Lesson Plan Student Teaching

Name: Ashlyn Cummings Cooperating Teacher: Amy Stringer

Cooperating Teacher Initial Here________ Lesson Date: 2/21/17
School: Reagan Elementary
Grade Level: 4th & 5th grade
Setting: ELA Resource Subject/Topic: ELA/Book Group
Teaching Model: Direct Instruction University Supervisor Initial Here________
Teaching Objective (ABCDE): MODIFICATION
Given the book titled Phineas L. McGuire Gets SLIMED the S/ACCOMMODA
students will answer comprehension questions over the designated TIONS
chapters getting 5 out of 5 correct.

IEP Objective(s):
J.R.- The student will be able to correctly answer comprehension
questions

A.S.- The student will be able to correctly answer the comprehension

questions over the Read Naturally curriculum

C.W.- The student will be able to demonstrate improvement in her

reading comprehension by answering inference, context clue, and
vocabulary questions correctly

TEKS:
2.9.B. Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their
understanding. Students are expected to:
(B) describe main characters in works of fiction, including their
traits, motivations, and feelings.

Background Information:
The students have an idea of the meaning of a prediction and how to
create one for a story
The students have an understanding of how to take key details out of a
story to help with comprehension
The students have an understanding of how to decode new and
unfamiliar words
Students have knowledge of basic sight words
 Materials:
Phineas L. McGuire... Gets SLIMED book
Comprehension Questions

Equipment: Not Applicable

Classroom Management/Environment:
The students will be sitting at the rectangular table. During the lesson
the students can call out answers to questions since it is such a small
setting with only three students. Students are expected to be respectful
when their peers are talking and when I am talking.

Engagement/Focus:
Tell the girls good morning and check on how they are doing. Discuss
the past chapter and review any key pieces of the story. After, have the
students make a prediction of what they think will happen in the next
chapter of the book.

Student Objective (Today you will be able to___.):

Today you will be able to answer comprehension questions over the
past completed chapters of our book Phineas L. McGuire...Gets
SLIMED.

Purpose of the Lesson (This information is important because___.):

This information is important because understanding how to find
important information out about a main character or the main idea of the
story will be something that is on the STAAR exam. By practicing with
reading a chapter book you not only get to practice your fluency when
reading, but also being good detectives when you read.

Explanation/Procedures (Relate to prior knowledge; describe what you Peripheral Seating

will teach & model, what the students are to do with you, and what they for all three
are to do independently (I do, We do, You do); must include higher students
level questions you will answer):
I Do: Go back and forth between reading a page between the four of C.W.- Opportunity
us. During the chapters add any comments that you feel the students to repeat and
need to go over or be reminded of. In addition, ask comprehension explain instructions
questions while reading.
We Do: Have students make a prediction about the story and then Extra time for oral
beginning reading the books. Students will read back and forth for either response
one or two chapters.
You Do: Students will answer comprehension questions over the Extra time for
chapters. written response

Blank place marker

for reading

A.S.- Feedback
provided frequently

Gain attention
before giving
directions to class

Teacher check for

understanding and
reteach/reread
materials as
indicated

J.R.- Opportunity to
respond orally
Small group, extra
time, and oral
administration of
assessments

Encouragement to
verbalize steps
needed to complete
assignment/task

Extra time for

written response

Frequent feedback

Encouragement for
classroom
 participation

Positive
Reinforcement

Extension (what will you do to go deeper into this topic):

The students will write a summary over the passage they have read.

Elaboration (what else might you need to do/say to teach this

skill/concept):
Review places in the chapter that are important and help in answering
the comprehension questions if stuck.

Closure (objective & purpose are restated; address how are you going to
include the students in this):
Review what was discussed in the chapter. Ask them if they feel that
their predictions were right about what the story is about. Ask students
questions such as: What do you think the main idea was for the chapter
we just read? Who are some of our new important characters? What
happened to Phineas in this chapter? Have students brainstorm some
ideas of what you think will happen in the next chapter. After this,
remind them to keep thinking about what we discussed today and that
tomorrow we will be reading a few more chapters.

Assessment (how will you know when the student knows the All three students
information or can do the skill youve taught): need oral
administration of
The students will answer the all five comprehension questions correct test and small group
getting 5/5 correct. setting

Resources:

Lesson Plan Student Teaching

Name: Ashlyn Cummings Cooperating Teacher: Amy Stringer

Cooperating Teacher Initial Here________ Lesson Date: 2/21/17
School: Reagan Elementary Grade Level: 4th grade Setting: ELA Resource
Subject/Topic: Review over Consonant Blends Teaching Model: Direct Instruction
University Supervisor Initial Here________
 Teaching Objective (ABCDE): MODIFICATION
Given Blends clip cards and the Cut and Paste Blends activity page S/ACCOMMODA
the student will be able to identify the words that match each rhyme TIONS
getting 12 out of 12 correct.

IEP Objective(s):
The student will be able to generate a series of rhyming words using a
variety of word families (ex ake) and consonant blends (ex. bl).

TEKS:
1.2.A. Reading/Beginning Reading Skills/Phonological Awareness.
Students display phonological awareness. Students are expected to:
(A) orally generate a series of original rhyming words using a
variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g.,
bl, st, tr);

Background Information:
The student has a basic understanding of sight words
Has a basic understanding of vowel sounds in words

Materials:
Beginning Blending Words chart
Example words
Blends Clip Cards
Whiteboard
Cut and Paste Blends Activity Page

Equipment: Not Applicable

Classroom Management/Environment:
The student will be able to call out answers when asked any questions.
During the lesson the student is expected to be respectful and listen to
the teacher, and pay attention during the lesson activities.

Engagement/Focus:
Greet the student and ask how their days was. Do a quick review over
our previous consonant blends we have covered. After this, introduce
today's topic over consonant blends that begin with s. Ask questions
like: What are some consonant blends we have gone over? Do consonant
blends happen at the beginning or ending of a word?
Student Objective (Today you will be able to___.):
Today you will be able to correctly identify a word and its beginning
blend sound.

Purpose of the Lesson (This information is important because___.):

This information is important because understanding the beginning
blend sounds can help you in pronouncing new and unfamiliar words.

Explanation/Procedures (Relate to prior knowledge; describe what you Extra time for
will teach & model, what the students are to do with you, and what they completing
are to do independently (I do, We do, You do); must include higher assignments
level questions you will answer):
Provide correctly
I do: Introduce what a consonant blend is first (beginning blends in complete examples
words). Discuss how consonant blends have their own family of words.
Give examples for each blend sr-, st-, and sw-. Go over how you can Wait time
hear each blend in the example words.
We Do: Do 4 or 5 more examples together having her place each word Visual aids
with the correct consonant blend. After this is done, review what has
been discussed. Instructional aids

You Do: After reviewing, have the student work independently on the Extra time for oral
Cut and Paste Blends worksheet.
response

Extra time for

written response

Directions given in
a variety of
ways/simplified
vocabulary

AT device IPad
with Proloquo
Extension (what will you do to go deeper into this topic):
The student will complete an activity page that has the student to
identify the consonant blends for each word.

Elaboration (what else might you need to do/say to teach this

skill/concept):
Break down consonant blends by focusing just on the beginning
sounds. Then build the word together with the student. Repeat this
however many times is needed for mastery over each consonant blend.

Closure (objective & purpose are restated; address how are you going to provide a visual
include the students in this):
Review consonant blends with student. Ask questions like: what
consonant blend does swing belong to? What about the word spoon?

Assessment (how will you know when the student knows the Oral
information or can do the skill youve taught): Administration of
The student will be able to correctly match the words to the correct assessments
consonant blend getting 12 out of 12 correct.
Visual Aids

Repetition

Resources:

Lesson Plan Student Teaching

Name: Ashlyn Cummings Cooperating Teacher: Amy Stringer

Cooperating Teacher Initial Here________ Lesson Date: 2/21/17
School: Reagan Elementary Grade Level: 4th grade Setting: Math Resource
Subject/Topic: Math/Intro to Two-Step Word Problems Teaching Model: Direct
Instruction University Supervisor Initial Here________
Teaching Objective (ABCDE): MODIFICATION
Given a whiteboard, expo marker, multiplication chart, and a S/ACCOMMODA
worksheet titled Rockin Two-Step, the students will be able to answer TIONS
two-step word problems using the area model getting 4 out of 4 correct.

IEP Objective(s):
C.W.- The student will be able to advocate for help when her
 understanding breaks down or she doesnt understand the directions

J.B.- The student will be able to select the correct operation (add,
subtract, multiply or divide) to solve the problem

TEKS:
3.4.K. Number and operations. The student applies mathematical
process standards to develop and use strategies and methods for whole
number computations in order to solve problems with efficiency and
accuracy. The student is expected to:
(K) solve one-step and two-step problems involving multiplication
and division within 100 using strategies based on objects; pictorial
models, including arrays, area models, and equal groups; properties of
operations; or recall of facts.

Background Information:
Basic understanding of place values
Have an understanding of the worth of base 10 blocks
Have a basic understanding of multiplication facts
Have a basic understanding of division

Materials:
Whiteboards
Expo markers
Rockin Two Step Worksheet
Multiplication Chart

Equipment: Not Applicable

Classroom Management/Environment:
The students will be seating at the rectangular table. They are able to
call out answers and any questions they may have. The expectations is
that they are respectful to their peers and teachers when talking.

Engagement/Focus:
Greet all the students and check on their day. After this, review what
was previously discussed about multiplication and division. Then
introduce today's topic over two-step word problems. Ask questions like:
how do we solve the two-step word problems? What method do we use?
What does CUBES stand for?

Student Objective (Today you will be able to___.):

Today you will be able to correctly solve two-step word problems
using the CUBES method getting 4 out of 4 correct.

Purpose of the Lesson (This information is important because___.):

This information is important because we will be dealing with word
problems all the way through college. It is important to understand how
to solve word problems in a quick and efficient way. Plus it is important
to understand how to solve word problems because they will also be on
the STAAR test you will be taking soon.

Explanation/Procedures (Relate to prior knowledge; describe what you J.B.-

will teach & model, what the students are to do with you, and what they Encouragement to
are to do independently (I do, We do, You do); must include higher verbalize steps
level questions you will answer): needed to complete
I Do: Introduce word problems to students. Walk through the CUBES assignment/task
method, reviewing what each letter represents. Model two or three
examples of two-step word problems using the methods we discussed Feedback provided
the previous weeks for multiplication and division. frequently
We do: Once modeling is over then have the students work together to
solve word problems using the CUBES method. Due three or four Opportunity to
examples together. repeat and explain
You Do: Review the CUBES method and then have them work instructions
independently on the Rockin Two-Step activity page.
Shortened
instructions

Teacher check for

understanding and
re-teach materials
as indicated

Math charts

Extra time to
complete
assignments
 C.W.- Extra time
for oral response

Extra time for

written response

Math problem-
solving read orally
to student

Math charts,
manipulatives base
10 blocks, clock ,
fractions pieces,
counters

Extension (what will you do to go deeper into this topic):

Have students work on three step word problems.

Elaboration (what else might you need to do/say to teach this J.B. & C.W.- Visual
skill/concept): Aids, Math Charts,
Review in more detail wording and information that tells us that we manipulatives base
are multiplying and/or dividing in a multi-step word problem. 10 blocks

Closure (objective & purpose are restated; address how are you going to
include the students in this):
Review what has been discussed over two-step word problems. Ask
questions: what does the C stand for in CUBES? What are keywords that
help me know that I am either multiplying or dividing? Introduce
tomorrows review over division.

Assessment (how will you know when the student knows the Oral
information or can do the skill youve taught): Administration of
The student will be able to correctly answer two-step word problems each station's
using CUBES method getting 4 out of 4 correct. questions will be
given

Resources: