Lesson Plan Format

Melissa Tourangeau
Describe the context:
(Students, grade level,
geographic location, community
and school population, socioeconomic profile, school
culture, availability of
technology, content, learning
styles, ethnic breakdown,
special needs, . . Be detailed.
Do not make casual
references, or surface level
connects to students
backgrounds, interest, and
learning needs. Provide details
on class demographics,
significant subgroups of
students with similar
characteristics and varied
strengths (including personal
cultural and community assests.
Identify their learning needs.
Identify their strengths, learning
styles.) Include the schools
philosophy, vision and mission
statement. Explain how these
affects, or guides instruction in
the classroom.

This semester I am completing my second observation at

Carrolton Elementary School in a 4th grade classroom. The
school is in Oak Creek, Wisconsin. The breakdown of
students is 13 males and 13 females. The ethnic background
of the students is 21 Caucasian, 2 Hispanic, 1 African
American and 1 Indian American. (This observation was
purely based upon general observations.)
The city of Oak Creek is mostly a suburban middle class
community. The city has a population around 35,000. The
population of Oak Creek is predominately Caucasian. The
breakdown is 81.3 % White, 8.8% Hispanic, 5.5% Asian
1.8% African American, 0.5 % American Indian and 1.5 %
two or more races (City Data.com). I grew up in Oak Creek
and went to through the public schools. I expected this
observation to have more of a suburban school feel to it. The
one thing that I was surprised when starting my field what the
controlled classroom setting my cooperating teacher has set
up. She has great command of the classroom with calmly
reinforcing the classroom rules. Students have great respect
for her and listen intently when she is doing her mini lessons.
The classroom is set up with my cooperating teacher
gathering the students, with the pink panther theme song, to
the carpet for literacy workshop. She then presents a mini
lesson modeling for the students what they are going to work
on that day. Once the mini lessons are over the students either
breakup into small groups for direct instruction or they
quietly work on the new skill learned.
In my field there are many different types of technology being
used in the classroom. My CT uses a Smart board for the mini
lessons. There are 3 PC computers that are used for typing
and research for reports. Finally there are netbooks available
for students to get to work on typing and listen to books on
tape.
The mission statement of the school district is to provide an
educational program that incorporates a positive learning
environment that will inspire, challenge and engage.

(ocfsd.org)

Learning Goals/Objectives
Content Standards (CCSS)
Affective Objectives: (related to
student attitudes and values;
think dispositions)

These aspects guide my instruction by understanding what

technology will be available for me. Also when observing my
cooperating teacher I am paying attention to how she guides
the students focus, how to answer questions, gives them
directions on activities. This impacts my thought process of
my lesson because I will use those elements in my lesson.
This will help allow students to feel more comfortable with
the change in routine.
CCSS.W.4.1. Summarize the shark article and explain
viewpoint on what was interesting or didnt know
CCSS.W.4.2. Drawing evidence from the article that their
reading for analysis and reflection. Referencing where the
article says that part that are talking about
Students will be able to:

Cognitive: (related to the

mastery of knowledge: think
Bloom)
For help please go to Blooms
Taxonomy of Learning
Domains

Pre-Assessment: (How do you

know what to teach and how to
teach it? What did you do to
discover this information?)
Academic Language

Assessment
(Criteria / Look Fors; How will
you assess learning? What will
you do to know if the students
have met the objectives?)

What Rubrics or other

Affective
Join in on a small group discussion
Relate background knowledge and ones own interest
to the piece.
Cognitive
Summarize authors message.
Demonstrates understanding by giving own opinion
about what are interesting/important parts of the piece
and cite evidence.
Pre Assessment:
I am going to use previous work students have given me
(survey and survival words worksheet) to assess what groups
each student will go in. I will also use my knowledge of the
classroom dynamics to put students in a group that has one or
two more knowledgeable others and two or three struggling
students.
Assessment:
I will be using informal assessment when doing this lesson. I
will monitor the small group discussions. After the lesson is
over I will look at what students wrote on their notecards to
see if they got the idea of what they needed to do in the
discussion.
Proficient on the notecards would be choosing a sentence
from the article and describing why they choice it in one or

scoring scales will be used? Be

specific (Identify the criteria
you will use. This should align
with the objectives and CCSS.)
Students SelfAssessment

Enduring
Understanding/Essential
Question(s): (What are the big
ideas? What thought provoking
question(s) will guide the
lesson?)

two sentences.

Self-Assessment:
I will give students an exit slip that they can fill out after they
have finished their small group discussion.

What makes an effective group discussion?

What aspects of the article are you interested in?

Instructional Procedures
Learning Strategies: (Be sure
to include specific strategies to
develop literacy of content)

I am using Save the Last Word for Me strategy to

accomplish a small writing task and group discussion.

Introduction
Pre (How will you motivate,
activate prior knowledge, what
will be your hook? . . .)

Hey kids today we are going to talk about sharks.

We are also going to work on some small group discussions
after we read a small passage about sharks. What are some
things you know about sharks already?

During
Demonstration

Demonstration:
Read the section that I have selected for the class either out
loud or to themselves
Pass out 2-3 notecards to students
Tell them to write on one side of the notecard a sentence or
paragraph that they find interesting, are questioning, or
agree/disagree with. They should do this for all notecards. On
the other side of the notecard they will write down what their
thoughts about what they put down.
Model what types of information I want them to pull out of
the section
Make a mock notecard on the Smart board
I want them to discuss in groups what they found interesting,
what they are questioning, and what they agree with or
disagree with.
Participation:

Participation

Practice

Closure
Post
Extension

Time
(Total and Specific)
Student Accommodations
Differentiation/Planning for
Individual Needs (IEP goals if
known; RtI; learning styles):

Resources and Materials:

(Include technology where
applicable/available/appropriate
)
Reflection on Planning
(Explain which
theory/theorists you are using

Do a run through of the group with two student volunteers.

In the groups I am expecting students to do the strategy save
the last word for me. This strategy makes students first pick
out the sentence or phrase they want to talk about. They then
read the statement or point it out then instead of giving their
thoughts on it they turn it over to the rest of the group to
comment on first. After everyone goes they can have the last
say on that sentence. Then the next student goes.
In my run through I would have two students run through the
example. I will first pick out a statement they will discuss it
and I will be the last person to comment on the topic.
This will show the other students how they be guided through
the lesson.
Practice:
Have students split up into 3 or 4 small groups
Monitor the groups so they are following the format given.
Closure:
When students have finished with their discussion I will have
them call me over so that I can have them give me a brief
summary of what they talked about in their groups.
Collect their notecards for reference to see if the lesson was
successful.
I will have students the exit slip to get their reflections on
how their group discussions went.
30 minutes
My cooperating teacher said that as long as the reading
sections are in the students reading level, (which I will email
her and make sure), then the writing sections shouldnt be a
problem for the students with special needs. This would be
for student with visual, linguistic and interpersonal learning
styles. Students with visual learning style would be addressed
because they will see an example discussion. Students with
linguistic learning style would be addressed because they will
be reading and writing their thoughts on the article. Students
are interpersonal would be addressed because they are
discussing in groups.
Smart Board, notecards, handout of the article

I am using Vygotskys gradual release of responsibility

because I am first guiding students into what they will be
doing. I am also going to pull from the more knowledgeable

to guide your
practice/planning of this
lesson? Be sure to explain the
connections.)

other when I am breaking up the groups. I am going to break

up the groups based on the survey they filled out and informal
interactions. I am going to have at least one student that is the
most knowledgeable other in each group. Then I am having
one struggling student in the group. Two or three more
students would be chosen based on good personality with the
group created so the group can run smoothly.