Elementary Education Program

DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

Teacher Candidate: Amanda Cordero Subject/Grade/Program Type: Whole Group/1st grade/

Date: November 3,2017 Title of the Lesson: The Other Side by Jacqueline
Woodson
Lesson Essential Question: How does the Story of Topic or Big Idea: My Neighborhood/ Determining
Ruby Bridges and The Other Side compare? Importance
Unit Essential Question:What will you LEARN ABOUT
THE WORLD by sharing stories from your life and the
lives of others?

Introductory/Acquisition Lesson Extending Thinking Lesson Assessment Lesson

**The delivery of your lesson is always contingent upon the content you intended to deliver. Sometimes you may
address all of the elements in the template and sometimes you may not. This template is a guide to ensure you are
addressing the essential elements of a lesson plan to ensure students will be able to demonstrate enduring
understanding.**

Focus Students’ Student Learning Outcome(s): What should students know and do as a result of the
Attention lesson? (Component 1C)
Students will be able to identify the similarities between two books that circulate around
the same topic of race and equality.

Content Standard(s): What are the standard(s) addressed by this lesson? Does the lesson have an
Standards interdisciplinary focus? (Component 1A)
Include number and text of each standard being addressed
RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

RI.1.9. Identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).

Common Core Relevance/Rationale: Why are the outcomes of this lesson important in the real world?
Focus Why are these outcomes essential for future learning? (Components 1A,1C)
Identify the characters in stories
Describe characters’ experiences in the stories
Identify similarities and differences in characters’ experiences in stories
Identify similarities and differences in what happened to the characters
Determine how characters solve problems
Language Statement of Language Objective: How will the student demonstrate understanding using
Objective the four domains of reading, writing, speaking, and/or listening? (Components 1B, 1C)
(Classes with ESL
Co-teacher)
Speaking- Students will be able to retell the story The Other Side. They will be able to have
a discussion with their friends about the similarities between Ruby Bridges and The Other
Side.
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DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

Writing- Students will be able to write their ideas on the worksheet given to them.

Model of Statement of Adult Roles: How will the other adults in the classroom support students
Co-teaching (aides, paraprofessional, special educator, resource teacher, etc.)? (Component 4D)

Cooperating Teacher will be going around aiding the students with me in completing their
thoughts and or helping them form their letters and words.

Anticipatory Set Do Now / Warm-up: How will you engage students in learning? How will you connect the
/Activating lesson to their prior knowledge? (Component 1E)
Strategy
9am-9:05am

Students will be asked what has happened in the book so far. They will be asked their
vocabulary words and their definitions.

I will continue with reading the book in its entirety and then introduce the activity.

Introductory / Teacher Directed Activities: (Teaching of the new concept): How will you aid students in
Short Lecture/ constructing meaning of new concepts? How will you introduce/model new skills or
and/or procedures? What instructional strategy(ies) will you introduce, re-introduce or utilize to
Developmental ensure comprehension? (Component 1E)
Activities
9:05-9:10am

Students will be asked their thoughts on the book. I will then move ahead and ask how the
book compares to The story of Ruby Bridges. Students will turn and talk to their partners
and share their ideas. They will then come back together and share the ideas that they
brainstormed.

T:Can anyone tell me what happened in the story of Ruby Bridges?

S:Students respond:
T: okay great! Now i want you all to turn and talk to your friends. I want you to discuss how
Ruby Bridges and The Other side compare to each other
S: (students have about 2 mins to talk)
T: Okay! lets bring it back. Can anyone share some of our ideas?
S: ( choose a couple students probably 3-4 to share)
T: Wonderful! thank you for sharing. So for today's activity, we will be doing a text to text
connection with Ruby Bridges and The Other Side. I want you all to write about how the
two books compare. After we do that, I would like you all to Draw two pictures, One for
Ruby Bridges and the other for The Other Side. Can anyone tell me what we are going to
be doing for our activity today?
S: Students share.
Teacher Guided Teacher-Monitored Activities: What will students do together to use new concepts or
Practice skills? How will you assist students in this process? (Component 1E)
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DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

9:10-9:15

Students will then be called to go back to their seat. At their seat, we will brainstorm ideas
together, they will then move on to their drawings and pictures.

T:I will call you up to get a paper, please put your name and number when you return to
your seats. We will brainstorm ideas together on how they compare and then we will be
responsible for our pictures. Can anyone share how these two stories compare?
s: Students respond
T: great! and is their anything else?
S: students share more thoughts.
T: wonderful thank you for sharing, please write down our thoughts and then once you are
done, move onto your pictures.
Independent Practice Activities, Refinement, and Extension: What opportunities will students have to
Practice or use the new skills and concepts in a meaningful way? How will students expand and solidify
Activities their understanding of the concept and apply it to a real-world situation? How will
students demonstrate their mastery of the essential learning outcomes? (Components 1E,
1F)
9:15-930am
Students will be developing their own pictures to demonstrate their understanding of the
Text to Text Comparison of Ruby Bridges and The Other Side. Myself and Mrs. Dalfonso
will be making sure that they are completing what they need to complete and aid the
students who need a little extra help to finish their work.
Assessment/ ✱Formative Assessment: ✱Closure Activities: How ✱Summative Assessment: How
Closure How will you & your will you assist students in will you ensure that all students
What does students know if they reflecting upon what they have mastered the identified
success on this have successfully met the learned today and are learning indicators? How will
lesson’s outcomes? What specific preparing for tomorrow’s you assess their learning daily?
outcomes look criteria will be met in a lesson? What homework How will you assess their
like? successful will be assigned to help learning at the end of a unit?
What is the product/process? students practice, prepare,
evidence of or elaborate on a concept
learning? or skill taught?
(Component 1F)
Students will be Students will reflect on
able to Students will be their assignment. They will Text to Text Connection
successfully discussing as a class and recap on the activity that Worksheet will be analyzed to
show and tell with friends their they have done. better understanding on what
comparison thoughts on our book children are grasping the
that Ruby and how Ruby Bridges concept and those that are not.
Bridges and The and The Other Side
Other Side compare.
have.
Resources/ What texts, digital resources, & materials will be used in this lesson? (Component 1D)
Materials:
The Other Side by Jacqueline Woodson

The Story of Ruby Bridges

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DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

Text to Text Connection Worksheet.

Access for All: How will you ensure that all students have access to and are able to engage appropriately
in this lesson? Consider all aspects of student diversity – ELL, IEP, & Gifted, etc.
(Components 1B, 1C, 1E)
Students will receive one on one attention from myself and Mrs. Dalfonso. They will be
helped decoding words, spelling out and retelling the story to us.

Students who are very low will be expected to write few words but show understanding
though pictures.
Differentiation: What curriculum modifications and/or classroom accommodations will you make for
Students with learning differences in your class? Be as specific as possible. (Component 1B,
1D)

Modified assignment less writing more picture understanding.

Students will receive one on one attention for spelling and organizing.
Reflection: Teacher Observation Post-Conference Questions
(Component 1. In general, how successful was the lesson? Did the students learn what you
4A, 4E) intended for them to learn? How do you know?
I was thoroughly surprised on how well this lesson went and how well the students
responded to the assignment. The students showed great retelling skills and comparison
skills of the story.

2. What evidence do you have of student learning? What do those samples reveal
about those students’ levels of engagement and understanding and learning?
Evidence of student learning was the discussion on the carpet and the text to text
connection assignment that we all did comparing The Other Side and The Story of Ruby
Bridges.

3. How did your classroom procedures (routines, transitions, student movement and
configuration) enhance or detract from the lesson? What, if anything, would you
do different?
Classroom procedures went as they always do, the students knew what to do and did it.
When questions came to mind they asked. Students who need extra support received the
support with their writing and ideas.

4. Did you depart from your plan? If so, how and why?
I do not feel as though I departed from my plan. I felt that everything that needed to be
done was completed and the outcome that was planned was achieved.

5. If you had an opportunity to teach this lesson again to the same group of
students, what would you do differently?
If I were to teach this lesson again, I would have finished the book the day prior and
allow more carpet whole group discussion about the two books. I also would have written
ideas on the board for the students to follow or use as guides for the assignment.

6. What did you learn from informal assessment during the lesson? How did the
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DANIELSON FRAMEWORK LESSON PLAN TEMPLATE

results impact your instruction and/or student learning?

I learned that the students themselves have an understanding of how back in the day,
black and white people were unequal and how black people were segregated. The students
showed knowledge of the books and showed emotion towards the stories.

7. What impact did student behavior have on cognitive engagement and learning?
I felt that the students worked amazingly well on the activity they were engaged in the
lesson and were eager to share their thoughts and ideas.