ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Yvonne Boeskool Date: April 24, 2019

Grade Level: 5th Subject/ Topic: Reading
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions​: Chapter 13-14, pages 81-101
Chapter 13 = Tom brings Jessica’s homework to her house, Jessica admits that she hates her mom, they talk about
superheroes, Jessica asks Tom to touch her face then closes him out of her room
Chapter 14 = Tom talks to Jessica’s father, finds out that the girl in the picture was actually Jessica, hears the story of the
accident, Jessica is listening, Tom sees Jessica’s mom
Brief Context​: This is the ​fifth​ lesson (of nine total) in a reading/literature unit on Tony Abbott’s ​Firegirl​ for a small group
of 5th graders. The novel study is part of a grade-level book club unit, mostly led by Calvin College Education students in
a class on teaching reading to upper elementary. I will have the largest group of students, the only ones reading Firegirl,
and we will be secluded from the rest in our own classroom since many of my unit requirements are beyond the other
Calvin students’.
Prerequisite Knowledge/Skills​: Students have worked with all of the standards in this unit before, with the exception of
RL.5.7. Students have some experience with comparing characters/settings/events and with figurative language. They
have much experience with quoting from a text, drawing inferences, and determining the theme of a story.

Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will be able to: I will assess learning by:
1. Identify and make connections between the pressures 1. Evaluating both the quality and the quantity of the
acting on the characters of their choice. pressures and connections between pressures on the
2. Choose a quote (from Chapter 13 or 14) that shows a Popplet pressure map assignment.
pressure acting on Tom or Jessica and explain what we 2. The quote chosen by students at the end of the hour.
can infer from that section of text.
Behavior Target
I can use technology in an appropriate, relevant, and productive way to show what I understand about the text.

Standards Addressed in Lesson: ​(Include full standard.)

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details
in the text (e.g., how characters interact).
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
Instructional Resources:
Students’ school issued laptop computers (Teacher creates Popplet.com account for each of them prior to this session
using their student emails and a universal password. The students must share their document with the teacher’s email.)
My examples of the Popplet Pressure Map (​Firegirl version​, ​teaching version​)
Popplet Checklist
Writing utensils
Firegirl​ by Tony Abbott (one copy for teacher and one for each student)
​ nit folder (character map inside)
Each student’s ​Firegirl U

Consideration of Learners:
How have you responded to your diverse learners?​ ​Consider UDL ​(Multiple means of Engagement, Representation,
Action & Expression)​ & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
The Popplet assignment presents creative visual/spatial supports in terms of action and expression. The class discussion
will support those student who may not be able to verbalize ideas on their own. Using computers for the Popplet
pressure map as well as emailing their chosen quote to me will provide support for students who may do better typing
than handwriting. The character map is similar in the fact that it allows students to create a visual representation of the
relationships between and personality traits of characters. The Popplet checklist prompts students to regulate their
learning and evaluate their own work. I will also make physical accommodations for my one student in a wheelchair by
leaving a space for her at the table.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building​ (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher-student.]
As this is the fifth lesson of the unit, we are growing in relationships between students, as they were originally from
three different homeroom classes. Many of them had not met me yet either before the unit began. Students are
reading Chapter 14 in partners I have assigned. This allows them to build relationships with people who they may not
usually talk to. I will also make myself available and try to interact with each student as they are working on the
assignment.

CONDUCT MANAGEMENT:​ (Behavioral expectations, strategies to encourage self-regulation, etc.)

Identify at least 2 ways you will gain whole group attention: ​If chatter erupts, I will wait until everyone is quiet to move
on. I will also respond to student behavior that is disrespectful towards their peers by specifically saying just that during
discussion time. I will also refer back to the behavior target when necessary.
Strategies you intend to use to redirect individual students: ​For students who are doing something that is distracting to
themselves such as reading or drawing while they should be listening, I will simply move toward them and tap on their
desk. They know this means that they need to put whatever it is away. If students are saying things or making noises
that is distracting everyone while I read, I will respond to them directly by pausing and asking them to stop. If a student
becomes a big problem, I will write their name on the board, indicating that they owe me five minutes of their break.

CONTENT MANAGEMENT: ​Note procedures/routines that are expected or embedded.

As this is the fifth lesson, we have now established a routine in which students bring their computers and a pencil to
every session. If I ever need them to bring anything else, I put up a sign by the door that indicates that. I will have all
other materials that students will need sitting out on the tables. Students also have assigned seats and their materials
will be waiting for them at their seat. I have also created a Popplet account for each student prior to this session using
their student emails and a universal password. The students must share their document with the teacher’s email, which
I will make accessible.

PHYSICAL ENVIRONMENT​: Note any specific ways you will use the environment to contribute to the learning.
I will arrange the tables to make one large table in which students can all sit together. This will foster more effective
discussion. I will also make physical accommodations for my one student in a wheelchair by leaving a space for her at
the table and avoiding any activities in which she would need to move through tight spaces or sit at any other level than
what her chair allows.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR ​INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
● Discussion to review Chapters 11&12 which students read on their own:
○ Who was in the picture that Tom saw Jessica drop?
○ What did Tom mean when he said he had finally discovered something normal about Jessica?
○ What did we find out about Jessica’s sister?
○ What is the rumor that is spread about Jessica?
○ How do you think Tom feels about this?
 ○ Students at St. Catherine’s do many mean things to Jessica - Jeff doesn’t hold her hand, and some kids
say mean things about her behind her back. Why do you think Jessica still wants to go to school with
other kids?
○ Do you think she’s a stronger person because of it?
○ If you were Jessica, would you go to St. Catherine’s?
● Present learning target and behavior target
○ I can identify and make connections between the pressures acting on the characters of their choice.
○ I can use technology in an appropriate, relevant, and productive way to show what I understand about
the text.
Development: [It may help to number your steps with corresponding times.]
● Popplet Pressure Map
○ Show personal example (it should start with just the pressures acting on me as the teacher)
○ Add a person to it (a student from the class) and make connections between the two
○ Walk students through logging in and making their own.
○ Have them name it “Firegirl Pressure Map.”
● Have students complete the Popplet Checklist
● Read Chapter 13 out loud to class
● Verbal discussion questions:
○ What does Tom learn about Jessica in this chapter? What else?
○ Why does Tom keep thinking what he’s saying is so stupid?
○ Why do you think Jessica thanked him for holding her hand? Why don’t people touch her much
anymore?
● Have students read Chapter 14 in partners
Closure​: ​(Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Have students find a quote that allows them to infer about a pressure acting on Tom or Jessica and email it to
the teacher’s email.
● Verbal discussion questions:
○ What do you think about Mr. Feeney’s body language when telling the story of the fire? Why do you
think he acts this way?
○ Why do you think Jessica was listening?
○ What was Tom’s reaction to this whole scene and why do you think so?
● Students may need an extra class period to work individually on the Popplet project.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:
I’m glad I decided to try something new - the Popplet site. Although students didn’t get as far as I had hoped,
they do seem to understand the concept of the pressure map. This is a type of graphic organizer that I learned from a
ninth grade English teacher who served as my professor for a semester. I find this exercise valuable when comparing
characters because it’s going beyond the characters traits, which we often solely focus on, and getting at the things that
are effecting, shaping, and changing the characters throughout the story. My students will definitely need more time
with this project, though, so I will have to find a time slot to fit that in.