Elementary and Early Childhood Education Lesson Plan Template

Name: Esperanza Rising Date: 3/ 20/ 19

Course: ECE 3330 Lesson Plan #: 1
Subject Area(s): Reading Comprehension Grade Level/Time Frame: 4th Grade

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
The lesson will take place in a 4th grade classroom. The classroom has a smart board
and a white board. The standards are hung up on the right side of the wall. The desks
are arranged in the middle of the room in groups of 5 or 6 students. There is a carpet at
the front of the room where students will convene for lessons. The teacher’s desk is in
the back and is used for conferences and math/reading centers. There are many
manipulatives in the classroom and are available to the students. My classroom is ½
African American and ½ Hispanic. There are two Caucasian students and one
Vietnamese student.
Number of students in class:
● Number of males: 7
● Number of females: 14
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 6 There is a Special Education teacher that
504 plans comes in and helps these 6 students
during reading and math. She is a
support system for them and provides
supplementary material. Visual
representations also help these students
focus and understand the material.
Students w/ EIPs 0 n/a
English learners 7 Visuals will help these students make
connections between the words and
content in the lesson. Graphic organizers
will help them organize their thoughts.
Gifted 3 Choice is extremely important for these
students. This lesson provides many
different options for choice. The
students will have choice when they are
picking out the key details and the
graphic organizer. This lesson lends itself
to be more advanced for these students
because they can add more information
to their graphic organizer and the key
details, they choose will be more
detailed.
Students with gaps in 0 n/a
academic knowledge
Other learning needs 0 n/a
● Personal: This lesson relates directly to my students personal assets because
it bridges the understanding of Hispanic culture during the Great Depression
to Hispanic and Non-Hispanic students.
● Cultural: This lesson introduces students to Spanish culture and language as
well as incorporating students who have a similar cultural background and
language.
● Community: The community is widely Hispanic with many Hispanic influences
within the community culture. Students in this area come together asa
community to help each other out, similar situations that the students will
encounter in the novel.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

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 Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
Vocabulary
● Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: set of conventions for
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Prior academic knowledge:
- Print Concepts.
- Phonological Awareness
- Word analysis
- Knowledge of main idea and supporting details.
Prerequisite skills:
- Word decoding skills.
- Fluency skills.
- Ability to use a graphic organizer.
- Ability to organize thoughts.
Students will be able to describe the main idea and key events in an fictional text with
the support of a graphic organizer.
I can:
- describe key events in a fictional text.
- select an appropriate graphic organizer to organize key events.
- I can use the graphic organizer to retell a fictional text.
If a student picks an event that is not a key event in the story, I will ask the student if
the event relates to the main idea of the story. I will also ask the student that
if we were to take out that event, would they still be able to understand the
main idea of the story.
Academic Language Whole Class Supports Differentiated Supports
Language function: A graphic organizer will
students will sequence the help the students
key concepts. They will sequence the events.
explain the sequencing of
key concepts in the text.
Multiple meaning words: n/a
n/a
Academic vocabulary: I will use these words in
Sequence, analysis, sentence to provide
evaluate, organize context. I will define the
words the student does
not know.
Subject-specific Use the words ‘main idea’
vocabulary: and ‘key events’ in a
Main idea, key events sentence as well as
providing an example from
the book. If students are
still having difficulty with
the words we will provide
definitions for the words.
Syntax: I will provide an example
Students will organize of a key event and will
their thoughts on a show the student where
graphic organizer. the event goes on the
organizer. I can also
provide a filled out
organiser on another
fictional book for the
student so they can look at
the structure of the
organizer.
Discourse: I will ask specific guiding
Each group will present questions to elicit student
their graphic organizer thinking. For example, I
and which events they can lead the discussion by
found assisted in asking the student what
2

Discourse: how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
understanding the main the main idea and then
idea. what a key concept is.
Writing -> The students will analyze the graphic organizer and fix the incorrect
conventions.
Speaking -> The students will have to explain how organized their information and
how the key concepts relate to the main idea. They will explain how she sequenced
and organized their information.
Reading ->The students will have to read the novel and pick out the key events. They
will analyze the text for the key events and main idea.

Listening ->The students will listen to high order questions from the teacher and
evaluate what the teacher is saying in order to answer the question.

Step 3: Design Assessment Plan

Assessment
Framework Georgia Performance
Standard(s)
ELAGSE4RL3: Describe in
depth a character, setting, or
event in a story or drama,
drawing on specific details in
the text (e.g., a character’s
thoughts, words, or actions).
Type of Assessment
Pre-assessment
Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
I can: Pre- Assessment -> Running records and questions to
- describe key events assess the students’ reading comprehension levels.
in a fictional text.
- select an Formative -> Graphic organizer and verbal
appropriate graphic questioning.
organizer to
organize key Summative -> Presentation and analysis of the
events. graphic organizer.
- I can use the
graphic organizer to
retell a fictional
text.
Format of Assessment (e.g., Supports, Evaluation Criteria
quiz, test, checklist, KWL Accommodations, How will you know or
chart, performance task) Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Running Records and Each Running Record is N/A
comprehension questions tailored for each student’s
reading comprehension
level.

Formative assessment(s)
Graphic organizer and verbal
questioning
The graphic organizer
provides accommodations
for students who struggle
with organization within
their notes. Verbal
questioning
accommodates students
who struggle with written
response answers.
I will look at the graphic
organizer to determine
if the student is
understanding the main
idea and key events in
the story. The student
will have the main idea
in the center of the
graphic organizer with
the key events
connected to the main
idea. The verbal
questioning will be

3

Summative assessment(s)
Presentation and graphic The graphic organizer
organizer provides visual
organization of students’
ideas and thoughts to
assist them when
presenting.
Pre-Assessment Data Summary
used to assess the
students’ immediate
understanding of main
ideas and key events. I
will give immediate
feedback if I find that
the student is incorrect
in their answers.
I will know that the
students have met the
learning objectives by
how the students
analyze their graphic
organizer and
incorporating the
information into their
presentations. I will
assess whether the
students incorporate
the main idea into their
presentations, as well
as provide evidence
from key events found
in the text.

During the pre-assessments, the students provided plenty of details and opinions on the running record we gave them.
Based on our pre-assessment, we can determine that the students struggle with sequencing events and identifying key
details from a story. We administered a running record to each of the students that contained multiple problems. While
many were able to identify and differentiate between the problems, many students struggled with this. They provided
many details that related to the story, however, many of them were minor details that did not relate to the main idea of
the story. Our lesson is directed towards helping students sequence events in a text and identify main ideas.

Step 4: Create Materials Needed Teacher Resources (must include podcasts):

Learning - Graphic Organizers. (n.d.). Retrieved from
Activities https://www.teachervision.com/lesson-planning/graphic-organizer
- This is a website with the Graphic Organizer the students will use in this
lesson.

Student Resources:
- Esperanza Rising novel

Technology Connection
Supporting Diverse Learners
Materials Needed:
- Blank Paper.
- Colored markers and pencils.
- The book “Esperanza Rising.”
- A blank copy of the graphic organizer for each student.
I will use a graphic organizer to assist students in organizing their thoughts.
I will support my students with IEPs by differentiating their support. They will be giving
the graphic orginizer that works best for sequesnceing events. This will scaffold thier
understanding by providing the most helpful tool for completing this task. The pictures
in the book will also help these students visually connect the information in the text.

I will support my English Language Learners by providing visuals to help them make
connections between the words and content in the lesson. Visual representation will
help these students focus and understand the material.

I will support my Gifted Students by allowing them to pick out the key details and the
graphic organizer. The choice in this lesson lends itself to be more challenging for the
advanced students.

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Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a
specific learning objective(s)
or learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
● Personal: This lesson relates directly to my
students personal assets because it bridges
the understanding of Hispanic culture during
the Great Depression to Hispanic and Non-
Hispanic students.
● Cultural: This lesson introduces students to
Spanish culture and language as well as
incorporating students who have a similar
cultural background and language.
● Community: The community is widely
Hispanic with many Hispanic influences within
the community culture. Students in this area
come together asa community to help each
other out, similar situations that the students
will encounter in the novel.
Interactive Models -> Integration of writing and reading to make meaning. Children
are strategic readers and writers.
- This lesson uses the interactive model because the students are integrating
what they are reading to writing a sequence of the key concepts in the
novel. This lesson teaches the students a strategic move for reading
comprehension by using an organizer.
Constructivist -> Learning is an active construction of knowledge and recognizes the
importance of background knowledge. Engaging students so they can be successful is
key.
- This lesson uses the constructivist principle because I am building off
background knowledge from the previous mini-lesson on the key events in
the movie trailer. The last lesson had the students view a movie trailer based
on the novel Esperanza Rising. They then used a KWL chart to write down
what they now know about the events in Esperanza Rising and what they still
want to know. The students will use what learned about the events in the
novel to help them sequence those events and additional ones in this lesson.
This lesson is also engaging, and student centered because the students are
actively working on their graphic organizer and answering questions
throughout the lesson.
1. Before the activity begins, students will assessed with with individual running
records. These running records will find each students’ individual reading
comprehension level.
2. At the start of the activity the teacher will introduce the book by giving a
quick summary and showing the class a movie trailer over Esperanza Rising.
3. After the trailer students will predict what the events in the novel will be and
what the possible main idea is. The teacher will ask the class “How can you
use key events to determine the main idea of a story?” The students should
be able to explain how the key events in the story describe the author's
point of view on certain subjects. The authors point of view and what they
want the reader to take away from the novel is the novel's main idea.
4. The teacher will then introduce the ‘I Can’ statements to the class and how
they will relate to the activity.
5. Students will have been familiar with the novel Esperanza Rising and will
have had a group discussion over the events taking place in the novel.
6. Students will be given a graphic organizer and he teacher will explain to the
class how to fill out the graphic organizer. This graphic organizer will be a
sequencing organizer where each event is place in order with arrows to
show the order of events.The students will sequence the key events in the
novel by using the graphic organizer.
7. Students will use the graphic organizer to plan their thoughts and to be used
as a guideline to base their presentation on. The teacher will ask the
students “What key events support your choice as the story's main idea?”
The students should be able to provide at least two key events on their
graphic organizer.
8. Student presentations will be completed in groups as they present their
graphic organizers and use the key details to defend their opinion on the
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 main idea of the text. Before the presentations the teacher will ask the
groups “How can you construct a presentation using the information
presented on the graphic organizer?”
- Students who struggle with the graphic organizer will get
individual/ small group support from the teacher by having the
graphic organizer demonstrated for them.
- Students who exceed the learning objective can look up historical
events occuring in the 1930s and relate them back to the key
events within the text.
9. The teacher will then review the ‘I can’ statements after all the groups have
gone and provide examples of how the class demonstrated each aspect of
the learning objectives.
10. To end the lesson, the teacher will ask two higher order thinking questions
to summarize the lesson and elicit student thinking about main idea and key
concepts. The teacher will ask, “How can we test to see if an event in the
story is really a key event?” Students should say that an event that can not
be taken out of the story without changing the meaning or main idea of a
story is a key event. The teacher will then ask, “How can we use the key
events and main idea to summarize a piece of literature.” The students
should be able to explain who the key events are a summarization of the
text.
Connection to the Arts N/A
Higher Order Thinking How can you use key events to determine the main idea of a story?
Questions (HOTQs) What key events support your choice as the story's main idea?
How can you construct a presentation using the information presented on
the graphic organizer?
How can we test to see if an event in the story is really a key event?
How can we use the key events and main idea to summarize a piece of
literature?
Re-teaching, Re-Engagement, Students who do not reach the learning objected will receive individual/small group
Practice support. The teacher will meet with the students based on the skills needed to be
reviewed. Students who struggle with with identifying key details will go chapter by
chapter and identify a key detail within each chapter. The teacher will explain that key
events are events that create the meaning of the story. The teacher will ask students if
the events in question help them develop their understanding of the novel. If students
struggle with the graphic organizer then the teacher will provide an example of how to
fill out a graphic organizer with assistance from the student/s. If a student struggles
with identifying the main idea of the text then the teacher will assist the students in
finding the theme between the events in the story.
Extensions Students who successfully complete the learning objective by identifying the key
events, putting them into a graphic organizer and using that to find the main idea of
the novel, will be allowed to look up events that occurred during the Great Depression
and find similarities between real historical events and the key events in the story.
Lesson Closure Students will take turns with their presentations after the activity is over. Students will
demonstrate the learning objectives within their presentations by explaining the key
events they chose to place on their graphic organizer and how they related their key
events back to the main idea of the text. For those who participated in the extension
activity, they will share with the class the historical events that they felt tied into the
story. The teacher will then review the ‘I can’ statements after all the groups have
gone and provide examples of how the class demonstrated each aspect of the learning
objectives. To end the lesson the teacher will ask the follow two higher order thinking
questions to summarize the lesson and elicit student thinking. The two questions are:
How can we test to see if an event in the story is really a key event?
How can we use the key events and main idea to summarize a piece of
literature?
Step 5: Post- We foresee the students reacting positively to this lesson. We incorporated many interactive elements to keep them
Instruction engaged throughout the whole lesson. Since the students struggle with identifying key details of the story, we are
Reflection predicting that the lesson will improve their identification skills for these components. We will be providing different
strategies and methods to identifying the key details and main idea of the story in order to assist them in finding these
aspects in future activities. The students will improve and build on their knowledge throughout the lesson.

Learning Theories/Research Base

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 ● I believe that I will use the learning theories stated above throughout the lesson. This lesson uses the
interactive model because the students are integrating what they are reading to writing a sequence of the key
concepts in the novel. This lesson teaches the students a strategic move for reading comprehension by using
an organizer. This lesson uses the constructivist principle because I am building off background knowledge
from the previous mini-lesson on the key events in the movie trailer. The last lesson had the students view a
movie trailer based on the novel Esperanza Rising. They then used a KWL chart to write down what they now
know about the events in Esperanza Rising and what they still want to know. The students will use what
learned about the events in the novel to help them sequence those events and additional ones in this lesson.
This lesson is also engaging, and student centered because the students are actively working on their graphic
organizer and answering questions throughout the lesson.
Artifacts This is the graphic organizer students will use.