Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)The goal of this unit is to raise students awareness of the importance of each
individual person.
B. Objective(s)
1. After the read-aloud and Grand Conversation students will be able to explain how the
illustrations in The Invisible Boy contribute to the words in the story.
C. Standard(s):
a. 3.RL.4.1 Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting).
II.
Materials
a. Markers
b. Colored pencils
c. Book: The Invisible Boy
d. Pompoms
e. Response sheets
III.
Management:
a. Students will be called to the carpet in pairs with their 3 oclock clock buddies.
b. The buddy that they come to the carpet with is the buddy that they will pair/share with.
c. Students must come to the carpet at a 0.
d. Students must raise their hand to share.
e. I will give students a limited amount of time to write their sentences and draw pictures
so that students use their time wisely and diligently.
IV.
Anticipatory Set (4 minutes)
a. Look around as if the class is gone and say, Mrs. James, where did the class go? They
were just here.
b. Look under the desks and around the room.
c. Oh, there you are! It was like I couldnt even see you at all. It was almost like you guys
were invisible. Sometimes, even though we are really real, we can feel like nobody
sees us or notices us. Sometimes we feel invisible when no one picks us as his or her
partner. Sometimes we feel invisible when no one even notices that were raising our
hand. The book Im reading to you today tells a story about a boy named Brian who felt
invisible, but one friend makes an important choice that changes everything.

Purpose: Today were going to learn about how the pictures in a book add meaning to the
words in a story.

PLAN FOR INSTRUCTION

ADAPTATIONS:
Some students struggle with forming their answers in complete written sentences. For these students,
I will write a model sentence with a blank in it. Then, the students will simply fill in the blank with what
makes them feel noticed and visible.
(ACEI 3.2)
Lesson Presentation (Input/Output) (15 minutes)

Have all students come to the rug for the read aloud. Before dismissing the students, let them
know that they must come to the carpet at a level 0. If they do not, they must return to their
pods and then come to the carpet after the rest of their classmates. To dismiss students, hand
out different color stickers. Students will be called to the carpet by the color of their sticker.

Read The Invisible Boy

(ACEI 2.1)
Grand Conversation (10 minutes)
o Questions:

What did you like about the book?

o Allow students to respond
If no student tries to make text-self connections to the boys character, then ask,
Have any of you ever felt like Brian? Have you ever felt invisible?
What makes you feel invisible?
o Discuss when we feel invisible both at home and at school.
When you feel invisible, make makes you feel like you are finally seen?
o Allow students to respond
Lets look through the book one more time. Im going to flip through the pages
without reading. I want you to notice the pictures of Brian and whats different
about him.
After I have flipped through the book ask: What did you notice?
o Possible answers:

He was black and white

The rest of the students are in color

What about at the end of the book? Show them the end pages if they do not
remember.
o Possible answers:

He is in color.

He is in color when he makes friends.

Just like Brian became bright and colorful when Emilio noticed him, we feel bright
and colorful when others notice us and make us feel loved.
(ACEI 3.3)

V.

Check for understanding. (10 minutes)

After the Grand Conversation, students will complete the following response
activity.

Okay before you go back to your seats, Im going to tell you what you are going to
do next. Were going to be our own authors and illustrators. Im going to give you a
sheet of paper that looks like this. The first thing you do will be to write a sentence
about what makes you feel noticed. Just one sentence. My sentence is I feel
noticed when my friends choose to be my partner for reading. Then I had a friend,
draw this picture to contribute to the meaning of my sentence. You will be working
in partners to do the same thing. Everyone will write his or her own sentence. Then,
you will switch with your partner, and draw a picture that represents their
sentence. Okay?

Go over directions and have students raise their hand to tell you the procedure.

Go back to desks and complete the activity. Give students 2 minutes to write their
sentence, and 8 minutes to draw the picture.

When the time is up, have students return to their seats.

Make sure all students have put their names on their drawings.

VII. Review learning outcomes / Closure (5 minutes)

After students have completed their activity. They will have the opportunity to share their own.
They will each be given 30 second to read their sentence and show the class the picture. For this
portion, students will remain seated at their desks. Students will be instructed to give a short
applause after each student shares.
PLAN FOR ASSESSMENT
The formative assessment will take place during the Grand Conversation. I will be able to assess
whether students were able to notice the illustrations.
The summative assessment will be the sheet of paper on which students write a sentence and draw a
picture with a partner. Students will be assessed on their ability to depict the concept of the sentence
with their drawing.
(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did all students get a chance to participate in the Grand Conversation?
8. Did I rush students through the conversation to get through the lesson?
9. Were students given opportunity to ask questions about the theme of the book?
10. Did I make the instructions clear and simple?
11. Did the adaptations of the worksheet help the students who struggle with writing complete
sentences?
Revision Date: August 3, 2015
2007 ACEI Standard

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Reading, Writing, and Oral Language

Goals
Objectives
Standards

Anticipatory
Set

Purpose

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

Outstanding 4
The lesson plan
contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.
The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness
Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard
3.2

Lesson
Presentatio
n
Reading,
Writing,
and Oral
Language
ACEI
Standard
2.1

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The lesson includes no

evidence of the
candidates ability to
use concepts from
reading, language and
child development to
teach reading, writing,
speaking, viewing,
listening, and thinking
skills or to help
students apply their
developing skills.

The lesson
demonstrates little
use of reading,
language and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
developing skills to
different situations.

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.
The lesson
demonstrates
appropriate
knowledge,
understanding, and
ability to use concepts
from reading,
language and child
development, to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills and to help
students successfully
apply their developing
skills to many

The lesson
demonstrates
developing ability to
use reading, language
and child
development to teach
reading, writing,
speaking, viewing,
listening and thinking
skills or to help
students apply their
skills to different
situations.

Lesson
Presentatio
n
ACEI
Standard
3.3

Check for
Understand
-ing

Review
Learning
Outcomes

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak
and/or unclear.

The lesson plan

includes a plan and
the means to check
for student
understanding of the
lesson. A provision is
included to reteach all
or part of the lesson
to all or part of the
class.

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is
weak and/or poorly
written.

Lesson closure relates

directly to the lesson
purpose and/or
objective.

Closure

different situations,
materials, and ideas.
The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.
Plans to check for
student understanding
of the content are an
integral part of the
lesson, and include
frequent questions
and other actively
engaging forms of
formative assessment
during guided
practice.
Lesson closure is
clearly correlated to
the content of the
lesson and actively
engages students in
summarizing the
essential elements of
the lesson.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Reflection
and PostLesson
Analysis

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally
appropriate for the
students.

Emerging
Competence 2
Assessment activities
are included in the
lesson, but they are
not well correlated to
and/or do not cover
the full range of LP
goals and objectives.
The assessment
strategies do not
promote development
of each student.

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation

Score

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

Formal and informal

assessments
strategies are a
seamless and
integrated part of the
lesson. The
assessments are
highly correlated to
the learning objectives
and promote
continuous
intellectual, social,
emotional, and
physical development
of each student.
Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.

The lesson plan

includes all required
self-answer questions.

ACEI 2.1
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis
Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty