McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Elizabeth Churchill Date:

Title of Lesson: “Brave Charlotte” Cooperating Teacher: Alex Cameron

Core Components
Subject, Content Area, or Topic
Language Arts, Reading, Story Elements and Summary
Student Population
Total Number of Students: 18
Total Number of Girls: 9
Total Number of Boys: 9
Learning Objectives
SWBAT identify the story elements and summarize a fiction text.

Virginia Essential Knowledge and Skills (SOL)

3.5 The student will read and demonstrate comprehension of fictional text and poetry. i) Identify the
main idea. j) Identify supporting details.

Materials/Resources
 Brave Charlotte by Anu Stohner
 “Story Map” worksheet
 Lined paper
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
N/A

Time
(min.) Process Components
*Anticipatory Set
Today we are going to do some more practice on summarizing, but we are also going to
work on the elements of a story.
 Do you know what story elements are? Characters, setting, plot (main events),
conflict (problem), and conclusion
 What are those?
Well we are going to focus on those today when we read Brave Charlotte.
*State the Objectives (grade-level terms)

I can identify story elements.

I can summarize a fiction text.
*Instructional Input or Procedure
1. Anticipatory set
2. TTW read Brave Charlotte.
a. Who are our characters? What is the setting? How do you know? (p. 4)
b. Why do you think the other sheep do not like Charlotte? How do you know?
Does this bother Charlotte? (p. 12)
c. What was some main events in our story?
d. What was the problem that happened in the story? How do you know?
3. IP: Students will complete the “Story Map” worksheet for Brave Charlotte and then
will use that information to write a paragraph (3-5 sentences, lined paper) that
summarizes the story. Students will use complete sentences. (This will be used to
assess how students understand story elements and summarization.)

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

If students need more of a challenge then they can use the other side of the “Story Map” worksheet
on a chapter book they have read recently to identify story elements.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015