DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2
nd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate _Alison Farnsworth_ Grade Level _3rd_ Title _Comprehension: Babushka Baba Yaga_

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
19 students
8 Boys and 11 Girls
ELL Students 5 IEPs
Christian Acosta: WIDA/UALPA Level 5 Rylie (for test help, more time, 1-on-1)
Jennifer Aquino: WIDA/UALPA Level 5 Steven (for SPED, test help, more time, 1-on-1)
Abiud Avendano: WIDA/UALPA Level 5 Alex (for hearing, speech, test help)
Dariana Briones-Guzman: WIDA/UALPA Level 3 Wilian (for hearing, speech, test help)
Ruby Chavez: WIDA/UALPA Level 5 Frankie (in Special Education Classroom)
Steven Hernandez: WIDA/UALPA Level 2
Wilian Lemus: WIDA/UALPA Level 4 High Level Learners
Alexa Mares: WIDA/UALPA Level 4 Berkley
Alex Mares: WIDA/UALPA Level 4 Reagan
Lourdes Pineda: WIDA/UALPA Level 3
Belizario Vazquez: WIDA/UALPA Level 5 Behavioral Problems
Reagan- gets frustrated easily; need patience and
structure cant be paired up with Jenni, Aby, or Ruby.
Kayla- gets unfocused easily; need help refocusing,
positive reinforcements.


Classroom environment: The classroom is really organized and decorated in a medieval theme. On the whiteboard has the
schedule, the calendar along with their team points. The students are arranged into three teams, and the teacher switches
them up weekly.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Speaking and Listening Standard 2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.

Content Walk-Away: I will read and predict in a graphic organizer what will happen in the story Babushka Baba Yaga

Language Walk-Away: I will read and predict in a graphic organizer what will happen in the story Babushka Baba Yaga

Vocabulary: Predict, Babushka

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away? )
Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):
Observe students participating, predicting, and working together with their partner

Content Walk-Away Evidence (Summative): students will make predictions
throughout the story and then create and alternating ending predicting what might
happen if Baba Yaga did not become a Babushka. Students will draw a picture and
write a couple of sentences explaining what is going on

Language Walk-Away Evidence (Summative): students will make predictions
throughout the story and then create and alternating ending predicting what might
happen if Baba Yaga did not become a Babushka. Students will draw a picture and
write a couple of sentences explaining what is going on
Berkley and Reagan
assessment will be creating
another book that correlates
to this story.

Seven, Lourdes, Dariana
summative assessment will
just be creating a picture
that they will be able to
describe in detail

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Boys and Girls I want you to think about your grandma and grandpa. I want you to think about a tie when you loved
hanging out with your grandma or grandpa. Share with your neighbor (SIOP 7)
Todays story is about a Babushka. A Babushka is another word for a grandma. (SIOP #9)

Formative assessment: Listen as students share about their grandma or grandpa
Modification/accommodations: (ELL, IEP, GATE, etc.) Call on Steven, Dariana, Lourdes, and Reagan to make sure they
stay engaged. Make sure Reagan is sitting by people he can work with safely. Have Berkley create a sentence using
Babushka.


Focus Lesson (I do it)
Before we read the story I want to go over what we are going to be doing while we read the story.
(put walk-aways on the boards and explain)(SIOP # 1 & 2)
Today during our lesson we are going to use a reading strategy called prediction. This is when we guess what will happen
next in the story. We use prediction as a reading strategy because it helps us think about our reading. (SIOP #9)
(begin story)

I have a prediction







Formative Assessment: observe students making predictions and listening to the story.
Modification/accommodations: Place Lourdes, Steven, Dariana next to me so I can help keep them on task.
Ask Berkley and Reagan some higher level questions about predicting. Why do we need to use prediction while we read
a story? What is the process of prediction?

Guided Instruction (We do it)
I will continue to read the story and help make some more predictions on pages 4 and 5

Oh I have another prediction







Who has a prediction they would like to share? (SIOP 18)



Formative Assessment: Listen to students make prediction
Modification/accommodations: Ask Berkley for a prediction. With guiding questions help Steven make a prediction.
Make sure Lourdes and Dariana are following along, and ask if they have a prediction that they like to share. If Reagan
raises his hand to share, call on him first before he gets frustrated.

Collaborative/Cooperative (You do it together)
Now with your buddy I would like you to finish the story and make prediction for pages 6-15 (SIOP 16 )









Prediction
Confirmed/ not Confirmed
Baba Yaga is going to steal the clothes (pg 2)

(SIOP 4)

Prediction
Confirmed/ not Confirmed
Baba Yaga is going to steal the clothes (pg 2)
Baba Yaga is going to get caught by the other
Babushkas (pg 4)
She is going to be Victors Babushka (pg 5)


(SIOP 4)

Yes
Prediction
Confirmed/ not Confirmed
Baba Yaga is going to steal the clothes (pg 2)
Baba Yaga is going to get caught by the other
Babushkas (pg 4)
She is going to be Victors Babushka (pg 5)
Baba Yaga and Victor will go into the woods
(pg 7)
Baba Yaga will leave Victor (pg 9)
Victor will miss Baba Yaga (pg 10)
The wolves will eat victor (pg 11)
Victor will remember his Babushka (pg 12)
Villagers will respect Baba Yaga (pg 13)

(SIOP 4 & 6)
Yes
No

Yes
No
Yes
Yes
No
Yes
yes


Formative Assessment: walk around and stop at each pair and listen to them reading and predicting
Modification/accommodations: partner up Berkley and Reagan, pull them back to explain that I want them to finish the
story and create a story that correlates with the one they just read.
Steven, Lourdes, and Dariana will be pulled back into small group to go over the concept with them and I will continue
the read aloud with them.

Independent (You do it alone)
Boys and Girls I want you to create a new ending to the story and predict what would happen to Baba Yaga if she did not
become Victor Babushka. (SIOP 6)


Summative Assessment: Students will share their ending in author share once everyone is finished.(SIOP 29 & 30)
Modification/accommodations: Steven, Lourdes, and Dariana will only draw a picture prediction what will happen
and explain it with the details. Berkley and Reagan will read their story to the class.

Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Today we learned how to predict during a story. Who can tell me what it means to make a prediction? Why do we use
prediction? Whats another word for Babushka?
Before we finish up lets go over the graphic organizer one more time. (SIOP 27 & 28)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?



REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?