Lesson Plan Template for SLO

(40 Points)

LESSON PLAN TEMPLATE

Lesson Day Friday, November 17, 2017
How will this lesson support the learning What is this text really about?
goal?
(1c: Setting Instructional Outcomes) OR
(1 point)
Effective readers use appropriate strategies to construct meaning.
Taking the learning goal into consideration, what is
the objective(s) of this lesson that will support
progress toward the learning goal.
OR

Objectives should be learner focused (not what the I can describe a character, setting or event in depth after visualizing
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.

Objective(s) Students will be able to describe a character, setting, or event in depth

(1c: Setting Instructional Outcomes) after using visualization.
(2 points)
PA Standards CC.1.3.4.C - Describe in depth a character, setting, or event in a story or
(2 points) drama, drawing on specific details in the text (e.g., a character's thoughts,
www.Pdesas.org/Standard/view or words, or actions).
https://www.pdesas.org/Page?pageId=11

ISTE Standards (if applicable)

Technology Materials/Resources George, J. C. (1997). Theres An Owl in The Shower. New York:
(1d: Demonstrating Knowledge of Harper. the students will be reading the book and using the book to
Resources)
help them visualize what is happening in the story and describe what
(2 points)
picture they make in their mind.
What texts, digital resources, & materials will be Visualization independent practice sheet the students will be using this
used in this lesson? How do the materials align with independent practice sheet to put their visualizing skills to work. It asks
the learning objective(s)? If appropriate, what for them to draw what they saw in their mind and write a paragraph
educational technology will be used to support the
learning outcomes of this lesson? How do the
describing it using their senses.
resources support the learning objectives?

Cite publications and any web resources.

Anticipatory Set 1. The students will be instructed to bring their book, a pencil and
(1a: Demonstrating Knowledge of Content their sticky notes to the carpet.
and Pedagogy) 2. The students will be instructed to make eye contact with a
(2 points) partner and discuss what they believe Borden will do next. The
____ minutes
day prior they had been instructed to fill out an independent
How will you set the purpose and help students learn sheet that required them to make a prediction. The students
why todays lesson is important to them as learners? should have this fresh in their minds.
How will you pique the interest or curiosity a. What do you think Borden will do next and why do you
regarding the lesson topic? think that? Without making a peep, turn and make eye
How will you build on students prior knowledge?
How will you introduce and explain the
contact with a partner. Make sure you are turning your
strategy/concept or skill? whole body to face them. Now discuss what you think
Borden will do next and why.

SLO Lesson Plan Template 1

 Provide very detailed steps. 3. Teacher will instruct students to face her and ask for some to
share.
a. Alright can someone share what you and your partner
talked about?
Instructional Activities 1. Teacher will instruct students to open to Chapter 4 in their book.
(1a: Demonstrating Knowledge of Content a. Alright, today we are going to read chapter 4 and 5. I
and Pedagogy; 1e: Designing Coherent know you are all enjoying this book, so in order to make
Instruction) sure we get through both chapters you all need to be
(15 points)
following along and reading in your book as I am
_____ minutes
reading out loud or a classmate is reading out loud.
Exploration (Model): How will students explore the 2. Teacher will begin reading the book out loud to students. The
new concepts? How will you model or provide teacher will call on students to read periodically.
explicit instruction? You MUST include a teacher 3. Teacher stops on page 32 to model visualizing.
think-aloud using student-friendly language here. a. WOW, as I read this paragraph, I pictured it in my
Guided Practice: How will you provide support to head. I could see the rain falling creating puddles in the
students as they apply the new concept? How will soil and bouncing off of trees almost like it is dancing
you allow them to practice (with teacher support)? off of trees. It reminded me of the video of everyday
objects dancing on a speaker that we watched on
Independent practice: How will students review and
solidify these concepts to be able to use this new
Monday in Science. As I saw this, I could smell the rain
knowledge? How will you monitor and provide and I connected it back to two weeks ago when it rained
feedback? really hard on a Sunday.
b. Now that I have visualized it, Im going to sketch a
Provide very detailed steps and include teacher talk picture of what I think it looks like. Put your eyes up on
where appropriate.
the board and watch/listen to what I am drawing and
saying.
4. Teacher explains each part of her drawing as she sketches.
5. Teacher talks about why visualizing is important when reading.
a. When you are an engaged reader you understand what
you are reading. This is more than just saying the words
youre reading in your head. One of the best ways to
make sure you understand is to keep a picture in your
mind of what the author is describing.
b. Readers will often make pictures in their minds
meaning that these pictures move and the reader can see
the scene changing. You can use all of your senses when
visualizing.
c. Which of our 5 senses was I using when I was
visualizing the paragraph?
6. Teacher continues to read, choosing students periodically to
continue reading.
7. Teacher stops on page 36 to have the students complete guided
practice for visualizing.
a. I am going to read a few sentences out loud. This time,
I want you to close your eyes and use your senses to
think about what you see, hear, smell, taste, or feel.
8. Teacher will read the few sentences out loud.
a. Now that I have read that out loud, I want you to use
your sticky note to draw what you visualized happening
in the story.
b. What did you see? What did you hear? Smell? Taste?
Feel?

SLO Lesson Plan Template 2

 c. Describe what you saw.
9. If a student reads exactly what is on the page, the teacher will
direct them by saying:
a. Thats what the text says, but what are you picturing in
your mind?
b. Alright place your sticky note on page 35.
10. Teacher will continue reading, reminding students to make
pictures in their head as they follow along.
a. While I continue to read and your classmates continue
to read, I want you to make pictures in your mind of
what is happening. Visualize what the characters are
doing, what the setting is, and any events taking place in
the story.
b. Show me that you are engaged and effective readers.
11. Teacher and students finish chapters 4 and 5 together.
12. Teacher instructs students on what they will be doing for
independent work.
a. Now that we have finished two chapters together you
will be heading back to your seat after I finish giving all
directions.
b. In your packet you will open up to Chapter 5. I know we
read both chapter 4 and 5 but we will only be
completing chapter 5s paper.
c. On the paper it says, Visualizing: Everytime you read,
you create pictures in your mind about the story. Draw
a picture of a scene you visualized while reading this
chapter. Then, write a sentence or two telling what the
picture is and why you chose to draw it.
d. You cannot choose the visualization that we completed
up on the carpet together. Instead, you must show me
that you were being an engaged reader and choose
something else from either chapter 4 or 5. You may use
your book to go back and reread if needed.
e. Also, it says you must write a sentence or two. Instead, I
am giving you a half piece of paper. You must write at
least one paragraph. You can begin this paragraph
under your picture and if you need more room (which
you should) you can finish it on the half piece of paper.
In this paragraph I want you to describe it using your
senses and what you were visualizing. If you forget the
steps I just told you, they are written on the back
whiteboard and you can follow along from there.

Closure 1. Teacher will discuss with students why it is important to

(1e: Designing Coherent Instruction) visualize bringing a close the lesson before they begin their
(2 points) independent work.
___ minutes a. Why is it important to visualize while we read?
b. What are we doing when we visualize?
How will students share or show what they have
learned in this lesson? c. How does this help us become engaged, effective
How will you restate the teaching point or ask readers?
students to do so and clarify key concepts?

SLO Lesson Plan Template 3

How will you provide opportunities to extend ideas
and check for understanding?
How will this lesson lead to the next lesson?
Differentiation Students who are below grade level will still be able to complete this
(1e: Designing Coherent Instruction) activity. This activity is perfect for them because they are able to draw
(2 points) the picture they make in their head when reading. It allows for them to
reread and clarify what is happening in the story.
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** N/A
(1e: Designing Coherent Instruction)
(1 points)

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** One student (If the student is in the classroom, which he typically is not)
(1e: Designing Coherent Instruction) will have one small paragraph read out loud to him. This student will be
(1 point) expected to draw what he can picture in his mind from the paragraph and
write at least one sentence about the picture.
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) Students will be formatively assessed during the turn-and-talk portion of
(1f: Assessing Student Learning) the lesson and while they are answering the teachers questions. This
(3 points) will allow the teacher to assess whether or not the students understand
the process of visualizing to comprehend the story.
How will you and the students assess where the
learning objectives, listed above, were met?
Students will be summatively assessed when the teacher collects the
Each formal or informal assessment should describe independent practice sheet. This sheet will allow the teacher to assess if
how it is aligned to the above objective(s). the student was able to draw the picture they make in their head and then
describe it using their senses.
Reflection on Instruction My lesson taught visualizing. Specifically, the students used
(7 points) visualization to better understand the text. They were then able to
describe a person, the setting, or an event from the book after they
At the conclusion of the lesson you should reflect on visualized. I believe through all of my lessons my classroom
the lesson. The reflection should go beyond simply
answering the question Was this a good lesson? management skills show through. During this lesson, I was able to tell
Below are some questions to assist you in your students before they walked into the classroom what they would be
reflective process (Danielson, 2008): doing and let them know the board also tells them what their exact
o What evidence did you collect to directions are. This was very effective for my lesson because there were

SLO Lesson Plan Template 4

 demonstrate that your students have met multiple things that needed to be brought to the carpet and multiple
oare progressing towards the learning directions that needed to be followed. The students were generally able
outcomes/objectives?
o View student work samples. What do they to follow these directions. There were a few students who needed a bit of
reveal about the students level of redirection and asked again to come to the carpet. While other students
engagement and comprehension? were talking on the carpet about the prompt, I was able to quietly talk
o What changes, if any, would you make to with the student who still needed to make his way to the carpet.
the lesson if you teach this lesson in the
future? What misconceptions, if any, do
Although he was slow to start, he was able to make his way and find a
you need to clarify before teaching the seat on the carpet. As well, sitting at the chair on the carpet where I
next lesson? generally do, I am in perfect view of all students and am able to redirect
o Did you stray from your lesson plan? If so, all students if off-task. When this happened a few times, I was able to
how and why? lightly touch the top of their book, give them a look, or quietly say their
o Comment on your classroom procedures,
student conduct, and your use of physical name. Throughout the lesson I was able to use reminding language when
space. To what extent did these contribute needed, especially at the beginning of the lesson. This was very effective
to student learning? and I believe my classroom management strategies help keep my lesson
o Comment on different aspects of your on track.
instructional delivery (e.g., activities,
grouping of students, materials/resources
I believe there were a few things that I could work on for my next
utilized). To what extent were they lesson. The first thing I can work on is timing. I have been working hard
effective? all semester to gauge the time of my lessons and during this lesson I
went over the allotted time for myself. I think this is a process and it is
hard to tell how slowly or fast the students are going to read when called
on. I will continue to work on my timing. As well, I will continue to
work on calling on an even number of boys and girls. I kept calling on
girls and I think it is important to also call on boys and motivate their
participation. I will continue to keep track of who I am calling on make
sure everyone is participating.
Overall, I believe my lesson went very well. The students were very
engaged the entire lesson and it was evident through their sharing of
their pictures that they understood what visualizing is and how to
visualize while reading a book. The students also understood the
importance of visualizing by answering the closure questions, which
allowed them to reaffirm their understanding. The students were very
excited to read 2 chapters and when I said we were not able to finish
both chapters it was evident they were sad. I am glad they are enjoying
our shared reading process and learning more about owls. When I collect
their independent work, I will be able to make a decision on which
students need extra support with visualizing and give them a quick
minilesson so they have a better understanding.

**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.

SLO Lesson Plan Template 5