Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Allison Lawrence Lesson # 5

Subject/Grade: ELA/K-4
Date and Time of Lesson: Thursday November
th
20 2014
Learning Objective: (must support unit objectives identified in TWS 3)
Students should be able to identify the cause and effect of why Lucy made her picture different from the other
classmates pictures.
Alignment with Standards: (must support unit standards identified in TWS 3)
CCSS:
Standard: The student will begin to read and comprehend a variety of literary texts in print and nonprint
formats.
Indicator: K-1.10 Explain the cause of an event described in stories read aloud.
Developmental Appropriateness or Cross-curricular connections: (should parallel
information in TWS Section 3)

All of my students are k-4 so any knowledge is new knowledge for them. Although, they
have had experience with read alouds, they had not had any experience finding the
cause and effect.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
What assessment(s) will you use to determine student learning (pre, during, post)? Each
objective should be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Students will be able to

find causes and effects
of why Lucy created her
collage differently.

I will ask them probing

and critical thinking
questions during the
read aloud and create a
checklist assessment
data plan.
I will ask them those
questions (Describe and
Favorite Part) one-on-one
with the student and
create a formative
checklist to analyze their
responses.

Students will be able to

create their own
collages and explain
what their favorite part
is.

Use of Formative
Assessment
(TWS section 7)
If the students do
not know why Lucy
created her collage
the way she did I will
revisit the meaning
of being blind. I may
even blind fold the
students and let
them feel the carpet
barefoot and tell me
how do they know its
carpet? This way
they understand how
important senses
and textures are for
those people who
cant see.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)

How will you adapt for varying rates of learning (early finishers/slower paced learners), learning
styles, and any relevant diversity issues? What accommodations will be made for students with
special needs? Accommodations are based on data in TWS 1.
Early finishers will do a drawing of their favorite event in the story
Slower finishers will finish during recess time (CTs procedures)
This activity incorporates tactile, auditory and visual learners.

Materials:
Lucys Picture by: Nicola Moon illustrated by: Alex Ayliffe

Lander University Teacher Education Lesson Plan Template

Rev. 2013

One piece of white construction paper per child

One glue stick per child
One box of different textured material per table
Crayon boxes (early finishers)

Procedures: Include motivation techniques, grouping, instructional strategies (steps in the

lesson), probing questions*, and lesson closure. Refer to rubrics for specific items that should be
included in every lesson plan.
*Procedures must include probing questions that will be asked during the lesson.
Probing questions focus student attention on important elements of the lesson and
help them think more deeply about the concepts.
1. I will tell them the cover of the book and point to the cover and read it.
2. I will say today we are going to read a story about a little girl who makes a collage
for her grandfather who is blind.
a. Do you know what a collage is? No (I will show my collage) Yes (I will hear
3 responses)
3. Do you know what it means to be blind? I will explain
-Everyone close your eyes, this is what a blind person sees. They rely on touch
to feel around or to see.
4. When I read this story I want you to think about why Lucy is adding different things
to her collage. Is it maybe because she knows her grandfather will be able to see with
his touch?
5. Read the story stopping at key details, such as when she adds her hair. I will ask,
Do you think her grandfather will know its hair? Touch your hair and close your eyes
does it feel like your hair?
6. After the read aloud I will ask Why did Lucy add _______ to her collage? Who did
she give the collage too? Did he like it? Why?
7. We are now going to make our own collages (Show them mine again) I will explain
how I used lots of textures.
8. I will dismiss them to their tables and give out the white construction paper to
each child, before I give them glue I will go to get table and let them feel my collage
for different textures. Then I will hand them a glue stick and tell them to make their
own collage from the scraps in the box.
9. If time is available I will have them present their collage to the other students.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)

Identify at least two activities you plan to use in this lesson and explain why you are planning
these specific activities.
In your explanation include the following prompts:
How each activity (instructional strategy) supports the lesson objective(s).
How the activities stem from student characteristics, needs, and/or contextual factors
identified in TWS 1.
What technology you will use to implement the activities, how the technology
will be used, and who will use the technology. If you do not plan to use any
form of technology, provide a clear rationale for its omission.
Students will be able to see that Lucy made her picture full of textures for her grandfather to rely
on, just like they made their collages full of textures from the box of scraps. They will learn
cause equals an effect.
I will not use any technology in this lesson because I want the students to focus on the tactile
activities.

References:

Lander University Teacher Education Lesson Plan Template

Ms. Lawrences lesson plan ideas.

Rev. 2013

Lander University Teacher Education Lesson Plan Template

Points

Grade

Labels

Objective

Standard

DAP/ CCC

Pre

During

Post

Accommodations

Materials

10

10

Procedures

15

14

Activity Analysis

15

14

Technology

References

Mechanics

Total

100

5
94

Rev. 2013