Indiana Wesleyan University

Elementary Education Lesson Plan Template

2007 ACEI Standards

READINESS
Big Idea:
Students as Decision makers

I. Goals/Objectives/Standard(s)
A. Goal(s)—Unit (broad terms)
a. Students will be able make a prediction and connections to a book they are
reading.
b. Students will use the term chapter during a story.
c. Students will be able to answer questions about a text.
d. Students will be able to read a story and describe the characters in it.
B. Objective
a. By reading Room One and The Miraculous Journey of Edward Tulane, Students
will be able to share prediction and see their connections.
b. By writing predictions on a sticky note, students will be able to use strategy
learned in guided reading.
c. By completing a worksheet about a story, students will be able describe the
characters in it.
d. By responding to different scenarios, students will understand the importance
of decision making.

C. Standard(s):
a. 3.RL.3.1 Use terms such as chapter, scene, and stanza to refer to the parts of stories,
plays, and poems; describe how each successive part builds on earlier sections.
b. 3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
c. 3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the plot.
II. Materials-
a. Time- 15 minutes per station
b. Materials
- Books
- Room One (6)
- Worksheets
- Miraculous Journey of Edward Tulane (7)
- Riddles
- Station sheets
- Pencils
- Phone (Timer)
 - Ipad
c. Space
- The reading area in the back of the room
- The desks
- The blue table in the middle of the room
d. Students
III. Anticipatory Set
• I would like all of you to stand up. Go to the book shelf and grab 1 book you would like to
read and set it on that table (Point).

IV. Purpose: must be stated to the students! Why do they need to learn this?
a. Today is all about decisions. You probably don’t realize it, but we make decisions
all the time. You made the decision to listen to me and to stand up when I asked
you to go grab 1 book. You decided which shelf to go to, you let someone get their
book before you or you stole a book from someone else. You decided to pick a
mystery, or an adventure, or to pick a book based on a friend. You decided to set
or toss your book on the table. We make decisions all the time, more than you
realize, and these decisions don’t affect just you they might affect others around
you.
PLAN FOR INSTRUCTION
V. Adaptation to Diverse Students-- Demonstrate your understanding of the development and
approaches to learning unique to the students in this class as you describe the specific
instructional opportunities provided in this lesson.
- Differentiated by interest and by ability
- Students in group 1,3, and 4 have an interest in mysteries
- Students in group 2 have an interest in adventures
Group 1: Moszi, Ozzy, Hunter, Arie, Conner (5) (Average)
Group 2: Trevor, Macey, Breanna, Ava, Moriah, John, and Eric (7) (mix)
Group 3: Rhian, Haley, Preston, Laila, Grace, and Carter L. (6) (average)
Group 4: Kayden, Alicia, Alleja, Karter, Alyssa, and Brayden (6)
(low)
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
o Mini lesson
 Today we are going to read those books we talked about finally! We will
do stations like usual, but each station will be a little different. There are
four stations; the 1st station is a free read on this table (that is why I had
you choose these books, 2nd station is a decision-making center, 3rd
station is guided reading with me, and 4th station is about character
descriptions. The directions are on each table. Make sure you read them
before you ask questions.
o Workstations
 Station 1 will be guided reading with me.
 Station 2 includes students free reading (shows their choice)
 Station 3 will have 5 different scenarios involving decisions. The students
will have a partner to discuss with then they write on their own.
 Station 4 will have the students working on Character description on
Ipads.
o Guided Reading Lesson
 Rotation will go in a circle
 Guided reading group 1,3,4: Predicting
1. Prereading
o Last week I was in my house and I heard this scary noise. I
remember thinking what do I do? Do I investigate, or do I
say in my room? I’m going to call my mom and
investigate. I get on the phone and I’m talking to her I walk
downstairs, and I turn on the lights and found the source of
the noise. To my relief it was my cat who had knocked my
metal cup off the counter.
o Today we are going to read Room One by Andrew
Clements. This is a book about a boy who is ready to solve
a mystery.
2. Reading
o I am going to read the first chapter then you are going to
read the second chapter on your own.
o After first chapter predict about what might happen next.
o Now I would like you to go ahead and read the second
chapter but while you’re reading think about room one.
o Try to find out why the book is called room one. What is
room one?
3. Responding
o What do you guys think about the book so far? Did any of
you notice anything odd?
o What have we learned about Ted? How old was he?
o Did any of you catch Ted talking Room one? Why was it a
joke? What do we know about his town and school?
o Could you imagine that being your school?
o If you were Ted what do you think you would have done
when you saw someone in the Anderson’s house?
4. Exploring
o We are now going to make predictions.
o A prediction is a guess about what will happen next based
on what you have read so far and the best thing about
predictions is it does not have to be correct.
o I would like you to go back in the book and try to figure out
what’s going to happen next. We are making a prediction.
 o Be ready to share your prediction and why you think that
will happen using evidence from the book.
5. Applying
o "Next time you read a book you can make predictions
about what will happen next.”
 Guided reading group 2: Predicting
1. Prereading
o When I was little I had this stuffed animal named Oreo. It
was so cute, and I took it everywhere. One day I lost Oreo
and never found her again. It was awful but what me and
Oreo had was special.
o Today we are going to read The Miraculous Journey of
Edward Tulane by Kate Dicamillo. This is an adventure
book about a china doll rabbit.
2. Reading
o I am going to read the first chapter then you are going to
read the second chapter on your own.
o After read first chapter predict about the next.
o While you read the second chapter on your own I want you
to think about how Edward Tulane felt about the situation
with the maid.
3. Responding
o What do you guys think about the book so far?
o Who is the main character?
o What do you think about Edward and Abilene’s
relationship?
o Did any of you ever have something like Edward? I know I
did. It was my cute little kitty Oreo. I carried her around
everywhere.
4. Exploring
o We are now going to make predictions.
o A prediction is a guess about what will happen next based
on what you have read so far and the best thing about
predictions is it does not have to be correct.
o Now I would like you to go back in the book and try to
figure out what’s going to happen next. We are making a
prediction.
o Be ready to share your prediction and why you think that
will happen using evidence from the book.
5. Applying
o Next time you read a book you can make predictions about
what will happen next.
(ACEI 3.3)
VII. Check for understanding. How do you know students have learned? What strategies will
you implement if all students have not met lesson outcomes? Employ one or more
strategies to determine student learning.
 What do you guys think about the book so far?
 Who is the main character? What do you think about his relationship with Abilene?
 Did any of you ever have something like Edward?
 What have we learned about Ted? How old was he?
 Did any of you catch Ted talking Room one? Why was it a joke? What do we know about
his town and school?
 Could you imagine that being your school?
 If you were Ted what do you think you would have done when you saw someone in the
Anderson’s house?
 Do any of you feel like Ted when you read a mystery book?
 Station 2 question
- What would you do if you saw someone sitting by themselves at lunch?
- Write about a time when you made a decision (good or bad).
- Mrs. McCool gives you a brag tag for not talking in the hallway, but you
were talking, do you tell her or take the brag tag
- If there was a fight between two classmates, what would you do?
- What would you do if one of the classmates in the fight were your
friend?
- How many decisions do you think you make each day? List as many as
you can.
VIII. Review learning outcomes / Closure
a. Recap big idea.
b. Did you guys enjoy what we did?
c. What was the today all about?
PLAN FOR ASSESSMENT
Formative Assessment
- Listen to how students answer the discussion questions
- When students are at self-read see what students write down for their predictions
- Students will answer questions on decision making
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. Almost every student got the lesson objective. There were a few students that
struggled to get it but it helped that they were able to talk to the other
members in their group.
2. What were my strengths and weaknesses?
a. I did really well at keeping my students under control. They were excited to
read the book that I selected based on their input and they loved responding
to the scenarios I gave them.
 b. My weakness would be working on time management – however it has
improved since last time. I had to add sometime onto my groups to allow for
me to do more of my guided reading and cut the amount of pages they read.
Instead of reading the whole chapter I had them read 3/4th.
3. How should I alter this lesson?
a. Even though I could see my students during my guided reading station I think I
would put my group at a different spot, so I could be more “in the class” with
the students. This would allow me to help them a little more if they needed it
since I would not have Julie when I actually do this by myself.
4. How would I pace it differently?
a. I would probably only meet with two groups during the reading block because I
felt a little rushed to work with 24 students at once. However, that is what
Julie wanted so I made it work to the best of my abilities.
5. Were all students actively participating? If not, why not?
a. All but two were participating in the group discussion. The ones that were not
participating are always the ones I struggle with getting their attention during
this time. Knowing this I asked more prompting questions during reading time
and directed a few things at them to keep them engaged and focused.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
i. I think I did a fairly good job of having the students think more deeply
however this is always something I can work on.
b. Gardner’s Multiple Intelligences
i. I was able to achieve many different intelligences. They were able to
work on their own, with a partner, talked and wrote out responses.
7. Did my grouping work for the students and the purpose of the activity?
a. Yes, I thought my grouping was good. I grouped based on books then once I did
that I grouped the mystery book groups on ability and grouped people who
chatted with certain people in a different group.
8. Did I do a good job of addressing the big idea?
a. I think I did a good job. They definitely got the idea. They also loved the
scenarios I gave them to response to.
9. Did my students enjoy the books I choose?
a. Yes, I asked all the students if they liked the book and they did except two of
my students who struggled to want to read. They all asked if they could keep
reading the books and I told them they could, and that Mrs. McCool has a few
and the library as well.
 Station 2

1. Choose any book you would like on the table.

2.Write one prediction for your book and see if it happens.

3. Tell the person sitting next to you about your book.

Station 3

1. This is an activity you can complete with a partner.

2. Grab a slip of paper with your partner and discuss the scenario.

3. Once you are done discussing, answer the question on the sheet provided.

4. After you have answered the questions repeat step 2 and 3.

Station 4

1. Grab your Ipad and go to Mrs. McCool’s homepage.

2. Find the document called The Old Smokey Caper and download it onto

notability.

3.Read the story and answer the following questions.

1.What would you do if you saw someone sitting by themselves at lunch?

2.Write about a time when you made a decision (good or bad).

3.Mrs. McCool gives you a brag tag for not talking in the hallway, but you were

talking, do you tell her or take the brag tag?

4.If there was a fight between two classmates, what would you do?

What would you do if one of the classmates in the fight were your friend?

5.How many decisions do you think you make each day? List as many as you can.