Name: Melissa Heiseler Grade Level: 1st

EDR 317/318 Lesson Plan Template for SLO

Lesson Day November 7th, 2017

How will this lesson support the learning goal? This lesson will support the overall learning goal of comprehension
(1c: Setting Instructional Outcomes)
Objective(s) Students will be able to explain how using their schema helps
(1c: Setting Instructional Outcomes) them make meaning of a story.
Students will be able to use their schema to make meaningful
Taking the learning goal into consideration, what is the text-to-self connections with the story, The Relatives Came, by
objective(s) of this lesson that will support progress toward Cynthia Rylant.
the learning goal.

Objectives should be learner focused (not what the teacher

will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to
the SLO User Guide for the ABCD method or I CAN
statements that can be used as a guide.
PA Standards Standard - CC.1.3.1.J
www.Pdesas.org/Standard/view or Use words and phrases acquired through conversations, reading, and being
https://www.pdesas.org/Page?pageId=11 read to, and responding to texts, including words that signal connections and
relationships between the words and phrases.

Standard - CC.1.5.1.D
Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly

ISTE Standards (if applicable) N/A

www.iste.org
 Technology Materials/ Resources The Relatives Came, by Cynthia Rylant
(1d: Demonstrating Knowledge of Resources) This is the book that will be used to model and practice using our
schema to make text-to-self connections. One of the easiest text-
What texts, digital resources, & materials will be used in this to-self connections to make is involving ones family, so this book
lesson? How do the materials align with the learning is perfect to use for a lesson on making personal connections.
objective(s)? If appropriate, what educational technology will iPad
be used to support the learning outcomes of this lesson? The iPad will be used to record the students answers of who
How do the resources support the learning objectives? is/what are examples of relatives, which will help them begin to
activate background knowledge and get ready to think about
Cite publications and any web resources. their relatives/family while reading. The use of this technology is
simply substitution, as just another way to record students
answers and to start introducing the iPad to them and some of its
various uses.
 Anticipatory Set Teacher will ask students for a refresher on what your schema is.
(1a: Demonstrating Knowledge of Content and (Background information; all of the information thats in your
Pedagogy) head, like places youve been, things youve done, people you
know all of your experiences that make you, you).
__5__ minutes Teacher will tell students that there are many ways to use your
How will you set the purpose and help students learn why schema, and one of those ways is by using it to make
todays lesson is important to them as learners? connections from our reading, to ourselves.
How will you pique the interest or curiosity regarding the Teacher will ask students if they know what this is called (text-to-
lesson topic? self connections).
How will you build on students prior knowledge? Teacher will tell the students that we will be using our schema to
How will you introduce and explain the strategy/concept or make meaningful text-to-self connections with the book, The
skill? Relatives Came, by Cynthia Rylant, which will help us
understand the story better, and how the characters might be
Provide very detailed steps. feeling.
Teacher will emphasize that meaningful connections help us
comprehend the story better, and they are more than just
coincidences (like, this character has a dog I have a dog
too!); we want to think about how we feel (about having a dog,
for example), and if that helps us understand how the characters
may be feeling, too
(To activate some background knowledge.) Boys and girls,
before we start reading, talk to your partner and tell them what a
relative is. What are some examples of relatives?
Teacher will take some student answers and record them on the
iPad (looking for mom, dad, brother, sister, cousin, aunt,
etc.)
Teacher will tell the students to use their schema to think about
their own relatives while listening to the story to see if they can
make any connections which will help our comprehension of the
story.
 Instructional Activities Teacher will begin reading and will have predetermined stopping
(1a: Demonstrating Knowledge of Content and points to (1) model using schema to make personal connections
Pedagogy; and (2) have students make their own connections.
1e: Designing Coherent Instruction) Stopping Point #1: After page 6 (Modeling)
They left at four in the morning. This part reminds me of
__15-20__ minutes the time when my family and I left really early, like 5 in the
morning, to drive to the airport to go to Disney World. I
Exploration (Model): How will students explore the new remember how tired I was in the car! But, I was also so
concepts? How will you model or provide explicit instruction? excited to get to Disney World. This helps me imagine how
You MUST include a teacher think-aloud using student- the relatives must feel at this moment tired because they
friendly language here. left so early, but probably really excited because theyre going
to see their family members. Put a finger on your nose if you
Guided Practice: How will you provide support to students noticed how I was thinking while I was reading, and I used my
as they apply the new concept? How will you allow them to schema to connect my Disney World experience to when the
practice (with teacher support)? relatives left. It helped me understand how the characters
must be feeling right now, doesnt it, so this connection was
Independent practice: How will students review and solidify more than just a coincidence.
these concepts to be able to use this new knowledge? How Stopping Point #2: After page 16 (Modeling & Independent
will you monitor and provide feedback? Practice)
And finally after a big supper two or three times around until
Provide very detailed steps and include teacher talk where we all got a turn at the table, there was quiet talk. This part
appropriate. of the story and the illustration both make me think of
Thanksgiving with my family. All of my aunts, uncles, and
cousins get together and we have the most delicious dinner
with turkey, mashed potatoes, stuffing, corn, etc. After eating,
we would all be in different places around the house, too,
talking to one another and catching up with one another. I
always feel so thankful to be able to spend Thanksgiving with
my family and just spending time talking to them. This is how
I know the relatives must feel thankful, too, to spend time with
their family. Can you think of a text-to-self connection with
this part in the story that helps you understand how the
characters might be feeling? Turn and share with a partner.
Then, a few students will be called to share with the class.
Stopping Point #3: After page 20 (Independent Practice)
They helped us tend the garden and they fixed any broken
things they could find. Can you think of a time when
someone in your family helped you do something?
 Instructional Activities How did it make you feel? How does this help you understand
(1a: Demonstrating Knowledge of Content and this part of the story better? First, partner share. Then, whole
Pedagogy; group.
1e: Designing Coherent Instruction) Teacher will finish the final pages of the book.

__15-20__ minutes

Exploration (Model): How will students explore the new

concepts? How will you model or provide explicit instruction?
You MUST include a teacher think-aloud using student-
friendly language here.

Guided Practice: How will you provide support to students

as they apply the new concept? How will you allow them to
practice (with teacher support)?

Independent practice: How will students review and solidify

these concepts to be able to use this new knowledge? How
will you monitor and provide feedback?

Provide very detailed steps and include teacher talk where

appropriate.

Closure Teacher will lead a brief review before transitioning into readers
(1e: Designing Coherent Instruction) workshop
So boys and girls, what is one way that we can use our schema
_3__ minutes to make meaning and to better understand a story? (Text-to-self
How will students share or show what they have learned in connections)
this lesson? What does making text-to-self connections help us to do or
How will you restate the teaching point or ask students to do understand better? (Understand how characters may be feeling;
so and clarify key concepts? our connections should be more than just a coincidence)
How will you provide opportunities to extend ideas and When youre reading your books in readers workshop, try to use
check for understanding? your schema to make personal connections with the story, just
How will this lesson lead to the next lesson? like how we did with The Relatives Came. Make sure that
theyre meaningful connections and not just coincidences, so
they help you understand the story better like how the characters
might be feeling.
Off you go, happy reading!
 Differentiation The differentiation will take place during readers workshop,
(1e: Designing Coherent Instruction) where students are reading books on their own level.

What differentiated support will you provide for students

whose academic development is below or above the current
grade level?
What specific differentiation of content, process, products,
and/or learning environment do you plan to employ to meet
the needs of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking
and inventiveness?
Accommodations ** (see note below) No accommodations are needed
(1e: Designing Coherent Instruction)

What classroom accommodations do you plan to employ to

increase curriculum access for students identified with
special education needs or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
Modifications**(see note below) No modifications are needed
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in

performance standards, if any, do you plan to employ to
facilitate the participation of students identified with special
education needs?
 Assessment (Formal or Informal) Teacher will be assessing the students conversations with
(1f: Assessing Student Learning) partners and in whole group to see that they are making
appropriate, meaningful connections with the story
How will you and the students assess where the learning When appropriate, teacher will ask the students is that a
objectives, listed above, were met? meaningful connection?/how can you make it meaningful? for
them to assess themselves and their given answer, when shared
Each formal or informal assessment should describe how it out loud
is aligned to the above objective(s). Teacher will be circulating around the room during readers
workshop to see that students are looking to make connections
with the books they are reading
 Reflection on Instruction o Overall, I think that this lesson was a solid review of schema and
introduction on making meaningful text-to-self connections to
At the conclusion of the lesson you should reflect on the help us understand a story better. I think more review with and
lesson. The reflection should go beyond simply answering continued emphasis on making meaningful connections and not
the question Was this a good lesson? Below are some just finding coincidences will be necessary, but that the students
questions to assist you in your reflective process (Danielson, are starting to get the idea of this important difference. This will
2008): be something that I will continue to check in on the students with
o What evidence did you collect to demonstrate that during readers workshop.
your students have met or are progressing towards o In regards to evidence when it comes to the text-to-self
the learning outcomes/objectives? connections, I listened to various students conversations with
o View student work samples. What do they reveal their peers during the turn and talks when asked to make
about the students level of engagement and personal connections. I heard some great thoughts, and with
comprehension? some further prompting during the whole group share, how did
o What changes, if any, would you make to the lesson if that make you feel? Do you think the characters felt the same
you teach this lesson in the future? What way?, I could see that the students were starting to grasp the
misconceptions, if any, do you need to clarify before concept of using these connections to deepen our
teaching the next lesson? comprehension, especially of the characters feelings. I found
o Did you stray from your lesson plan? If so, how and that asking to make a personal connection on a more specific
why? event through the use of a question (for example, Can you think
o Comment on your classroom procedures, student of a time someone in your family helped you do something)
conduct, and your use of physical space. To what was more helpful to the students than just generally asking to
extent did these contribute to student learning? think of a connection to what we read about on this page, so
o Comment on different aspects of your instructional that is also something I will keep in mind for the future.
delivery (e.g., activities, grouping of students, o Overall, I did not stray from my plan, except for the fact that I
materials/resources utilized). To what extent were may have added more explanations/comments here and there to
they effective? really emphasize the idea of meaningful connections and how
they are helpful. Other than that, I felt that things were running
quite smoothly and that no major changes were necessary.
o If I were to make any changes to this lesson for the future,
however, I would consider not reading the whole book, because I
felt that towards the end, the students were losing focus. I think
focusing on the three pages where I modeled and had the
students independently make connections was enough, and then
to complete the story, I could have simply retold it and
summarized the other pages quickly. Since this book was fairly
short to begin with, I felt that I could have gotten away with
reading the whole thing, and while I dont think it was a major
problem, I will remember to keep in mind their relatively short
attention spans during these mini lessons before readers
 Reflection on Instruction workshop.
o Something that I think especially worked during this lesson was
At the conclusion of the lesson you should reflect on the the frequent turn and talks with a partner. I knew that many
lesson. The reflection should go beyond simply answering students would want to share connections with the class and
the question Was this a good lesson? Below are some things about their family, and that it would not be feasible to hear
questions to assist you in your reflective process (Danielson, from every single student. Because of this, I made sure to give
2008): them a bit more time to talk to a partner than perhaps usual, so
o What evidence did you collect to demonstrate that they could feel like they were being heard. Some of them were
your students have met or are progressing towards still disappointed that they could not share with the whole class
the learning outcomes/objectives? because we needed to move on, but I tried to make sure to let
o View student work samples. What do they reveal them know that they would be more than welcome to share what
about the students level of engagement and they have to say with me afterwards because I am interested in
comprehension? their thoughts and stories. Some of them forgot, but a few others
o What changes, if any, would you make to the lesson if remembered and did share with me what they wanted to while
you teach this lesson in the future? What listening to the story.
misconceptions, if any, do you need to clarify before o Finally, in regards to the iPad use, I think that it was a simple, yet
teaching the next lesson? different and fairly effective way to record student answers,
o Did you stray from your lesson plan? If so, how and rather than simply writing them on chart paper. I always like to
why? see students reactions, too, when introducing technology, such
o Comment on your classroom procedures, student as an iPad, into a lesson, and a few of them thought it was so
conduct, and your use of physical space. To what cool that I was able to write with my finger right on the screen.
extent did these contribute to student learning? This tells me that I will have their attention and engagement
o Comment on different aspects of your instructional when I plan on using it again soon, during a word work lesson.
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to consider when planning an equitable
educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With accommodations, a student
receives the SAME education as other children, but the student can access content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template
for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations or modifications listed within the IEP or
504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.