EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Name: Megan Daroshefski

Lesson Day
Date: November 8, 2017
Grade: 3
Topic: Parts of a Plot
Grouping: Whole Class (27)
Time: 40 minutes
Why is it important to know the different parts of a plot in stories?
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
(1 point)
1. Students will be able to answer literal and inferential comprehension
Objective(s)
questions throughout the reading of Like Magic.
(1c: Setting Instructional Outcomes)
2. Students will be able to connect the different part of a plot to the events in
(2 points)
Like Magic using a plot map activity sheet.
Taking the learning goal into consideration, what is the objective(s) of 3. Students will be able to identify the different parts of a plot through use of an
this lesson that will support progress toward the learning goal. exit ticket.

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 (2 points)
www.Pdesas.org/Standard/view or 1. Standard - CC.1.2.3.B
https://www.pdesas.org/Page?pageId=11 Ask and answer questions about the text and make inferences from text; refer to text
to support responses.
2. Standard - CC.1.3.3.C
Describe characters in a story and explain how their actions contribute to the
sequence of events.
ISTE Standards (if applicable) N/A

RJM Fall 2017 SLO Lesson Plan Template 1

 Technology Materials/ Resources 1. Magaziner, Lauren. Like Magic . StoryWorks Jr., Oct. 2017, pp. 1419.
(1d: Demonstrating Knowledge of Resources) a. I will read Like Magic aloud to the class because the different parts
(2 points) of a plot are nicely laid out in this story.
2. Fiction Reading Kit Plot Activity Sheet
What texts, digital resources, & materials will be used in this lesson?
a. I will have students use this activity sheet because it guides students
How do the materials align with the learning objective(s)? If
in filling out the different parts of a plot as it relates to the story.
appropriate, what educational technology will be used to support the
b. See end of lesson plan for activity sheet.
learning outcomes of this lesson? How do the resources support the
3. Plot Roller Coaster Plot Map
learning objectives?
a. I will use a plot roller coaster plot map to review the different parts
Cite publications and any web resources. of a plot with students before reading. I will also use this chart to
guide our discussion of the different parts of the plot as it relates to
the story while filling out the activity sheet. This will also give
students a visual to hold in their mind when they think about the
different parts of a plot.
b. See end of lesson for plot roller coaster plot map.
4. Document Camera
a. I will use the document camera to project the activity sheet and fill it
in as we discuss the different parts of a plot as a class.
5. Audio of Like Magic
a. I will use the audio of the story to help struggling readers follow
along rather than reading the story independently.
6. Exit Ticket
a. I will use the exit ticket to assess students ability to correctly name
and order the parts of a plot.
b. See end of lesson for exit ticket.

RJM Fall 2017 SLO Lesson Plan Template 2


Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(2 points)
__5__ minutes
How will you set the purpose and help students learn why todays
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
RJM Fall 2017 SLO Lesson Plan Template
1. Earlier this week, we talked about the different parts of a plot. Give me a
thumb up if you remember the different parts with talked about and a thumb
down if you dont remember. Look to see who has their thumb up and who
has their thumb down to get an idea of who remembers.
2. Show me on your hands how many parts there are in a plot. Give students a
few seconds to show with their hands the number of different plot parts.
Thats right, theres five!
3. Turn and talk to the person next to you and tell them what the different parts
of the plot are called, in the correct order. Give students about a minute to
talk with a partner and listen to what students are saying to see if they are
able to identify the different parts of a plot as well as identifying them in the
correct order.
4. Lets come back together and review them before we begin reading. Can
someone name the first part of a plot? Call on a student to share. Yes, the
first part of a plot is the introduction. Can anyone name the second part?
Call on a student to share. Yes, the second part is the rising action. Can
someone name the third part? Call on a student to share. Yes, the third part
is the climax. Can anyone name the fourth part of a plot? Call on a student
to share. Yes, the fourth part is the falling action. Can someone name the last
part of the plot? Call on a student to share. Yes, the last part of a plot is the
conclusion.
5. As we read today, think about the different parts of a plot and how the events
of our story fit into the different parts.
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 Reading the Story:
Instructional Activities
*Where it says read, teacher is playing the audio of the story
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
__30__ 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.
RJM Fall 2017 SLO Lesson Plan Template
1. Turn to page 14 and follow along as I read the story aloud. Teacher will
begin reading Like Magic on page 14.
2. After reading the sentence, A magician lived in the mansion at the top of
Ainsley Hill, Give a thumb up if you know what a mansion is. Call on a
student to share the definition of a mansion. Yes, a mansion is a big fancy
house. Look on page 15 at the mansion that the magician lives in.
3. What is the one thing magicians want most of all? (literal comprehension
question) Call on a student to answer. Yes, the thing that magicians want
most of all is love. Lets continue reading.
4. Teacher will continue reading the rest of page 14 and some of page 16- the
section titled Jonahs Wish.
5. After reading the sentence, I hate you, he blurted out, barely noticing the
hurt look on his dads face, What does it mean to blurt something? Turn
and talk to the person next to you and share what it means to blurt. Give
students a minute to talk. Listen to students as they talk and bring up points
about what it means to blurt. To blurt means to say something without
thinking. Give me a thumb up if you have ever blurted something out before,
maybe an answer in class?
6. Continue reading. After the sentence I wish I had a different family,
Jonah whispered as he walked up the hill. I really, really do, Turn and talk
to the person next to and make a prediction. What do you think is going to
happen after reading what Jonah just said? Give students a minute to make
a prediction with their partner. Listen as the students talk for points to share
with the whole class. Bring up predictions that a lot of the students seemed
to be mentioning. Lets keep reading to see what happens.
7. Continue reading Jonahs Wish on page 16. After the sentence, A house
was teetering on top like a seesaw, Does someone know what teetering
means. Give students a few seconds to come up with an answer then call on
a student. Yes, teetering means moving unsteadily back and forth.
8. Read to the end of the section Jonahs Wish. What happened that made
Jonah so angry? (literal comprehension question) Give students a few
seconds to think and then call on a student to share their answer. The answer
should address that he had a fight with his two younger sisters.
9. Read the section A Chance to Do Magic. After reading the sentence, He
wandered through rooms of shiny chandeliers and glimmering cobwebs,
What is a chandelier? Call on a student to answer. Yes, a chandelier is fancy
lights that hang from the ceiling. You might have one hanging in your dining
room or somewhere else in your house.
4
 10. Continue reading to the end of the section A Chance to Do Magic. Who is
the man inside the house? What does he want to do? (literal comprehension
question) Turn and talk to the person next to you. Give students a minute to
talk, then have a few students share what they talked about with their
partner. Student answers should touch on the fact that the man inside the
house is a magician and he want to grant Jonahs wish.
11. Read the section A Nasty Surprise. After reading the section, what is a
character trait that we might give to the magician? (inferential
comprehension question). Turn and talk to the person next to you and share
a character trait you would give the magician and why. Give students about
2 minutes to talk and listen to students as they share their responses. Can a
few friends share what character traits they talked about with their partner?
Call on a few students to share answers.
12. Begin reading the section Kicked Out. After reading the sentence This is
not what I want! Jonah said. You tricked me! Did your prediction match
what happened? Give a thumb up if it did and a thumb down if it didnt.
13. Continue reading the section Kicked Out. After reading, All the way up
Ainsley Hill, you were muttering about how much you wanted to be part of
a different family. I heard you. I granted your wish. What does muttering
mean? Call on a student to share their answer. Yes, muttering means
complaining quietly.
14. Continue reading until the end of the section. Why does it seem like the
magician is getting stronger? Turn and talk to the person next to you. Give
students a minute to talk and listen to students responses as they share.
Touch on important points that the students bring up. If students dont bring
it up in the responses, mention he is getting stronger because of the love that
he is getting from Jonahs family.
15. Read to the end of the story
Activity:
1. Now that we read Like Magic, we are going to look at the different parts of
the plot and connect the different parts of the plot to the events that
happened in the story.
2. Remember, a plot is like a roller coaster. We start at the bottom and as we
climb the hill, the events in the story get more exciting and more intense,
with the top of the hill being the most exciting part. Then, as we go down the
hill, the story starts to come to a close and the problem is solved.
3. (Modeling) The first part of our plot is the introduction. On the print out of
the roller coaster, move the roller coaster car to the introduction. For this
story, the question that we would ask ourselves for the introduction is In the
beginning, why does Jonah run up the mountain? Hmmm, put finger on chin
like youre thinking, why did Jonah run up the mountain? Oh, I know! He
RJM Fall 2017 SLO Lesson Plan Template 5
 ran up the mountain because he was angry after getting into a fight with his
sisters. On our activity sheet under the introduction, I would write Jonah
was angry after getting into a fight with his sisters. Write that sentence in
box 1 under introduction with the sheet projected on the document camera so
that students can see. Give students a minute to write down the answer.
4. Who knows what the next part of the plot is? Call on a student to answer.
Yes, its the rising action. We are slowly starting to climb the hill of our
roller coaster. Move the roller coaster car on the print out up the hill to the
rising action. For the rising action, we ask ourselves, What happens
between Jonah and the magician? Does someone remember what happened
between Jonah and the magician? Give students a few seconds to think of
their answer and then call on a student to share. Yes, the magician says that
he will grant Jonahs wish of having a different family. Give a thumb up if
you agree and a thumb down if you disagree. If a student disagrees, ask why
and what they think. Write the magician decides he will grant Jonahs wish
of having a different family in box 2 under rising action. Give students a
minute to write down the answer.
5. Who knows the next part of our plot at the top of the hill. Call on a student to
answer. Yes, its the climax. We have reached the most exciting part in our
story! Move the roller coaster car to the top of the hill where it says climax.
For the climax, we ask ourselves, What is the big challenge that Jonah must
face? Turn and talk to the person next to you about the challenge Jonah
faced. Give students a minute to talk and listen to student responses as they
talk. Call on a student to share what they talked about. Yes, Jonah had to
figure out how he was going to get his family back! Give a thumb up if you
agree and a thumb down if you disagree. If a student disagrees, ask why and
what they think. Write Jonah had to figure out how he was going to get his
family back in box 3 under climax. Give students a minute to write down
the answer.
6. Who remembers the next part of our plot? Call on a student to answer. Yes,
its the falling action. We are now starting to go down the hill of our roller
coaster and things are settling down. Move the roller coaster car down the
hill to the falling action. For the falling action, we ask ourselves, What does
Jonah do that defeats the magician? Turn and talk to the person next to you
about how Jonah defeated the magician. Give students a minute to talk and
listen to student responses as they talk. Call on a student to share what they
talked about. Yes, Jonah thought about all the love he had for his family and
it was too powerful for the magician. Give a thumb up if you agree and a
thumb down if you disagree. If a student disagrees, ask why and what they
think. Write Jonah thought about all the love he had for his family and it

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Closure
(1e: Designing Coherent Instruction)
(2 points)
_5_ minutes
How will students share or show what they have learned in this lesson?
How will you restate the teaching point or ask students to do so and
clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
(2 points)
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?
RJM Fall 2017 SLO Lesson Plan Template
was too powerful for the magician in box 4 under falling action. Give
students a minute to write down the answer.
7. Who remembers the final part of our plot. Call on a student to answer. Yes,
its the conclusion. Our roller coaster is coming to a stop. Move the roller
coaster car to the end of the hill to the conclusion. For the conclusion, we
ask ourselves, How does Jonah feel about his family at the end of the
story? We are going to try this one on our own. Give students about 2
minutes to think about their answer and write it down. Does anyone know
how Jonah felt about his family at the end? Call on a student to answer. Yes,
Jonah loves his family and is happy to be a part of it. Give a thumb up if you
agree and a thumb down if you disagree. If a student disagrees, ask why and
what they think. Write Jonah loves his family and is happy to be a part of it
in box 5 under conclusion. Give students a minute to write down the answer.
1. What does knowing the different parts of a plot help us do with our story?
Turn and talk to the person next to you. Give students 2 minutes to talk and
listen to student responses as they talk. Have a few students share with the
class.
2. Students will have an exit ticket where they must fill in the different parts of
the plot in the correct order. The exit ticket is attached at the end of the
lesson.
1. The teacher will use different leveled questions throughout the read aloud to
access the range of learners. Some of the comprehension questions during
the read aloud will be literal questions and some will be inferential
questions, which will allow for higher order thinking.
2. Gradual release was also used when doing the activity sheet connecting the
different parts of the plot to the events that happened in the story. This
allowed for the needs of all learners to be met.
3. The activity sheet has guiding questions. This will help students who may be
struggling to connect the different parts of the plot to the events in the story.
The guiding questions specifically relate to this story and help guide the
students thinking to help them produce the connection between the plot part
and the story event.
7
 1. One student who has ADHD will be seated on the carpet close to the teacher
Accommodations ** (see note below)
so that the teacher is able to easily redirect them, and they can focus better.
(1e: Designing Coherent Instruction)
2. On the activity sheet, each of the boxes to fill in the answers has lines. This
(1 points)
will help the student who has trouble writing and requires Occupational
What classroom accommodations do you plan to employ to increase Therapy.
curriculum access for students identified with special education needs *If the writing becomes too hard for him and is impeding his ability to
or 504? connect the plot parts to story events, an aide in the room will scribe for him
as he orally gives his answers. (This student often becomes tiresome from
Describe how these accommodations align with the current
writing to the point of frustration, so this will allow him to not reach
Individualized Education Plan (IEP) for each student as applicable
frustration and receive full access to the content of the lesson)
(avoid using actual names of students).
3. Using the audio of the story will help struggling readers follow along rather
than having them read independently.

N/A
Modifications**(see note below)
(1e: Designing Coherent Instruction)
(1 points)
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?
1. The turn and talks and listening to student responses will serve as formative
Assessment (Formal or Informal)
assessment for students comprehension. The teacher will be able to see
(1f: Assessing Student Learning)
which students are comprehending the text and which students need more
(3 points)
support by listening to the answers that they share with the class and as they
How will you and the students assess where the learning objectives, talk with peers.
listed above, were met? 2. The plot map activity sheet will serve as summative assessment. The teacher
will be able to see if students were able to accurately connect the events in
Each formal or informal assessment should describe how it is aligned
the story to the different parts of the plot. This will also show the teacher
to the above objective(s).
which areas of the plot students may be struggling with and therefore, which
parts may need to be revisited.
3. The exit ticket will serve as formative assessment. The teacher will be able
to see if students can accurately list the different parts of the plot and in the
correct order.

RJM Fall 2017 SLO Lesson Plan Template 8

 Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a
good lesson? Below are some questions to assist you in your reflective
process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you
teach this lesson in the future? What misconceptions, if any, do
you need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and
your use of physical space. To what extent did these contribute
to student learning?
o Comment on different aspects of your instructional delivery
(e.g., activities, grouping of students, materials/resources
utilized). To what extent were they effective?
RJM Fall 2017 SLO Lesson Plan Template
Overall, I would say that this lesson was a success. From listening to students
as they talked with each other and when they shared with the whole class, I
was able to determine that students were comprehending the text. If a student
seemed to be struggling with one of the questions I asked, I would provide
support by prompting them with other questions to get them to the point I
wanted them at. I was also able to tell that students were able to accurately
connect the different parts of a plot to the events that happened in the text. I
was able to determine this by listening to students when they talked with their
partner during guided practice and by the activity sheet that each student
completed. I could see by reading their responses that they knew which
events in the story connected with which part of the plot. Again, if a student
was struggling with connecting the plot parts to the events in the text, I
provided them with more questioning to get them to the point where they
were able to make the connection and understand.
Not only did the students have a firm grasp on connecting the plot parts to the
events in the text, but there was a high level of engagement throughout the
lesson. The use of turn and talks, thumb up and thumb down, and having
various students share answers with the whole class kept students engaged
throughout the lesson. Also, using a variety of methods to hold students
accountable and get them involved kept students engaged because they
werent always doing the same thing every time I asked a question and they
really had to listen to what I was saying to hear how I wanted them to answer
the question. There were a few times where I would tell the students to turn
and talk to a partner about a particular question and students would
automatically raise their hand to answer the question on their own. I would
remind this student, along with the rest of the class, remember, we are
talking to a partner about (whatever the question was). The other thing that
kept students engaged was the analogy of the roller coaster. As we went
through each of the different plot parts, I would move the cart up the roller
coaster and we would talk about how each of the parts was like a roller
coaster. This gave students a visual to hold in their minds when they think
about the plot of a story.
For the most part, I did not stray away from my lesson plan. That being said, I
had to be flexible with the timing of my lesson. My lesson was supposed to be
completed during reading, but because of their schedule this week and today,
things got shifted around. Originally, I had planned to review the parts of the
plot with them that my mentor teacher would have taught them earlier this
9
 week. However, my mentor teacher did not get to going over the parts of the
plot before today, so we had to shift things around and teach that today before
I did my lesson. It took longer than anticipated to teach this to the students, so
I only had 20 minutes before lunch to teach my lesson. I ended up reading the
text with them and assessing their comprehension through my questioning
before lunch, but the activity sheet had to be pushed back to after lunch and
recess. When the students came back from recess, we jumped right into the
activity from where we left off, but multiple students had to leave the room
for violin lessons. Even though I had to split my lesson between before
lunch/recess and after lunch/recess, we completed what I had planned and did
not stray from the lesson aside from having to teach them the plot parts before
I started.
In the future, there are a few small changes I would make if I were to teach
this lesson again. Im undecided if I would use the audio of the story again or
if I would read it aloud to the class myself. There were pros and cons to using
the audio version. The one thing I did like about using the audio was that I
was able to monitor the class better throughout the reading. Because I wasnt
reading and looking down at the words, I was able to monitor who was
paying attention and catch students who seemed to be slipping toward off-
task behavior before it became a problem. On the other hand, I felt that the
audio version was a little less natural. The stopping points felt a little
awkward and at times I became a little flustered because I was trying to make
sure that I stopped the recording at the right time while also trying to gather
my thoughts about the question I was about to ask. In the future, if I did use
the audio again, I would practice beforehand with all the stopping points and
questions I was asking. I did not have the opportunity to do this for this lesson
and think that I would have benefited had I practiced with the audio
beforehand. Another thing that I need to work on in the future is pulling the
class back together after turn and talks. I felt that things became a little
chaotic when I was trying to transition from the turn and talks back to whole
class discussion or the reading. I often felt that I was trying to talk over
students. Next time, I need a signal to let the students know that the turn and
talk is over and its time to turn their attention back up front.
Other than the transitions with turn and talks, I feel that I had good control
over the class throughout my lesson. As I said earlier, the students were
engaged and on-task throughout the lesson. There were a few times that I had
to redirect some students or give them a reminder, but this did not distract

RJM Fall 2017 SLO Lesson Plan Template 10

 from the lesson. Also, in the afternoon when I was resuming the second half
of my lesson, I took control of the class and told them to get their activity
sheet and clipboard from their desk and come to the carpet as they came in.
Students were on the carpet and settled in about 2 minutes from coming in
from recess.
Last, there were a few things that worked well for this lesson and techniques
that I have improved on since the beginning of the semester. The biggest
change I have seen with my instruction is wait time. I have been practicing
using wait time and today I saw a lot of hands that I dont always see because
I gave them more time to think about the question and produce an answer. If
after about five seconds I noticed I was still seeing the same hands, I would
ask for a few more people to share their thoughts and would get new students
raising their hands. The other thing that I have improved on is my
questioning. I used a variety of questions throughout this lesson, from literal
questions to inferential questions. This allowed me to access all the different
learners in my class and led to some higher-level thinking and great responses
from students. Going forward, I will keep improving these techniques and I
will continue to work on creating smoother transitions.

**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.

RJM Fall 2017 SLO Lesson Plan Template 11

Exit Ticket:

Name _______________________________________________

Plot
5. ______________________
__

4. ______________________ 1. ______________________
__ __

3. ______________________ 2. ______________________
__ __

RJM Fall 2017 SLO Lesson Plan Template 12

Plot Roller Coaster Plot Map:

RJM Fall 2017 SLO Lesson Plan Template 13

Plot Activity Sheet:

RJM Fall 2017 SLO Lesson Plan Template 14