Learning-Focused Strategies Extending Refining Lesson Plan: EATS

Date: 2/20/19

Grade Level: 5th

Name: Josie, Krystianna, Loryn, Reagan, Quanisha, Sydney

Topic: Sojourner Truth: Ain’t I a Woman? Context:

ESSENTIAL QUESTION:
What is the most important
concept in this lesson? What
skills should the students
master?
What is the key question for
this lesson?
The most important concept in this lesson is to understand
Sojourner's character as a whole. The students should be
able to use their context clues from the movie trailer and
make an inference on the type of character Sojourner is and
what character traits she possesses.
Essential Question:
According to the movie trailer; How would you describe
Sojourner’s personality characteristics, and what do you
predict she does to make an impact or accomplish during her
lifetime?

Lesson Objective:
The student will use their context clues from the movie
trailer to make an inference on Sojourner Truth’s character
by describing her traits and motivations and how her actions
will be important to the story.

Standards:
ELAGSE3RL3:
Described characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
ACTIVATING STRATEGY:
How will you activate your
lesson, link to prior
knowledge, and promote
knowledge of key vocabulary
words?
(Examples: KWL, word
maps, Word splash, etc.)
Activate your lesson:
We will activate the student’s prior knowledge by showing
them the movie trailer first. The students will watch a short
clip about the book, Sojourner Truth: Ain’t I a Woman. By
showing the students the movie trailer, the students will
become engaged in the lesson.
Link to Prior Knowledge:
The teacher will link the student’s prior knowledge to the
lesson by use questions to support their critical thinking.
The teacher will ask the students:
- How can you determine someone’s characteristics?
- Explain a time in school you learned about a historical
figure? What kind of characteristics did they possess?
- Based on the movie trailer, do you think Sojourner can be
seen as a hero?
Linking Vocabulary to the Essential question:
The students will draw from their understanding of the
movie trailer to complete an activity that promotes
knowledge and vocabulary. The students will be describing
Sojourners character using academic language to describe
the following three questions: character, slavery, and
freedom.
Activity:
The students will complete a Word splash using a
smartboard. The teacher give 3 topics to the class. The
students will then write a word or concept that is associated
with slavery on the smartboard. Once the students have their
ideas, they will write their response on the smartboard for
the instructor to see. The teacher will summarize the
student’s common responses to the class as a whole.
TEACHING STRATEGIES:
What instructional strategies
will you use in your lesson?
(Examples: graphic
organizer, distributed guided
practice, distributed
summarizing, collaborative
pairs, etc.).
After students watch the trailer, the teacher prompts them to
find the main idea from the trailer. The teacher will ask
questions, as a formative assessment of their understanding
of what the main idea was. Teacher will hold class
discussion where one student at a time shares thoughts on
what they think the main idea of the trailer is, while the rest
of the class participates with thumbs up, thumbs middle,
thumbs down to whether or not they agree with the student’s
main idea of the trailer.
I do:
The teacher will first introduce the academic language to the
class. After reviewing the terms and asking the students if
they have any questions the teacher will then show the
movie trailer. Following the I trailer the teacher will lead
class discussion and ask the students questions from the
trailer, such as “what did you think?” “What did you
notice?” “Did anything stand out?” After the teacher, has
completed a whole group discussion, she will introduce the
activity the students will be completing. The teacher will
say, “Now that we have talked about Sojourners character
and important concepts that stood out to you while watching
the trailer, we will be completing a word splash activity.”
The teacher will then explain the activity and allow the
students time to think.
We do:
The class will complete the word splash activity. The
teacher will give the students the three separate words, that
the students will write about. The first topic is “slavery.”
The second topic is “freedom.” Finally, the third topic is
“characteristics of Sojourner.” Together the class will come
up with a list if things that happened in the trailer and what
they noticed. The teacher will write all of these collaborated
ideas down and record them on the board for the students to
see.
You do:
The students will work independently to answer the
essential question on a ticket out the door. Essential
question: According to the movie trailer how would you
describe Sojourner’s personality characteristics, and what do
you predict she does to make an impact or accomplish
during her lifetime.
SUMMARIZING
STRATEGIES:
How will students summarize
what they are learning during
the lesson and at the end?
(Examples: Ticket out the
Door, 3-2-1, etc.)
Answer the EQ.
REFLECTION
How well did the student
grasp concepts in this lesson?
Will you use a re-teaching
strategy after this lesson?
For the closing, students will come back together as whole
class with the teacher. The teacher will ask four students to
volunteer and share ideas they came up with from the word
splash.
To conclude the lesson, students will complete an Exit
Ticket by answering the essential question and giving
response to the teacher with many details and using
academic language.
What went well and why?
We predict that the students will grasp the concept well. The
students will be able to describe Sojourner Truth’s
characteristics based off of the movie trailer.
What did not work and why?
We predict that their might be a misconception with the
word splash. If the students have a hard time completing the
word splash the teacher will demonstrate an example of the
activity to clarify any misunderstandings the students may
have.
What improvements and changed would you make if
you were to teach the lesson again and why?
If we were to teach the lesson again, we would improve the
opening by completing a Think-Pair-Share chart to like the
students background knowledge with their prior knowledge.
In reference to reteaching and allowing the students time to
reflect on the lesson the students can personally reflect on a
time in their lives when they displayed similar or
corresponding characteristics to Sojourner Truth and write a
small summary about that moment in their life. The teacher
will have the prompt for the summary displayed on the
whiteboard and the students will write their summary on
regular lined paper.
What did you learn about yourself as a teacher?
As a group, we predict that we will learn the important of
team work, and how coming together to plan a lesson as a
whole will bring in new ideas and strategies to enhance the
lesson. By working as a team we were able to think of
 possible misconceptions and how we will approach them if
they are to arise.

Research:
We will be using whole group guided practice to achieve whole group discussion and allow
students opportunity to implement ways of sharing their thinking. The teacher will model and
explain the task for the students using explicit instruction. ( Hougen & Smartt, 2012, pg. 179)

Appendix:
Formative assessment:
The student must receive at least one point each word splash topic given, and the ticket out the door.
Student List Topic 1 Topic 2 Topic 3 Ticket out the door

Student 1 1 1 1 1

Exit Ticket:
According to the movie trailer how would you describe Sojourner’s personality characteristics,
and what do you predict she does to make an impact or accomplish during her lifetime? Teacher
will display question on the board and distribute a piece of paper to all the students to respond to
the question on.
Learning-Focused Strategies Extending Refining Lesson Plan:
Rubric
Date: 2/20/19
Grade Level: 5th
Name: Josie, Krystianna, Loryn, Reagan, Quanisha, Sydney
Reviewed by Pen Gals: Angel Estrada, Keren Reizis, Sarah Thomas, and Megan
Shadburn
ESSENTIAL
QUESTION:
What is the most
important concept in this
lesson? What skills should
the students master?
What is the key question
for this lesson?
ACTIVATING
STRATEGY:
How will you activate your
lesson, link to prior
knowledge and promote
knowledge of key
vocabulary words?
(Examples: KWL, word
maps, Word splash, etc.)
TEACHING
STRATEGIES:
What instructional
strategies will you use in
your lesson?
(Examples: graphic
organizer, distributed
guided practice,
distributed summarizing,
collaborative pairs, etc.).
EATS
Points
Essential Question
Did the essential question describe the most important 6/ 6
concept in this lesson? YES
Lesson Objective
Did the lesson objective clearly convey the skills the
student(s) should master? YES
*Make the statements into questions.
Standards
Are the standards for the lesson listed?
YES
6/ 6
Activate your Lesson
Was the lesson plan activated in an effective way? Would the
activating strategy promote student engagement in the
lesson?
YES.
*Truth needs to be capitalized and ain’t needs an
apostrophe.
Link to Prior Knowledge
Did the activating strategy link the learner with prior
knowledge?
*Student’s need to be a plural possessive
students’ in both parts.
Linking Vocabulary to the Essential Question
Were vocabulary words for the lesson clearly linked to
the essential question?
*Maybe explicitly point out the key vocabulary.
I Do 18/ 18
Does the lesson clearly explain the way you will model
the instructional strategy for the student(s)?
*Change move to movie
*Change Sojourner to possessive.
We Do
Does the lesson clearly explain what the student(s) will
do as a group?
*Yes, the lesson is well designed
You Do
 Does the lesson clearly explain what the student(s) will
do individually?
*Students should not be capitalized.
SUMMARIZING
6/ 6
STRATEGIES:
Summarizing Strategies
How will students Was the strategy for summarizing student learning
summarize what they are appropriate and meaningful? Was this an engaging
learning during the lesson strategy to enhance learning?
and at the end? *Great way to engage and answer the essential
(Examples: Ticket out the
question!
Door, 3-2-1, etc.)

Answer the EQ.

REFLECTION Reflection 6/ 6
How well did the student  What went well and why?
grasp concepts in this  What did not work well and why?
lesson? Will you use a re-  What improvements and changes would you make if
teaching strategy after
you were to teach the lesson again and why?
this lesson?
 What did you learn about yourself as a teacher?
*rasp needs to be changed to grasp.
*what went well and why should be revised there
is many mistakes.
*Think-Share-Pair should be changed

6/ 6
APA REFERENCES References
Were all of the references from the lesson included,
and were they listed in the APA format?
*Make sure the references hanging indention

RESOURCES & Resources 6/ 6

ARTIFACTS Did the lesson include a complete view of all resources,
including graphic organizers and examples?
Yes
Artifacts
Did the artifacts include the response to the lesson with
completed graphic organizers and writing by the
student(s)?

WRITING 0/ 6
CONVENTIONS WRITING
CONVENTIONS
Did the lesson follow writing conventions with accurate
spelling, subject-verb agreement, etc.?
*Throughout the whole lesson there were many
writing convention mistakes. Please consider
revising each section to make sure to fix them.
TOTAL 54/ 60
Overall Quality
Describe the overall quality of the lesson. Was it
interesting, engaging, and meaningful?

*Overall the lesson was very well written. It seems

like the students will be very engaged throughout
the lesson.
We look forward to seeing it in action and hearing
more about your lesson during the presentation.
 References

Hougen & Smartt (2012). Fundamentals of Literacy Instruction & Assessment. Baltimore,
Maryland: Paul H. Brookes Publishing CO.