Common Core Aligned Lesson Plan Template

Student: _______Ben H.______________________________________

Grade or Age: ____5_________
Teacher: _______K. Spars_____________________________
Session !um"er 5 Comprehension and #eader #esponse
Section A Lesson Plan
Common Core Learning Standard(s) Addressed:
#L.K.$ With prompting and support, ask and answer questions about key details in a text.
Learning Target(s): (What will you the student know & be able to do as a result of this
lesson?)
Student can tell %ho& %hat& %here& %hen& %h' and ho% a(ter listening to stories.
ele!an"e#ationale: (Why are the out"omes of this lesson im$ortant in the real world? Why
are these out"omes essential for future learning?)
)nderstanding& internali*ing and interpreting a #ead+Aloud and stor' elements carries
o,er to %riting sills essential (or higher education and-or career readiness.
%ormati!e Assessment Criteria for Su""ess: (&ow will you & your students know if they ha!e
su""essfully met the out"omes? What s$e"ifi" "riteria will be met in a su""essful
$rodu"t#$ro"ess? What does su""ess on this lesson's out"omes look like?)
A"ti!ities#Tasks: (What learning e($erien"es will students engage in? &ow will you use these
learning e($erien"es or their student $rodu"ts as formati!e assessment o$$ortunities?)
esour"es#)aterials: (What te(ts* digital resour"es* & materials will be used in this lesson?)
Storybook +Twas the Night before Thanksgiving
,ideo: http://www.youtube.com/watch?v=f97nHzvSB4k
Photocopies of Sto!ybook i""ust!ation fo! se#uencin$
%!aft supp"ies : &"ue' &"itte!' (eathe!s an) const!uction pape!
*ini+,!y -!ase Boa!)s . *a!ke!s
Cite the $age number(s) from the te(t book to in"lude the resear"h that su$$orts your lesson
Chapter ../ 0The 1unnel Approach2 to reading discussion 3sorr' 4 ha,e a digital
,ersion o( the te5t"oo& it doesn6t ha,e true page 76s& 8ust sections9 0The (unnel
approach "egins %ith general :ueries and mo,es to%ard speci;c :uestions.2 < This
re(ers more to graduate dissertations "ut here is a lin:
http://www.pau"/ones!esea!cha)viso!.com/ta$/funne"+app!oach/
Section B
What is it that - e($e"t my student to learn? .lements to a story/
&ow will - know when they ha!e learned it? When the student is $resented with %unnel
A$$roa"h 0uestioning and se0uen"ing materials* his su""ess in retelling the story/
&ow will - res$ond when they don1t learn? 4 %ill tr' other methods such as ,isual or tactile
acti,ities related to the te5t.
&ow will - res$ond when they already know it? 4 %ill tr' a guided %riting acti,it' 3the
student is 8ust "eginning to %rite name and small %ords& so 4 %ould act as a scri"e (or him9.
What did you learn about your learner that is im$ortant for designing lessons for them?
Again& meeting a(ter the school da' causes a "it o( distracti"ilit' (or him. He lied the
,ideo& and it helped rein(orce m' read+aloud. =' original idea (or him to mae a ture'
,isual and se:uence photocop' images (rom the stor' %as not a hit. He %as dra%n to m'
Pre+K student centers %ith pla'dough so %e ended up maing pla'dough ture's and
decorating them %ith the collage-cra(t items and discussing ture's in general and the
stor'. He (elt that real ture's %ouldn6t ha,e 0hided ,er' good under ids shirt2.
What did you learn about yourself as a tea"her? To eep calm and pretend it %as on the lesson
plan> 1le5i"ilit' is e' 3especiall' %ith the 0?C?2 grades9& teachers cannot tell the (uture
some lesson plans 8ust are not %ell recei,ed or pan out@ gi,en man' (actors (rom %hat %as
ser,ed (or lunch or the (act it6s a (e% da's "e(ore a school "rea>