also be able to identify the narrator with an overall 4/6 accuracy. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? I will ask the class if they have ever heard the tale of Goldilocks and the Three Bears before retelling it from memory to start the session. Following this, I will identify the primary character(s), any supporting characters, and the source of the narrative. This will assist us in introducing our topic for today, which is identifying the narrator and characters. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities Page 2 of 8