Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards

Square Cat, Elizabeth Schoonmaker

Problem Confronted: Ethnic diversity
McKenah DArcy

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) The students will be able connect an issue in a story to real-life experiences.

B. Objectives
1. Students will be able to connect the differences in the characters of the book Square Cat
to the differences seen in human ethnicities revealed in themselves and their families.

C. Standard(s): Professional Society/State/District

D. 1.RN. Describe the connection between two individuals, events, ideas, or pieces of
2.3 information in a text.

II. Materials
1. Square Cat by Elizabeth Schoonmaker
2. Cards with Square or Round cat printed on them
3. Pictures of 3 ethnically diverse friends

III. Anticipatory Set

I will have the students sit on the carpet in the back of the room. I will tell show them
pictures of 3 of my friends (all of different ethnicities). I will communicate some of the
unique things about them and their family.

IV. Purpose: Today we are going to read a book about a cat that was different from her
friends. This way we can all learn to appreciate differences in each other such as the color
of our skin and the backgrounds we come from. While I read I want you to pay attention to
how the differences between the cats and how Square cats friends make her feel accepted.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support
students development, acquisition of knowledge, and motivation.
(ACEI 1.0)

Foundational Theory: Reader-response criticism

Adaptation to Diverse Students

1. In the grand conversation I will give the students opportunity to share a time when they
felt different.

2. Students who struggle with reading will have the support of the read-aloud.

3. Students who may struggle with writing will be working with partner to help them come
up with a relevant cat card response.

Lesson Presentation (Input/Output)

(ACEI 2.1)
I will gather the students on the magic rug so they can focus on the story and are in a close
place for a group conversation.
I will read the story with voice fluctuation to help convey the sadness of Square Cat so that the
students can hear what it feels like when someone feels like they dont fit in.
I will model appropriate reading strategies and expression to keep them engaged.
(ACEI 3.3)

1
 V. Check for understanding. In the grand conversation I will begin by asking questions that helps to
reinforce the storyline. I will then ask deeper questions to help the children identify the
differences between the characters in the story and connect it to their own experiences of
feeling different. I will ask questions like:
1. What did you like about the story?
2. What kind of cat did Square Cat want to be? Why?
3. What were some unique characteristics of Square cat?
4. What were some of the differences between Square cats and round cats?
5. Have you ever felt different like Square Cat? What was it like?
6. What are some differences between you as a class?
7. What did Square Cats friends do to make her feel loved and accepted?
8. What can you do to make others feel like Square Cats friends made her feel?

VII. Review learning outcomes / Closure

Now that students have identified connected the story to real life experiences and learned to
appreciate the differences in the characters and each other, I will pass a card to each student with a
picture of either square cat or round cat (square+round=partnership).
I will pick a student in the room to help demonstrate what I want them to do with their partners.
We are going to get into partners in a minute, when I say go. If you are a square cat I want you to
write down something that is unique about you such as the type/color of your hair skin/eyes (I have
green eyes). If you are a round cat I want you to write down a unique tradition that your family does
that makes you unique (Every year my mom makes strawberry shortcake when we celebrate Easter).
At the end you will get to present what you wrote to the class so that we can celebrate one anothers
physical and traditional differences (ethnicity).

PLAN FOR ASSESSMENT

Formative: I will listen to students answers and ability to connect the story to real life. I will walk
around the room and listen to the students as they are brainstorming ideas to write down on their cat
cards. I will listen to see if they are identifying traits and traditions that make them diverse.

Summative: I will collect the students cat-cards after they have presented them to the class in their
partnerships.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences

7. Did students understand the connection between the different cats and human differences?
8. What ways could I adjust my questions to guide them toward a main idea?
9. How could I better explain or represent ethnicity to this age group?

Revision Date: September 12, 2016

2007 ACEI Standard

2
 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language
Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Lesson objectives are Lesson objectives are The lesson plan The lesson plan
poorly written and/or correlated with contains objectives contains clearly stated
have little or no learning goals and that connect goals content objectives.
Goals connection to learning standards. The and standards with Objectives are
Objectives goals or standards. connection between lesson activities and logically connected to
Standards Little connection objectives and lesson assessments. appropriate goals and
exists between activities and standards and are
objectives and lesson assessments is weak consistent with lesson
activities and or unclear. activities and
assessments. assessments.
The anticipatory set is The connection The anticipatory set is The anticipatory set
missing or has little or between the clear and direct and connects the current
no connection to the anticipatory set and focuses students lesson with previous
Anticipatory goal or content of the lesson objectives and attention on the and future learning
Set lesson. content is weak or lesson. and focuses students
unclear. minds and attention
on the days lesson.
The statement of A statement of The statement of The statement of
purpose is ambiguous purpose is included in purpose is clearly purpose has the
or worded so the lesson, but has connected to the power to capture the
generally that the little power to content of the lesson imaginations of
Purpose
connection with the motivate students and and is presented in students and motivate
content of the lesson capture their terms that are easily them to accomplish
is not apparent. imaginations. understood by the expected learning.
students.

Readiness

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and
skills as they apply to specific content and pedagogical knowledge, assessment practices, and
student achievement. The selection of appropriate technological tools reflects the candidates
ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. INTASC 6.i, 8.g, 8.o

Plan for Instruction

Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Few or no instructional Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are opportunities are
included. Any provided in this provided in this provided in this lesson
instructional lesson; however, they lesson. The that demonstrate the
Adaptation
opportunities are not are not adapted to opportunities are candidates
to Diverse
developmentally diverse students. developmentally understanding of how
Students
appropriate or appropriate and/or are students differ in their
adapted to diverse adapted to diverse development and
ACEI
students. students. approaches to
Standard
learning. The
3.2
instructional
opportunities are
adapted to diverse
students.
Lesson The candidates plan The candidates plan The candidates plan The candidates
Presentatio suggests he or she suggests a limited demonstrates lesson plan
n does not understand understanding of understanding of demonstrates that he
reading, language, reading, language, reading, language, or she understands all
Reading, and child and child and child of the concepts from
Writing, development development development reading, language,
and Oral concepts. concepts. concepts and their and child
Language use in classroom development and uses
ACEI The candidate cannot The candidate designs instruction. them effectively in
 design appropriate a minimally planning.
lessons to teaching appropriate lesson to He or she designs
reading, writing, teaching reading, appropriate lessons His or her instructional
speaking, viewing, writing, speaking, with adequate use of activities integrate
listening, and thinking viewing, listening, and theory to teach and support theory to
skills. thinking skills. reading, writing, teach reading, writing,
speaking, viewing, speaking, viewing,
The candidates plan The candidates plan listening, and thinking listening, and thinking
does not demonstrate demonstrates some skills. skills in multiple ways
the ability to help ability to help and in a variety of
Standard
students to students to apply their Plan demonstrates the settings.
2.1
successfully apply developing skills to candidates ability to
their developing skills differing situations, help students The candidates plan
to differing situations, materials, or ideas successfully apply demonstrates his or
materials, or ideas. successfully. their developing skills her ability to help
differing situations, students connect their
materials, and ideas. reading, writing and
oral language
together in creative
ways to link language
to everyday life.
The lesson The lesson The lesson The lesson
presentation does not presentation includes presentation includes presentation includes
Lesson encourage elementary little provision for at least one teaching a variety of teaching
Presentatio students students strategy that strategies that
n development of development of encourages encourage elementary
critical thinking and critical thinking and elementary students students
ACEI problem solving. problem solving. development of development of
Standard critical thinking and critical thinking and
3.3 problem solving. problem solving.

Little or no provision is A guided practice The lesson plan Plans to check for
included to check for section is included in includes a plan and student understanding
student understanding the lesson plan, but the means to check of the content are an
or to reteach concepts the connection with for student integral part of the
Check for that elude students the lesson understanding of the lesson, and include
Understand during the initial presentation is weak lesson. A provision is frequent questions
-ing presentation. and/or unclear. included to reteach all and other actively
or part of the lesson engaging forms of
to all or part of the formative assessment
class. during guided
practice.
Lesson closure is not Lesson closure is Lesson closure relates Lesson closure is
included, or is not weak and/or poorly directly to the lesson clearly correlated to
Review
related to the goals written. purpose and/or the content of the
Learning
and/or content of the objective. lesson and actively
Outcomes
lesson. engages students in
summarizing the
Closure
essential elements of
the lesson.

Plan for Assessment

Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
The lesson plan does Assessment activities A plan for formal and Formal and informal
Formal and not include are included in the informal assessment assessments
Informal assessment activities, lesson, but they are throughout the lesson strategies are a
Assessment or there is little or no not well correlated to is included. The seamless and
correlation between and/or do not cover assessment strategies integrated part of the
ACEI 4.0 planned assessment the full range of LP are uniquely designed lesson. The
activities and lesson goals and objectives. for the students. assessments are
goals and objectives. The assessment highly correlated to
Any assessments strategies do not the learning objectives
included are not promote development and promote
developmentally of each student. continuous
appropriate for the intellectual, social,
 students. emotional, and
physical development
of each student.

Self-answer questions Self-answer questions The lesson plan Additional self-answer

Reflection
are not included in the are included, but do includes all required questions are included
and Post-
lesson plan. not fit the content or self-answer questions. that specifically
Lesson
purposes of the address unique lesson
Analysis
lesson. content and
methodology.

Lesson Plan Summative Assessment

Element Score
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation
ACEI 2.1
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis

Total Score

Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Culminating Assessment
Needs Improvement Emerging Competent 3 Outstanding 4
1 Competence 2
Developmen The candidates lesson The candidates lesson The candidates lesson The candidates lesson
t plan suggests he or plan demonstrates a plan demonstrates plan demonstrates
Learning she does not limited understanding understanding of the that he or she fully
Motivation understand the major of the major concepts, major concepts, understands all of the
concepts, principles, principles, theories, principles, theories, major concepts,
ACEI 1.0 theories, and research. and research. and research and uses principles, theories,
them in planning. and research and uses
The candidates plan He or she designs them effectively in
does not provide lessons with minimally He or she designs planning.
opportunities to appropriate learning appropriate lessons
support students opportunities. with adequate learning He or she includes
development, opportunities that learning opportunities
acquisition of acknowledge students that support students
knowledge, and development, development,
motivation. acquisition of acquisition of
knowledge, and knowledge, and
motivation. motivation.
Culminating Assessment Score: _________